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1.
Michał Krawczyk 《Assessment & Evaluation in Higher Education》2018,43(1):151-161
In this study, data on grades awarded for bachelor and master theses at a large Polish university were used to identify possible discrimination on gender or physical attractiveness. The focus is on the gap between the grades awarded by the advisor (who knows the student personally) and the referee (who typically does not, so that gender is less salient and attractiveness is not observable). This provides an excellent control for actual quality of the work, which is often problematic in previous literature. Observations on nearly 15,000 students are available, of which some 2600 also have their physical attractiveness rated and are included in the analysis. It can thus be checked if the advisor–referee grade gap depends on students’ gender and attractiveness, also in interaction with their genders. Based on stereotypes discussed in the literature one can hypothesise that females are treated relatively favourably by advisors (and males by referees). Likewise, it can be expected that physically attractive individuals’ advisors award them relatively high grades. Overall, we observe some evidence that females indeed get relatively high grades from advisors and no evidence of influence of physical attractiveness. 相似文献
2.
Building on previous self-concept and current physical self-concept (PSC) theories, this paper presents empirical results demonstrating the triad relationship among physical exercise, PSC, and quality of life (QoL) in older adults. Specifically, the results show how PSC mediates the relationship between physical exercise and health-related quality of life (HQoL). A total of 152 older adults participated in this study, completing the Leisure Time Exercise Questionnaire, Physical Self-Concept Scale for Older Adults, and 12-Item Short-Form Survey. Hierarchical multiple regression analyses were conducted to test the mediating effects. Older adults’ physical exercise, PSC, and QoL were all correlated. The components of older adults’ PSC (strength, flexibility, and independent functioning) fully mediated the relationship between physical exercise and the physical as well as mental aspects of HQoL. This study thus suggests that PSC plays an important explanatory role in the effect of older adults’ physical exercise on their QoL. Health-care professionals may use various strategies to enhance older adults’ self-perception during physical exercise in order to promote their global well-being. 相似文献
3.
Jyrki Reunamo Liisa Hakala Leila Saros Satu Lehto Anna-Liisa Kyhälä Juha Valtonen 《Early Years: An International Journal of Research and Development》2014,34(1):32-48
The purpose of the study was to investigate the dynamics of physical activity (PA) in day care and preschool. The participants were 823 Finnish 1–7-year-old children from 50 day care centres and preschools. The research methods were systematic observation, evaluation of children’s skills and interviews with children. Altogether 18,366 observations were collected. Vygotsky’s concept of the ‘zone of proximal development’ is redefined in relation to PA. The results of the study show that environmental factors, and specifically peers, do indeed play a significant role in enhancing PA among children. There are cogent reasons for paying more attention to the dynamics of children’s PA. Furthermore, there is reason to ponder extensively how to provide opportunities for PA and, more precisely, the development of motor competence in the day care and preschool context. 相似文献
4.
Choi Siu Ming Sum Kim Wai Raymond Leung Fung Lin Elean Wallhead Tristan Morgan Kevin Milton Daniel Ha Sau Ching Amy Sit Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155
Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is... 相似文献
5.
David Haycock 《British Journal of Sociology of Education》2010,31(3):291-305
One key aspect of the growing policy emphasis on educational inclusion in England has been the tendency for physical education (PE) to be used as an important vehicle of social policy targeted at promoting the inclusion of young disabled people and those with special educational needs in mainstream schools. Drawing on aspects of figurational sociology, the central objective of this study is to examine the extent to which PE teachers have been able to achieve the government’s inclusion policy goals articulated in the 2000 National Curriculum for Physical Education (NCPE) for England. The findings indicate that using the NCPE as a means to pursue the government’s educational inclusion policy goals has had unplanned outcomes that have the effect of undermining the extent to which the government is able to use inclusion to make a greater contribution to the promotion of young people’s experiences of PE. It is also argued that these outcomes that no‐one had planned or intended may, for some of the groups involved, be seen as undesirable consequences that emanate from teachers’ attempts to manage the contradictory pressures brought about by pursuing the priorities of government. 相似文献
6.
PROSPECTS - The purpose of this article is to explore the influence of a customized continuing professional development (PE-CPD) programme on PE teachers’ perceived physical literacy and... 相似文献
7.
OBJECTIVE: Studies show that childhood sexual and physical abuse predict repeated suicide attempts and self-mutilation. Little is known about the importance of sexual and physical abuse when compared to other severe childhood adversities with respect to chronic suicidal behavior. METHOD: Seventy-four subjects, 65% of whom were women, consecutively admitted to a general hospital after having made a suicide attempt, were interviewed as part of the intake interview about prior suicide attempts and self-mutilation and received DSM-IV diagnoses. Sexual abuse, physical abuse, neglect, antipathy from parents, loss of parents, and severe discord in the family before the age of 18, were covered by the Childhood Experience of Care and Abuse (CECA) interview schedule. RESULTS: The prevalence of severe sexual abuse was 35%, severe physical abuse 18%, neglect 27%, antipathy 34%, loss of caregiver 37% and exposure to family violence 31%. Physical and sexual abuse were independently associated with repeated suicide attempts when controlling for the effects of the other childhood adverse factors. No other childhood adversity was related to chronic suicidal behavior. The odds ratio of exposure to sexual or physical abuse was highest among those who both repeated suicide attempts and self-mutilated. CONCLUSION: Physical and sexual abuse are significantly and independently associated with repeated suicidal behavior. 相似文献
8.
This paper examines Initial Teacher Education students’ experiences of participation in health and physical education (HPE) subject department offices and the impact on their understandings and identity formation. Pierre Bourdieu’s concepts of habitus, field, and practice along with Wenger’s communities of practice form the theoretical frame used in the paper. Data were collected using surveys and interviews with student‐teachers following their teaching practicum and analysed using coding and constant comparison. Emergent themes revealed students’ participation in masculine‐dominated sports, gendered body constructions, and repertoires of masculine domination. Findings are discussed in relation to their impact on student‐teachers’ learning, identity formation, and marginalizing practices in the department offices. Implications for teacher education and HPE are explored. 相似文献
9.
Hans Vangrunderbeek Pascal Delheye 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):338-355
During the 1960s and 1970s, “traditional” secondary educational systems in various Western European countries made way for comprehensive education curricula. In contrast to the reforms within the “intellectual” subjects, the field of physical education (PE) remained largely underexposed in research. This study focuses on PE reform in Belgium, the first country in the world (apart from Sweden itself) to introduce, in 1908, so-called “Swedish gymnastics” in all levels of state public education and, in 1968, the last country apart from Portugal to abandon it. The question arises as to who was responsible for Swedish gymnastics being applied for so long and, ultimately, how and by whom reform was implemented. The results show that the power of the past and the positions of “Swedists” in the Government Inspectorate, universities and professional associations, perpetuated the domination of Swedish gymnastics in Belgian education. The final “dynamisation” of the subject of PE around 1968 did not come about through “revolution” but a “natural” generational transition, whereby a new guard of young government inspectors with a drive for reform took over from their Swedish-minded predecessors. The educational climate prevailing in Belgium at the end of the 1960s facilitated this reform. The state university PE institutes lost their position as pedagogical profile keepers during this process of transformation, while the hidden curriculum of the (Catholic) university institute in Leuven implicitly shaped the educational climate. Further comparative international research into the (changed) profile, position and power of school inspectors in educational reform appears necessary. 相似文献
10.
Mara Brendgen Michel Boivin Frank Vitaro William M Bukowski Ginette Dionne Richard E Tremblay Daniel Pérusse 《Child development》2008,79(1):13-29
Based on a sample of 406 seven-year-old twins, this study examined whether exposure to friends' social or physical aggression, respectively, moderates the effect of heritability on children's own social and physical aggression. Univariate analyses showed that children's own social and physical aggression were significantly explained by genetic factors, whereas friends' social and physical aggression represented "true" environmental factors that were unrelated to children's genetic dispositions. Multivariate analyses further suggested a possible gene-environment interaction in the link between friends' and children's physical aggression but not in the link between friends' and children's social aggression. Instead, friends' social aggression was directly related to children's social aggression, in addition to genetic effects on this behavior. Theoretical and practical implications of these results are discussed. 相似文献
11.
Nollaig McEvilly Martine Verheul Matthew Atencio 《British Journal of Sociology of Education》2015,36(6):832-852
This paper focuses on one aspect of a qualitative study concerned with investigating the place and meaning of ‘physical education’ to practitioners and children at three preschools in Scotland. We examine the ways in which the participants engaged with discourses related to physical activity and health in order to construct their subjectivities. Fourteen practitioners and 70 children participated. Research methods employed were observations, interviews with adults, a group drawing and discussion activity with children, and interviews with children. Both the adults’ and children’s talk illustrated the dominance of neoliberal, healthism meanings that position individuals as responsible for their own health. While the children’s talk primarily centred on health as a corporeal notion, the practitioners tended to talk about physical activity and health in both corporeal terms and in relation to the self more holistically. The practitioners also talked about physical activity as a means of regulating children’s behaviour. 相似文献
12.
Sergentanis TN Papadodima SA Evaggelakos CI Mytilinaios DG Goutas ND Spiliopoulou CA 《Anatomical sciences education》2010,3(6):287-294
The reactions of students to forensic dissection encompass psychologico-emotional and physical components. This exploratory study aimed to determine risk factors for students' adverse physical and psychological reactions to forensic dissection. All sixth-year medical students (n = 304) attending the compulsory practical course in forensic medicine in the 2005-2006 academic year were asked to complete a questionnaire at the conclusion of the five-day course. The questionnaire surveyed physical and psychological reactions (outcomes) and 47 student traits, beliefs, and behaviors (risk factors) that might predispose to adverse reactions. Multivariate ordinal logistic regression yielded five independent risk factors for negative psychological reactions: female gender, stereotypic beliefs about forensic pathologists, a less cognitive and more emotional frame of mind relative to forensic dissection, more passive coping strategies, and greater fear of death. The sole independent risk factor for physical symptoms was a less cognitive/more emotional approach to dissection. Students' reactions to forensic dissection integrate a host of inherent and dissection-related risk factors, and future interventions to improve this aspect of medical education will need to take into account the complexities underlying students' experiences with dissection. 相似文献
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The authors used structural equation modeling to map the relationships between student race–ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical Activity Questionnaire for Older Children, which measured weekly average activity levels. Confirmatory factor analysis validated the use of this instrument. Physical activity had a significant, substantive effect on both ELA and mathematics achievement for students, but was most pronounced among White students on ELA and among Black students on mathematics. Hispanic ethnicity had significant direct and indirect negative associations with ELA and mathematics achievement via their decreased physical activity levels relative to White and Black students. These findings help confirm the important link between physical activity and academic achievement and the need to foster more healthy physical activities for students of all races and ethnicities. 相似文献
15.
Learning through South–South development: Cuban-African partnerships in sport and physical education
Since the 1990s, Cuba has offered scholarships to students from low-resource countries to attend the Escuela Internacional de Educación Física y Deporte (EIEFD) for a six-year degree in sport, physical education, and coaching. Drawing on the experiences of EIEFD graduates from four Southern African countries (Zambia, South Africa, Mozambique, and Lesotho) the authors discuss the meanings that this South–South cooperation through education holds for international students and for the self-sufficiency of sport and physical-education systems within partner countries. The authors also show that upon returning home, many EIEFD graduates are left to negotiate insular job markets and inconsistent domestic commitments to public sport and physical education. The implications for South–South development through international education, and the place of sport and physical education therein, are discussed. 相似文献
16.
Gillian King Theresa Petrenchik Mary Law Patricia Hurley 《International Journal of Disability, Development & Education》2009,56(2):109-130
Despite the fairly extensive literature on the developmental benefits of youth's participation in organised, out‐of‐school activities, little is known about the participation of school‐aged children with physical disabilities in formal recreation and leisure activities, both in comparison with their participation in informal activities and with children who are typically developing. Enjoyment of formal and informal activities was examined for 427 children with physical disabilities and 354 children without disabilities, aged 6–14 years. It was predicted that children without disabilities would report significantly greater enjoyment of formal than informal activities, whereas this would not be the case for children with disabilities. This prediction was confirmed. Children with disabilities also participated in significantly fewer formal and informal activities, and participated in these activities less intensely than did children without disabilities. The mechanisms responsible for psychological engagement, enjoyment, and the developmental benefits of participation in activities are discussed, along with implications for research and clinical practice. 相似文献
17.
Ann MacPhail John Halbert Nollaig McEvilly Caroline Hutchinson Ciaran MacDonncha 《Irish Educational Studies》2013,32(1):77-91
Dated and limited research relating to physical education in Ireland has reported that the subject is in crisis, unable to move forward until the fundamental resources of facilities, staffing and time for physical education are significantly improved. As part of a recent national physical education survey carried out in Ireland, data was collected from principals (n=417) and teachers (n=405) to inform discussion on the level of current infrastructure for physical education in post-primary schools. This paper investigates the areas of physical education facilities, time allocation and staffing, as a contribution to the debate on the way forward for physical education at post-primary level, illuminating both issues of policy and practice. 相似文献
18.
《Ethnography and Education》2013,8(1):65-82
Currently, ethnographic interest in leadership is relatively sparse. This paper's focus derives from research about integrating diversity in leadership, and how some leaders are included and excluded from organisational influence in Further Education. Specific interest is in methodological opportunities to research leadership as observed behaviours in sensitive contexts of diversity. Three issues are foregrounded. Firstly, it is argued that notwithstanding the importance of interviews and biographies, research without observation underestimates the significance of whether what leaders do in relation to diversity is what they say they do. A second issue lies in considering whether data collected over seven months during intensive two-day case site visits, might legitimately be labelled ethnography. Thirdly, the ethical issues in defining and researching the diverse characteristics of actual and potential leaders are considered. Conclusions confirm a need to research leadership ethnographically not least to prevent critical perspectives about leadership, diversity and equality being air-brushed from studies of educational administration. 相似文献
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Girls’ active identities: navigating othering discourses of femininity,bodies and physical education
Joanne Hill 《Gender and education》2015,27(6):666-684
Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements. 相似文献