Purpose: This study explores learner outcomes and perceptions of engagement with an inquiry-based unit of work, Take Action, that aimed to provide young people with an opportunity to critically reflect on movement, investigate an issue important to them, and enhance their capacity to enact positive change for themselves and others.
Participants and setting: Forty-four students and three teachers from two secondary school settings participated in the research. Both schools were located in relatively low socio-economic status areas in southern metropolitan Melbourne, Victoria, Australia.
Data collection and analysis: An exploratory and evaluative study design that employed naturalistic inquiry, using qualitative semi-structured interview data, observational data, and analysis of learner-produced artefacts were used. Analysis drew upon authentic learning frames to explore elements of knowledge construction through disciplined inquiry and real-life application.
Findings: Take Action provided a unique experience of HPE for the students and teachers who engaged with it. It was a collaborative, learner-centred inquiry-based experience that most learners found to be engaging and authentic. Both teachers and learners lacked the foundational knowledge of the discipline and a sound understanding of a critical-inquiry process that would have allowed them to deconstruct and reconstruct new ideas in deep interconnected ways.
Conclusions: More support for teachers and students is needed to legitimate these types of approaches within broader curriculum contexts to support student learning. Specifically, foundational understandings of: socially critical approaches to critical inquiry that serve to enhance knowledge relating to learner-identified topics; learning intentions and authentic assessment and how these might align with inquiry-based learning; forming connections with external experts to support learners early in an inquiry process; and how to extend explorations and elaborations within the constraints of a congested and contested curriculum. 相似文献
Purpose: The purpose of this paper is to use Deleuzo-Guattarian theory to reflect on my affective experiences as a queer male physical educator. A secondary goal is to transcend binary theorising that has shaped previous research in the field.
Design and Analysis: This paper uses autoethnographic examination to analyse experiences as a queer male physical educator. Data consists of narratives from my first year as a physical educator. These narratives are analysed using Deleuzo-Guattarian theory to map their affective implications.
Conclusion: I conclude the paper by reflecting on and recommending several initiatives that can help shift our field toward a Queer Inclusive Physical Education. 相似文献
Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.
Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model.
Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered.
Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper. 相似文献
Purpose: The purpose of this paper is to scrutinise how knowledge is expressed in learning outcomes formulated in curriculum documents at PETE institutions in Sweden and to discuss the potential educational consequences of the epistemological assumptions underlying the analysed expressions of knowledge.
Setting and participants: This paper offers possible explanations for the difficulties of influencing subject traditions in PE through analysing learning outcomes formulated in PETE curriculum documents. The analysis is based on 224 learning outcomes collected from a total of 18 course syllabi, spread at 6 PETE institutions in Sweden.
Research design, data collection and analysis: The documents have been collected through contact by e-mail with representatives for each institution. Through the analysis different themes in the material have been identified and clustered together. Inspired by Fenstermacher's ideas about teacher knowledge as propositional knowledge and performance knowledge, our ambition is to discuss the potential educational consequences of the epistemological assumptions underpinning the analysed learning outcomes.
Findings: In the collected learning outcomes, the following themes were identified: teaching PE, interpreting curriculum documents, physical movement skills, science, social health, pedagogy, critical inquiry, and research methods. In most of the identified themes, the learning outcomes represent both subject matter knowledge and general teacher knowledge and are also formulated with an integrated perspective on so-called performance knowledge and propositional knowledge. However, particularly in the themes science and physical movement skills, two very influential themes, the learning outcomes are limited to subject matter knowledge and the concept of knowledge in these themes is also limited and unilateral in relation to ideas of different forms of teacher knowledge.
Conclusions: We argue that a decontextualisation of knowledge, in this paper identified through dissolving science from its use in practice and through detaching physical movement skills from other conceptual foundations, contributes to the reproduction of subject traditions that render PE teachers incapable of critically reflecting over their practice, for instance how different groups of students benefit or suffer from the teaching of certain content. Drawing on the work of Tinning, we offer an explanation as to how teacher knowledge in the themes science and physical movement skills, emanating from behaviouristic and craft knowledge orientations, is formulated. 相似文献
Purpose: The purpose of this study was to explore the potential of using participatory visual methods as a pedagogical and methodological tool to facilitate teacher articulation of change. Specifically, we sought to understand teachers' depictions of their own change.
Theoretical framework: The project was grounded in constructivist learning theory as the pedagogical use of visual methods provided teachers a way to understand, interpret, and think about the curriculum change and their teaching.
Participants and setting: Four physical education teachers, all female, were the participants.
Data sources: Data sources included (a) participants' digital photographs, (b) photo-elicitation interviews, and (c) field notes from observations of all PD sessions, conference presentations, and multiple lessons taught by the teachers.
Data analysis: Data were analyzed using two distinct yet overlapping processes derived from grounded theory: open and axial coding.
Findings: Visual methods allowed participants to articulate three distinct changes as a result of the curriculum development PD process: (a) changes in practice, (b) changes to interpersonal working relationships, and (c) intrapersonal changes. First, the use of visual methods allowed these teachers to identify four multidimensional student learning-focused changes to their teaching practice: outcomes based instruction, increased and differentiated practice, deliberate focus on the affective domain, and assessment to document learning. Second, changes to interpersonal working relations as a result of the curriculum development were documented. These changes provided the initial forum for collaboration as well as solidarity among the teachers to complete a defined task. Third, empowered by their increased skills and knowledge, these teachers experienced intrapersonal changes as they embraced their roles as teachers, professionals, and leaders. All four teachers expressed increased sense of self as a result of their changes in curriculum, assessment, and approach to teaching.
Conclusions: These teachers accomplished a great deal as they departed from what they knew well to try new practices and strategies. The use of visual methods documented this complex process. This study has several implications for the use of visual methods. The first is their value as a way for teachers to discuss their own learning and reflect on their practice. Second, the use of photographs and associated photo-elicitation interviews served as a valid research tool which successfully accessed teachers' implicit learning. Finally, a combination of methodologies provided different, yet complimentary information about teachers' depictions of change. 相似文献
Purpose: The aim of this study was to test path relations between body size dissatisfaction (BSD), test anxiety (TA), self-efficacy, and fitness-related outcomes during fitness in PE and to determine whether these differ as a function of gender and level of BSD.
Method: Survey data were collected from 394 9th and 10th-grade students in southern Ontario, Canada. A previously validated BSD measure was used that consisted of a series of nine gender-specific silhouettes ranging from very thin/slender to very large/overweight. Students’ dissatisfaction score involved subtracting self-ratings of their ideal body size from current body size estimates. Fitness indices in PE (FIPE)was the z-score of the sum of self-reported fitness level, fitness grade in PE, and frequency of active exercise at least 30 minutes per day. Self-efficacy and TA were assessed using established scales from the Motivated Strategies for Learning Questionnaire.
Data analysis: Multivariate analysis of variance was used to assess group differences whereas gender-specific confirmatory factor and path analyses were used to test the proposed path in which relations between BSD and FIPE were manifest indirectly through TA and self-efficacy.
Findings: The hypothetical path fit the data in the overall sample and fit better for females than for males. Females reported a higher BSD and a lower self-efficacy and FIPE than males. BSD was evident in both genders with most females desiring a thinner body compared to boys who had relatively equal proportions wanting to be bigger and thinner. Males wanting to be smaller reported significantly lower self-efficacy and FIPE than males with little BSD or those wanting to be larger. Females desiring a thinner body reported significantly more TA and lower FIPE than females with no BSD.
Conclusion: Body image concerns and elevated levels of anxiety appear to undergird the influence of self-efficacy on FIPE. This is particularly so in females, although both females and males with a BSD are susceptible to lowered fitness motivation and achievement in PE. Suggestions are provided to help physical educators to structure fitness curricula and pedagogy to better minimize this vulnerability. These include catering to the gender-specific needs and preferences for fitness activities during PE including the testing of fitness. 相似文献
Minimalist footwear aims to reduce the risk of injury by promoting adaptations in running biomechanics that have been linked to a reduction in both impact and joint forces. However, some studies have found that minimalist footwear may be beneficial to the runner as they promote favourable biomechanical adaptations, whilst other studies have found the opposite to be true.
Reasons for these conflicting results could be attributed to the lack of a definition for minimalist footwear. The aim of this review article is to provide a structural definition for minimalist footwear based on studies that have examined the influence of footwear on biomechanical variables during running.
Based on current literature, we define minimalist footwear as a shoe with a highly flexible sole and upper that weighs 200g or less, has a heel stack height of 20mm or less and a heel-toe differential of 7mm or less. 相似文献
Nine 29-in. mountain bike cross-country tyres were tested on a course representing typical ground surface conditions 5 or 6 times. The coefficient of rolling resistance was estimated with the virtual elevation method by 3 investigators and corresponding off-road speeds were calculated.
The virtual elevation method was highly reliable (typical error = 0.0006, 2.8%; limits of agreement <0.0005, r ≥ 0.98). The mean coefficient of rolling resistance was 0.0219 and differed from 0.0205 to 0.0237 (P < 0.001) between tyres. The calculated differences in off-road speed amounted to 2.9–3.2% (0% slope) and 2.3–2.4% (10% slope) between the slowest and the fastest tyre.
The reliability of the method and the differences in rolling resistance between the tyres illustrate the value of testing tyres for important competitions on a representative ground surface using the virtual elevation method. 相似文献
Purpose: While there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools HPE and sport. In addition, research in the physical activity field is accentuated by paradigms that assume and perpetuate the binary notion of cultural beliefs and practices such as ‘West’ versus ‘East’ and in association with ‘Normal’ versus ‘Problematic’ lifestyles in relation to physical activity. We argue that, without conceding the epistemological understanding of ‘difference’, policies and practices that promote diversity can remain socially unjust and superficial.
Research design: This paper focuses on two schools in Queensland. The data collection process was underpinned by critical and interpretive ethnographic methods. The participants in Sage College consisted of seven girls of whom three were in Year 8, three in Year 9 and one in Year 10. At Routledge State High, a state-owned, secular and coeducational secondary school, the cohort consisted of two girls in Year 8, one girl and two boys from Year 9.
Results: This paper draws on Bourdieu's concepts of habitus, capital, field and doxa and the Chinese Confucianism philosophy of ‘Complementary difference’ to understand the various perceptions and experiences of young Chinese Australians in schools HPE and sport. Results invite us to seek an understanding of students’ subjectivities and disrupt the binary differences in cultural values and attributes to promote multicultural education.
Conclusion and recommendation: Moving beyond the Australia's Anglo-Celtic centred HPE and the limitations of a Western view of exclusive opposites, this paper makes an original contribution to knowledge by presenting a ‘heuristic of difference’ model that accommodates Western and Chinese perspectives in Australian HPE research. 相似文献
Data come from a 5-year study of 2278 individuals that included repeated administrations of the 20 m shuttle run. We use mixed-effect modelling to characterise change over time and then examine residuals from these models for evidence of an effect for age relative to peers or for season of birth.
Age alone appears to account for RAEs in our sample, with no effects for age relative to peers or month of birth. Age grouping produces large disparities for girls under 12, moderate ones for boys of all ages and negligible ones for girls between 12 and 15.
RAEs for this task and population appear to arise from simple age differences. Similar methods may be useful in determining whether other explanations of RAEs are necessary in other contexts. Evaluation processes that take age into account have the potential to mitigate RAEs in general settings. 相似文献
Purpose: This study explores how educators, in different contexts, learn to use an activist approach called SCIC, in order to better facilitate students’ interest, motivation, and learning in physical education and physical activity settings.
Research setting and participants: Participants included a university professor, a college instructor, a postdoctoral student, a doctoral student, and a pre-service teacher. Data were collected between January and May 2016.
Data collection and analysis: Data collection included weekly field notes and debriefings following observations, teacher artifacts, weekly collaborative group meetings, and two individual interviews per teaching participant.
Discussion and conclusions: The main challenge that emerged was learning how to move from a theoretical understanding of student-centered pedagogy to the practice of student-centered pedagogy. Specifically, the amount of time that was necessary to build a foundation that allowed for student and teacher understanding, respect, and comfort, negotiating teacher and student assumptions that were embedded in the status quo of physical education (PE), and the struggle to gather and use meaningful data to guide pedagogical decisions. We negotiated these challenges through our professional learning community whereby we worked to all be able to see and name what was happening in our individual classes and collectively planned what was needed to move forward through these challenges. 相似文献
Purpose: The purpose of this study was to provide a micro-analysis of life in a mastery climate which was grounded in the classroom ecology paradigm.
Participants and setting: The participants in this study were 13 children (11 boys and 2 girls) all aged 4 years at the commencement of the programme. The children were attendees at a day-care centre that serves mostly African-American children from the local community who are environmentally at risk for developmental delay and poor health. The teacher in this study was a faculty member at the university where the programme took place. For 30 minutes each Tuesday and Thursday, the children participated in a programme of motor skill instruction that was based upon the key principles of a mastery-motivational climate. Selected station activities were designed to promote the acquisition of locomotor and object control skills.
Methods: A mixed-methods approach was taken, with data sources including interviews with the teacher, and an analysis of the ecology of the gymnasium using a modified version of the task structure system. Focus was placed upon the task goals, the teacher's accountability strategies, as well as task accomplishment in both the managerial and instructional task systems.
Findings: The key finding from this study was an appreciation of how time is a significant factor in the ways in which children initially responded to and eventually embraced the freedoms afforded to them in a mastery climate. Of particular note, the results show substantial differences in the children's lesson engagement not only across time, but also within lessons themselves. It is hypothesized that as they progressed through the programme, the children not only were more able to identify the demands of the task but were also able to filter out extraneous signals that might promote off-task or inappropriate behaviour.
Conclusions: The design of this study reinforced the value of adopting an ecological analysis of life in a mastery climate. Further, the results of the study showed the value of examining young children's engagement over a lengthy intervention. While such climates are expected to have lower levels of engagement and higher levels of off-task behaviour than more teacher-directed formats, by the end of the study the children were able to achieve levels of appropriate task engagement above 80% of lesson time. 相似文献
Urine and saliva were collected from 11 elite amateur rugby players 24 h before, immediately after, and at 17, 25, 38, 62 and 86 h post-game. Myoglobin, salivary immunoglobulin A and cortisol were analysed by ELISA, whereas neopterin and total neopterin were analysed by high-performance liquid chromatography.
There was a significant post-game increase of all four markers. The increases were cortisol 4-fold, myoglobin 2.85-fold, neopterin 1.75-fold and total neopterin 2.3-fold when corrected with specific gravity. All significant changes occurred post-game only, with markers returning to and remaining at baseline within 17 h.
The intensity of the game caused significant changes in key physiological markers of stress. They provide an understanding of the stress experienced during a single game of rugby and the time course changes associated with player recovery. Neopterin provides a new marker of detecting an acute inflammatory response in physical exercise, while specific gravity should be considered for urine volume correction post-exercise. 相似文献
Twenty veteran football teams were recruited for a prospective 9-month (1 season) cluster-randomised trial. The intervention group (INT, n = 146; 45 ± 8 years) performed the “FIFA 11+” at the beginning of each training session, while the control group (CON, n = 119; 43 ± 6 years) followed its regular training routine. Player exposure hours and injuries were recorded according to an international consensus statement.
No significant difference was found between INT and CON in overall injury incidence (incidence rate ratio [IRR]: 0.91 [0.64–1.48]; P = 0.89). Only severe injuries reached statistical significance with higher incidence in CON (IRR: 0.46 [0.21–0.97], P = 0.04).
Regular conduction (i.e. once a week) of the “FIFA 11+” did not prevent injuries in veteran footballers under real training and competition circumstances. The lack of preventive effects is likely due to the too low overall frequency of training sessions. 相似文献
Objective: The objective of the present study was to gain access to students’ lived experiences as referees in order to determine their strategies for being effective. We particularly wanted to determine which concerns organized their activity so that we could identify a refereeing typology that would be useful for PE teaching. Our study is original in that we did not rely exclusively on experiential data to understand student refereeing activity. We also collected data on the students’ motivation in order to better understand their experiences. For this purpose, the study was conducted within the methodological framework of course-of-action theory and self-determination theory.
Method: Seventy-four students from three classes in the third year of middle school (about 13 years old) participated in the study. Among them, four (two girls and two boys and not experts in the sports in which they were going to referee) had volunteered to be filmed and to participate in self-confrontation interviews. The other students completed two questionnaires to provide information on their motivation for refereeing. The situations studied were basketball and handball matches held at the end of the lessons.
Two categories of data were collected: qualitative and quantitative. The qualitative data were based on audiovisual recordings of the students as they refereed matches and verbalization data from self-confrontation interviews; these data were used to document the students’ courses of experience during the activity period under study. The quantitative data were collected using two questionnaires, one to assess the determinants of motivation and the other to assess self-determined motivation.
Results and discussion: The qualitative analysis highlighted three typical student involvements: fulfilling the role of referee, getting help, and occasionally dropping out of the role. The quantitative analysis revealed that the students in the social role of referee mainly expressed amotivation, external regulation, and intrinsic motivation toward knowledge and accomplishment.
The results are discussed around two major points: (1) the students’ strategies of alternation from which their refereeing activity emerged and (2) proposals for PE teacher interventions. 相似文献
Method: A systematic search of school-based physical activity studies was conducted using EBSCOhost PsycInfo, EBSCOhost Medline and Web of Science. Initially 995 studies were retrieved and, following the removal of duplicates, the titles and abstracts of 984 studies were screened. This screening identified 53 relevant studies from which 42 were excluded, resulting in 11 articles being reviewed.
Results: Three studies reported a positive increase in wellbeing; however, only one of those studies also significantly increased physical activity. It was apparent that the measurement of wellbeing and physical activity was inconsistent across studies, making conclusions difficult to draw. The wellbeing measures used neglected to account for the children’s perspectives of wellbeing.
Conclusions: The effect of a physical activity intervention on increasing wellbeing appears to be more complex than originally believed. The complexity may in part be due to methodological issues and the choice of wellbeing and physical activity measurement. We recommend that future physical activity interventions include a measure of wellbeing developed from the child’s perspective, and that future reviews narrow the search to only interventions that have had success at increasing physical activity before exploring effects on wellbeing. 相似文献
This prospective randomised and double-blind study included 108 advanced recreational divers (38 females). Fifty-four pairs of divers, 1 breathing air and the other breathing nitrox28 undertook a standardised dive (24 ± 1 msw; 62 ± 5min) in the Red Sea. Venous gas bubbles were counted (Doppler) 30–<45 min (early) and 45–60 min (late) post-dive at jugular, subclavian and femoral sites.
Only 7% (air) vs. 11% (air28®) (n.s.) were bubble-free after a dive. Independent of sampling time and breathing gas, there were more bubbles in the jugular than in the femoral vein. More bubbles were counted in the air-group than in the air28-group (pooled vein: early: 1845 vs. 948; P = 0.047, late: 1817 vs. 953; P = 0.088). The number of bubbles was sex-dependent. Lastly, 29% of female air divers but only 14% of male divers were bubble-free (P = 0.058).
Air28® helps to reduce venous gas emboli in recreational divers. The bubble number depended on the breathing gas, sampling site and sex. Thus, both exact reporting the dive and in particular standardising sampling characteristics seem mandatory to compare results from different studies to further investigate the hitherto incoherent relation between inert gas bubbles and DCS. 相似文献