Sport for Development and Peace (SDP) policy-makers and practitioners continue to offer ambitious claims regarding the potential role of sport-based programs for promoting social change. Yet, it is important to put sport under a critical lens in order to develop a more balanced and realistic understanding of the role of sport in society. Whether SDP programs result in positive or negative outcomes depends on the structures and processes of the implementing organizations. Hence, SDP researchers are paying more attention to the organizational approaches of these agencies. Scholars also argue the outcomes of SDP programs depend on the relationship of these organizations with broader community education and health promotion efforts. Despite the claims of many SDP programs, little remains known about the educational goals of these programs and their relationship with broader educational efforts. Therefore, the purpose of this study was to critically examine the role of education among a randomly selected sample of nonprofit SDP organizations in urban settings across the USA. Findings from in-depth interviews with 17 executive directors indicate a broad range of educative aims, but also innovative organizational practices, highlighting a salient relationship between education and SDP in the USA. Prominent themes emerged related to program models and organizational approaches, academic enrichment programming, partnerships with educational institutions and education-focused nonprofits, and educational outcomes. These findings are examined and implications for future SDP research are also discussed. Although important work is emerging in SDP literature on how educational values are delivered in these programs [Spaaij, R., & Jeanes, R. [2013]. Education for social change? A Freirean critique of sport for development and peace. Physical Education and Sport Pedagogy, 18, 442–457], findings from this study also help stimulate a critical dialogue on the educative aims and practices of decision-makers in SDP organizations. 相似文献
This study aimed to determine whether kinematic data during countermovement jump (CMJ) might explain post-activation potentiation (PAP) phenomenon after an exhausting running test. Thirty-three trained endurance runners performed the Léger Test; an incremental test which consists of continuous running between two lines 20 m apart. CMJ performance was determined before (pre-test) and immediately after the protocol (post-test). Sagittal plane, video of CMJs was recorded and kinematic data were obtained throughout 2-Dimensional analysis. In addition to the duration of eccentric and concentric phases of CMJ, hip, knee and ankle angles were measured at four key points during CMJ: the lowest position of the squat, take-off, landing, and at the lowest position after landing. Additionally, heart rate was monitored, and rate of perceived exertion was recorded at post-test. Analysis of variance revealed a significant improvement in CMJ (p = 0.002) at post-test. Cluster analysis grouped according to whether PAP was experienced (responders group: RG, n = 25) or not (non-responders group: NRG, n = 8) relative to CMJ change from rest to post-test. RG significantly improved (p < 0.001) the performance in CMJ, whereas NRG remained unchanged. Kinematic data did not show significant differences between RG and NRG. Thus, the data suggest that jumping kinematic does not provide the necessary information to explain PAP phenomenon after intensive running exercises in endurance athletes. 相似文献
Background: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change.
Purpose: To explore the features and experiences of an alternative games teaching approach that appealed to PETE recruits identified as most resistant to change, requiring a specific sample of PETE recruits with strong, custodial, traditional physical education teaching beliefs, and whom are high-achieving sporting products of this traditional culture. The alternative teaching approach explored in this study is the constraints-led approach (CLA), which is similar operationally to Teaching Games for Understanding, but distinguished by a neurobiological theoretical framework (nonlinear pedagogy) that informs learning design.
Participants and setting: A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy.
Data collection and analysis: Semi-structured interviews and written reflections were sources of data collection. Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory.
Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill) and (ii) inclusivity (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key factors: the acculturation of the participants, the motor learning theory underpinning the alternative pedagogy and the unit learning design and delivery. The inclusive nature of the CLA provided a solution to the problem of exclusion, which also made the approach attractive to participants.
Conclusions: PETE educators could consider these findings when introducing an alternative pedagogy aimed at challenging PETE recruits' custodial, traditional teaching beliefs. To mediate receptiveness, it is important that the learning theory underpinning the alternative approach is operationalised in a research-informed pedagogical learning design that facilitates students' perceptions of the effectiveness of the approach through experiencing and or observing it working. 相似文献
Background: Under the view of dynamical system theory, expertise in sports emerges from the interaction of multiple constraints. At an individual level, important interactions amongst constraints could include the relationships that evolve between one's family, playmates/coaches, and specific training activities. Or more broadly, other environmental constraints can be the strong socio-cultural-historical contexts that influence expertise development in sports around the world, such as rugby (e.g. New Zealand) and football (e.g. Brazil). An increasing number of studies have demonstrated the influence of environmental constraints on the development of sport expertise. Whilst making important contributions to knowledge, such studies have been limited in scope and fail to consider in depth how informal and even aversive learning environment constraints affect skills development.
Objective: The objective of this paper is to outline a new contextualised approach to studying socio-cultural constraints on individuals, proposing an interpretive, multi-method approach to holistically investigate the interacting constraints on an athlete's development pathway.
Aims: We explain a rationale for adopting an interpretive research paradigm (in contrast to traditional positivist approaches) for exploring socio-cultural constraints. The epistemological and methodological assumptions of Bronfenbrenner's Bioecological Model of Human Development are proposed as an underpinning framework for data collection and organisation of material. We advocate for ethnographic strategies of inquiry, followed by a discussion of potential methods for generating and analysing data: contextual analysis, participant-observation, and open-ended interviews. Finally, we discuss evaluation criteria for this contextualised approach viewed from a coherence theory of truth.
Purpose: This position statement seeks to: (1) promote methodological possibilities to investigate the effect of socio cultural constraints on expertise acquisition in sport and (2) offer significant new theoretical and epistemological insights from the constraints-led approach to expertise and to integrate some of the interdisciplinary differences that exist in the body of sciences.
Final thoughts: Our tentative contribution to the development of the proposed contextualised skill acquisition research framework is to build bridges across the methodological boundaries between sociology and motor learning in the first instance, rather than offering a unifying approach for the whole field. We hope that this position statement will provide a foundation for future related empirical papers and to stimulate other researchers to consider the framework for their own investigations of motor learning in the field. 相似文献
