Establishing a successful physical activity program to recruit and retain women     

Clare Hanlon  Tony Morris  Susan Nabbs 《Sport Management Review》2010,13(3):269-282

Increasingly, health organisations and governing bodies in developed countries are paying serious attention to the problem of adult inactivity. Many of the programs designed to increase levels of activity, particularly amongst target populations, such as women, have not been systematically assessed for their effectiveness in recruiting women and helping them maintain activity levels. The purpose of this study was to determine what attracted and sustained women to participate in physical activity programs. Responses from a survey to sport and recreation program providers identified 64 successful programs in the state of Victoria, Australia. Eight of these programs were purposively selected for case study analysis. Data was collected from a focus group with women participants from each of these eight programs. Six core themes emerged from inductive content analysis of the focus groups. The most frequent participant responses related to the social aspects of the exercise environment. Women in the focus groups valued instructor professionalism and instructors’ technical knowledge, however, it was their awareness and sensitivity that participants appreciated most. This exploratory study is important because it reflects the voices of women talking about what made physical activity programs successful for them. The study raises critical questions that should be examined systematically through large-scale survey research and field-based intervention studies, which in turn should stimulate program development to encourage women in physical activity.  相似文献   

Beyond instructional systems: A performance technology degree     

Clare Ruckdeschel  Michael Yarter  Mary Ann Rivecdo  Ivan Cortes  Mark S. Cookson 《Performance Improvement》1998,37(3):22-26

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Jeans and their Fashionable Meanings: Revisiting Beverly Gordon's Cultural Conceptual Framework     

Clare Sauro  Joseph H. Hancock II 《Journal of American culture (Malden, Mass. : 2003)》2023,46(1):55-67

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Bon jour! Guten Morgan! Ciao! Hello! Annyonghasimnikka! Shalom! Merhaba! Buenos Dias!     

Clare Elizabeth Carey 《Performance Improvement》1999,38(3):6-7

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International HPT: Rx for culture shock     

Clare Elizabeth Carey 《Performance Improvement》1999,38(5):49-54

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The Issue at a Glance     

Peter Wood 《Academic Questions》2009,22(3):263-264

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Family Quarrels     

Peter Wood 《Academic Questions》2009,22(1):5-10

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How Adolescents Come to See Themselves as More Responsible Through Participation in Youth Programs     

Dustin Wood  Reed W. Larson  and Jane R. Brown 《Child development》2009,80(1):295-309

This qualitative study was aimed at developing theory about the process underlying the development of responsibility grounded in accounts of youth who reported experiencing this change. A total of 108 high-school-aged ( M = 16.5) youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth's accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth's adherence to their commitments and their consideration of the consequences of their actions on others. Youth mentioned changes in responsibility most frequently in three programs, which appeared to differ from the remaining programs in having more structure and placing greater ownership and accountability on youth.  相似文献   

R. Mulder &; P. Sloane,eds, New Approaches to Vocational Education in Europe     

Clare Delany 《Vocations and Learning》2010,3(1):95-97

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A diagnostic assessment for introductory molecular and cell biology     

Shi J  Wood WB  Martin JM  Guild NA  Vicens Q  Knight JK 《CBE life sciences education》2010,9(4):453-461

We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology.  相似文献