Rethinking the relationship between pedagogy,technology and learning in health and physical education     

Ashley Casey  Victoria A. Goodyear  Kathleen M. Armour 《Sport, Education and Society》2017,22(2):288-304

This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence-base on DigiTech against a three-dimensional categorisation of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context [Armour, K. M. (Ed.). (2011). Sport pedagogy: An introduction for coaching and teaching sport. Harlow: Prentice Hall] – we are able to demonstrate the value of a pedagogically informed debate on this topic. The paper concludes by arguing for a ‘profession-wide’ debate to co-construct, trial and evaluate new ways in which we should – and should not – use DigiTech to optimise young people’s learning in HPE.  相似文献   

Listening to music during sprint interval exercise: The impact on exercise attitudes and intentions     

Matthew J. Stork  Kathleen A. Martin Ginis 《Journal of sports sciences》2017,35(19):1940-1946

This study investigated the impact of listening to music during exercise on perceived enjoyment, attitudes and intentions towards sprint interval training (SIT). Twenty men (24.8 ± 4.5 years) and women (20.1 ± 2.6 years) unfamiliar with SIT exercise completed two acute sessions of SIT, one with and one without music. Perceived enjoyment, attitudes and intentions towards SIT were measured post-exercise for each condition. Attitudes and intentions to engage in SIT were also measured at baseline and follow-up. Post-exercise attitudes mediated the effects of enjoyment on intentions in the music condition (95% confidence interval [CI]: [0.01, 0.07], κ² = 0.36) and in the no music condition (95% CI: [0.01, 0.08], κ² = 0.37). Attitudes towards SIT were significantly more positive following the music than no music condition (P = 0.004), while intentions towards SIT were not (P = 0.29). Further, attitudes and intentions towards SIT did not change from baseline to follow-up (Ps > 0.05). These findings revealed that participants had relatively positive attitudes and intentions towards SIT, which did not become more negative despite experiencing intense SIT protocols. This study highlights the importance of acute affective responses to SIT exercise for influencing one’s attitudes and intentions towards participating in SIT exercise. Such factors could ultimately play a key role in determining whether an individual engages in SIT exercise in the long term.  相似文献   

The Logic of Slavery: Debt,Technology, and Pain in American Literature Tim Armstrong. New York: Cambridge University Press, 2012.     

Kathleen Kennedy 《Journal of American culture (Malden, Mass. : 2003)》2013,36(4):401-402

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Tales of a conference organizer     

Kathleen S. Whiteside 《Performance Improvement》1983,22(6):3-4

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Diversity in our changing world     

Kathleen Whiteside  Julie O'Mara 《Performance Improvement》1993,32(2):2-4

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Implementation Factors and Their Influence on Student Mathematics Outcomes     

Tasia Brafford  Beth Harn  Ben Clarke  Christian T. Doabler  Derek Kosty  Kathleen Scalise 《Learning disabilities research & practice》2023,38(1):5-14

Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure.  相似文献   

A historical narrative review of paired oral reading practices in elementary classrooms     

Jake Downs  Kathleen Mohr  Chase Young 《Journal of Research in Reading》2023,46(1):42-63

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HERE IS NEW YORK. IMAGES FROM THE FRONTLINE OF HISTORY: A DEMOCRACY OF PHOTOGRAPHS     

Kathleen McLean 《Curator: The Museum Journal》2000,43(4):370-372

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Intervention resource guide: 50 performance improvement tools     

Danny G. Langdon  Kathleen S. Whiteside  Monica M. McKenna  Carol A. Harrison  Scott Stewart 《Performance Improvement》2001,40(6):45-48

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Nine strategies for growing into Kirkpatrick's model     

Kathleen M. Wilburn  H. Ralph Wilburn 《Performance Improvement》1998,37(8):27-31

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