Experiences of teacher evaluation systems on high school physical education programs     

Sharon R. Phillips  Kevin Mercier  Sarah Doolittle 《Physical Education & Sport Pedagogy》2017,22(4):364-377

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.  相似文献   

Alcohol sponsorship and its impact on sports participants’ consumption     

Sarah Kelly  Michael Ireland  John Mangan 《Sport in Society》2017,20(7):848-860

The aim of this study was to examine the association between alcohol consumption, alcohol sponsorship in sports and preferences of sponsored sportspeople regarding sponsorships/consumption. We investigate the impact of alcohol sponsorship on sportspeople in the Australian population using a national survey of sportspeople (N?=?2367), representing a range of club and professional sports. The results show an association between alcohol sponsorship of sport and increased alcohol consumption among sports participants (i.e. ‘sportspeople’). Additionally, a preference for sponsored alcohol brands was found by sponsored sportspeople. Our research adds to the growing evidence for policy review of alcohol sponsorship of sports and extends prior studies investigating impacts of alcohol sponsorship upon sports participants by generalizing to a large, national sample of sportspeople.  相似文献   

Do the physical and environment PETTLEP elements predict sport imagery ability?     

Nurwina Anuar  Sarah E. Williams  Jennifer Cumming 《European Journal of Sport Science》2017,17(10):1319-1327

The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; M_age?=?20.24 years, SD?=?4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. ‘I make small movements or gestures during the imagery’) and environment (e.g. ‘I image in the real training/competition environment’) elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β?=?0.38; strategy, β?=?0.23; goal, β?=?0.21; affect, β?=?0.25; mastery, β?=?0.22). The model was a good fit to the data: χ² (174)?=?263.87, p?<?.001, CFI?=?.96, TLI?=?.95, SRMR?=?.09, RMSEA?=?0.05 (90% CI?=?0.03–0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability.  相似文献   

The use of rate controlled speech to save time and increase learning in self-paced instruction     

Sarah H. Short 《Performance Improvement》1978,17(4):13-14

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The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review     

Catherine B. Woods  Kevin Volf  Liam Kelly  Blthín Casey  Peter Gelius  Sven Messing  Sarah Forberger  Jeroen Lakerveld  Joanna Zukowska  Enrique García Bengoechea  PEN consortium 《运动与健康科学(英文)》2021,10(3):263-276

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.  相似文献   

Celebrating 200 Years of Publishing John Wiley &; Sons,Inc.     

Sarah Fewster 《Publishing Research Quarterly》2007,23(3):161-166

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Open access and accuracy: author‐archived manuscripts vs. published articles     

David GOODMAN  Sarah DOWSON  Jean YAREMCHUK 《Learned Publishing》2007,20(3):203-215

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Inclusive library services for deaf people: an overview from the social model perspective     

Playforth S 《Health information and libraries journal》2004,21(Z2):54-57

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Scottish Archive of Print and Publishing History Records     

David Finkelstein  Sarah Bromage  Alistair McCleery 《Learned Publishing》2002,15(3):193-197

‘It's important that we remember the past is not just dry facts and statistics but also the detailed lives of real people. SAPPHIRE aims to give a voice to these lives.’ The Scottish Archive of Print and Publishing History Records (SAPPHIRE), an initiative with Napier University as lead and Queen Margaret University College as main collaborative partner, is an oral history project which aims to record the social, economic and cultural heritage of the Scottish printing and publishing industry in the 20th century. Undertaken in partnership with a number of Scottish organizations, its results are providing a better understanding of an important and overlooked part of Scotland's heritage. Outcomes of the project include a permanent oral history archive stored at the Edward Clark Collection at Napier University, and exhibitions and publications on the history of the printing and publishing industry. The development and current activities of SAPPHIRE are described and reviewed.  相似文献   

User satisfaction survey and usage of an electronic desktop document delivery service at an academic medical library     

Sayed EN  Murray SD 《Medical reference services quarterly》2003,22(4):21-29

In June 2000, the Biomedical Library at the University of South Alabama introduced Prospero, an electronic desktop document delivery service. From June 2000 to November 2002, Prospero delivered 28% of interlibrary loan requests and 72% of document delivery requests. In November 2002, the library conducted a user satisfaction survey of the Prospero service. Forty-two surveys were used. Fifteen responses were received from affiliated faculty, staff, and students, who generally expressed satisfaction with the service. Twenty-seven responses were received from unaffiliated users, comprised of medical libraries, individual users, and businesses. Based on the survey results, the library deemed the Prospero service a success. To better support users, the library's Web page was updated to include hardware and software requirements for successful use of the Prospero service, as well as screen shots of the Prospero process.  相似文献