For risk factors, prospective cohort studies (n > 20) with a statistical analysis for injured and non-injured players were included and studies with a RCT design for prevention programs. Downs&Black checklist was assessed for risk of bias for risk factors. From a total of 4067 articles, five articles met our inclusion criteria for risk factors. No studies on effectiveness of prevention programs were identified. Quality of studies included varied from fair to excellent.
Best evidence synthesis revealed moderate evidence for previous injury regardless of body location in general and fewer years of tennis experience for the occurrence of upper extremity injuries. Moderate evidence was found for lower back injuries, a previous back injury, playing >6hours/week and low lateral flexion of the neck for risk factors. Limited evidence was found for male gender as a risk factor.
The risk factors identified can assist clinicians in developing prevention-strategies. Further studies should focus on risk factor evaluation in recreational adult tennis players. 相似文献
This study was conducted with 415 children (9.1 ± 0.4 years) and 853 adolescents (13.6 ± 1.6 years) in Spain during 2011–2012. Total ST and PA were assessed by accelerometry. Leisure-time spent in twelve sedentary behaviours was self-reported. Adiposity and physical fitness was measured following the ALPHA battery for youth.
Total accelerometer-based ST was positively associated with global adiposity score in children, and negatively associated with global physical fitness score in children and adolescents; but relationships were not independent of PA. PA mediated all associations of accelerometer-based and self-reported ST with adiposity or physical fitness in children. Conversely, screen-, educational-, social-, and other-based ST were negatively related to physical fitness in adolescents, independently of PA.
These findings give an impetus to developing effective strategies for specifically promoting PA in children and for increasing PA while reducing ST in adolescents in order to produce improvements on adiposity and physical fitness. 相似文献
A systematic review was carried out to identify articles related to workplace team sports, including intervention, observational and qualitative studies. Eighteen studies met the inclusion criteria.
The findings suggest team sport holds benefits not only for individual health but also for group cohesion and performance and organisational benefits such as the increased work performance. However, it is unclear how sport is most associated with these benefits as most of the studies included poorly described samples and unclear sports activities.
Our review highlights the need to explore and empirically understand the benefits of workplace team sport for individual, group and organisational health outcomes. Researches carried out in this field must provide details regarding their respective samples, the sports profile and utilise objective measures (e.g., sickness absence register data, accelerometer data). 相似文献
Method: 19 footballers (U12 yrs) participated in 14 training sessions, spread over three phases: Pre-intervention, Intervention, Retention. The intervention was based on Small-Sided and Conditioned Games. We assessed progress during the intervention phase at two different points: intermediate and final. The GPET instrument was used to analyse the DM and P during the completion of 3208 passes in the intervention.
Results: Results shown significant improvements in the DM and P after the intermediate and final points of the acquisition phase. Moreover, significantly higher values were also obtained in both variables in the retention, compared to the pre-intervention phase.
Conclusion: Results indicated that the NLP intervention programme was effective in improving both aspects of team games performance in youth players, with effects consolidated over time. 相似文献
Twelve participants of varying fitness ran on the treadmill with three sessions of six randomly ordered self-selected speeds. A VO2max test was conducted on the fourth session. Running gait was tracked with inertial sensors. The occurrence of a mid-range speed was analysed for the anterior–posterior, vertical and lateral directional coefficient of variation (CV) of root mean square (RMS) acceleration data.
One participant with noisy gait signals was omitted. The results show all remaining participants consistently showed significant quadratic U-shaped relationships between vertical RMS CV acceleration and speed. Neither anterior–posterior nor lateral RMS CV acceleration were clearly related to speed. These least variable gait speeds were similar to estimates of optimal speed derived from minimum cost of transport with speed.
In conclusion, there exists a mid-range speed for each runner with the least variable gait in the vertical direction, and this occurred significantly more often than would be expected by chance (P < 0.05). However, there are no prominent patterns for the anterior–posterior and lateral directions. This finding supports anecdotal evidence from runners and coaches concerning gait consistency. 相似文献
Purpose: This digital ethnographic study sought to describe one elementary school physical education (PE) teacher's attempt to employ transformative pedagogy (TP).
Method: Cochran-Smith's [1998. “Teaching for Social Change: Toward a Grounded Theory of Teacher Education.” In The International Handbook of Educational Change, edited by A. Hargreaves, A. Lieberman, M. Fullan, and D. Hopkins, 916–952. Netherlands: Kluwer Academic Publishers, 2004. Walking the Road: Race, Diversity, and Social Justice in Teacher Education. New York: Teachers College Press] pedagogical principles for social justice education (SJE) drove our data collection and analysis. Seven qualitative methods were employed to collect data about Harry's pedagogies, organizational structures, and the content he taught. These were formal and informal interviews, conversations, short films, document collection, social media accounts, and an electronic journal. Data were analyzed using both inductive and deductive methods [Patton 2015. Qualitative Research and Evaluation Methods. 4th ed. Thousand Oaks: Sage].
Findings: Harry's TP and the factors that facilitated and limited his practice were uncovered within five main themes: (a) creating communities of learners through restorative practice principles, (b) building on what students bring to school with them for a democratic curriculum, (c) teaching skills, bridging gaps, and the affective component, (d), working with communities in-between social justice illiteracy, and (e) utilizing diverse forms of assessment.
Conclusion: We confirmed that there is no best way to teach social justice through PE and that TP must be individual to the teacher. In addition, this study highlighted methods and pedagogies by which teachers could engage in TP. Finally, the study's findings implied how teacher educators might go about working with both preservice and inservice PE teachers with the goal that they focus on facilitating social justice through their pedagogical approach. 相似文献
Methods: Cohort of 2,851 individuals aged ≥ 60 from Spain. Mortality was ascertain from 2003 up to July 2013. Patterns of PA, SB and sleeping were identified by factor analysis.
Results: During follow-up, 1,145 deaths occurred. The first pattern, named “sedentary and non-active pattern”, was characterized by long sleeping or lying time, and not doing even light PA (household chores or walking). The second pattern was named “active and non-sedentary pattern”, and was characterized long time devoted to vigorous activities, long walking time, and short seating time. Compared to those in the first quartile of the “sedentary and non-active pattern”, those in the highest quartile showed a 71% higher mortality (HR: 1.71; 95%CI: 1.42–2.07; p-trend:<0.001); it corresponds to being 6-year older. By contrast, being in the highest versus the lowest quartile of the “active and non-sedentary pattern” was associated with a 32% lower mortality (HR: 0.68: 0.57–0.82; p-trend:<0.001); it corresponds to being 4-year younger.
Conclusion: The “sedentary and non-active” pattern had a large impact on mortality. The “active and non-sedentary” pattern showed an opposite and slightly lower association. 相似文献
Methods: Twelve competitive male cyclists completed an incremental test to exhaustion, a FTP test and 4–5 self-paced TT bouts on a stationary bike within the lab, and a 16.1 km road TT, using mobile power meters.
Results: CP and W? derived from the power-duration relationship closely predicted TT performance. The 16.1-km road TT completion time (26.7 ± 2.2 min) was not significantly different from and was significantly correlated with the predicted time-to-completion (27.5 ± 3.3 min, r = 0.89, P < 0.01). CP and FTP were not significantly different (275 ± 40 W vs. 278 ± 42 W, P > 0.05); however, the limits of agreement between CP and FTP were 30 to -36 W.
Discussion: The findings of this study indicate that CP and W? determined using mobile power meters during maximal, self-paced TT prediction trials can be used to accurately predict 16.1-km cycling performance, supporting the application of the CP and W? for performance prediction. However, the limits of agreement were too large to consider FTP and CP interchangeable. 相似文献
Purpose: This study aimed to explore what students are likely to experience during MA training. In particular, we give an insight into the thoughts and expectations of some of the MA most experienced practitioner-teachers. In identifying these facets of the student experience, future research may then be able to determine which facets are most effective in improving student self-regulation and wellbeing.
Design: Four martial arts instructors from a broad range of disciplines, and (each) with over 30 years of teaching experience, were interviewed to gain insights into the typical student experience of martial arts training.
Conclusions: Thematic analysis revealed ten components/ facets of the student experience of training. These components belonged to the three broader areas of physical experience, social expectations, and mindful training. These components if validated by future research may be used to form a quantitative survey measure of the MA student experience, and may ultimately allow researchers and practitioners to identify the more functional facets of MA training in relation to improving the student experience and students’ self-regulation skills. 相似文献
Purpose: Through the participatory action research project described in this paper we sought to position pre-service teachers as pedagogical consultants who would design feedback strategies, gather feedback with faculty and co-construct physical education teacher education (PETE) curricula. We saw this process as a democratic possibility that might create opportunities for pre-service teachers to critique and transform their own educational experiences. In this paper we detail the process we used to support dialogue about teaching and learning between students and faculty members and draw on the perspectives of the students, pedagogical consultant, lecturer and teaching and learning advocate involved in this project.
Participants and setting: The project was undertaken with one cohort (77) of pre-service teachers during the final year of a four-year undergraduate PETE programme in an Irish university and focuses on the democratization of one PETE course.
Data collection: Data were generated with and by the pre-service teachers, the pedagogical consultant, the lecturer and the regional teaching and learning advocate. The primary data collection methods were interviews and observation.
Data analysis: The data were reviewed repeatedly looking for patterns, themes, regularities, paradoxes, variations, nuances in meaning and constraints [Rubin and Rubin 1995. Qualitative Interviewing. The art of Hearing Data. London: Sage]. The authors coded all data sets independently using constant comparison [Glaser 1965. “The Constant Comparative Method of Qualitative Analysis.” Social Problems 12 (4): 436–445] and then shared their processes and subsequent codes. Our analysis engages Greene’s [1988. The Dialectic of Freedom. New York: Teachers College Press] dialectical theory, to explore how naming and holding the tensions involved in this research and pedagogical enterprise was not stultifying but generative.
Findings: Three key dialectics were constructed from the data: student–teacher, critical reflection–learning and responsibility–accountability. We speak to each of these themes from the perspectives of the students, the pedagogical consultant and the lecturer who participated in this project.
Discussion and conclusion: Our discussion turns to the challenges and benefits associated with the pursuit and realization of democratic possibilities in PETE. 相似文献
Purpose: This study was funded by a national government funded organisation and led by a university in collaboration with a secondary PE specialist and two primary teachers. The purpose was to develop a replicable PE-CPD process to improve primary generalist teachers’ PE pedagogy by transferring their positive pedagogy from the classroom to the PE setting.
Participants: The participants were two Year 3 (age 7–8 years) primary classroom teachers from the same school and one secondary PE specialist teacher who acted as a mentor.
Research approach: A collaborative professional learning (CPL) approach was utilised to develop the PE-CPD intervention process. CPL involves teachers and other members of a profession working together to improve their own and others’ learning on pedagogic issues. A six-week needs assessment phase was completed through classroom and PE lesson observations to identify key areas for development in the PE-CPD process over the duration of a 23 week intervention.
Data collection and analysis: Reflective logs, structured lesson observations and teacher interviews were used to collect the data during the PE-CPD intervention. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.
Findings: A number of key themes were generated during the data analysis including the transfer of positive pedagogy from the classroom to the PE setting and the implementation of effective pedagogic principles including the setting of clear learning outcomes, differentiation and inclusion to enhance the PE pedagogy. A key element to the success of the intervention was the trusting relationships built by the secondary PE specialist with the primary teachers. Further, the results also revealed the importance of CPL in ensuring rigorous, evidence-based PE-CPD and providing the time and support required for fundamental sustainable changes in practice, which can endure beyond the life of the research project.
Conclusion: The major contribution of this paper is in demonstrating the potential of CPL between national organisations, universities, secondary and primary schools to improve the PE pedagogy of primary generalist teachers. Future research should build upon the findings in this study and replicate this PE-CPD approach with other classes and schools. 相似文献
Methods: A cohort of 755 adolescents participated in a prospective cohort study over a three-year period. Repeated measures ANOVA to highlight interaction effects among all variables and Structural Equation Modeling (SEM) techniques were employed.
Results: Age and gender-related variations in longitudinal changes in time spent on MVPA and SMA evolved in the inverse direction (decreased on MVPA/increased on SMA) according to the ANOVA. The potential displacement between time spent on SMA and MVPA from Wave I to Wave II was analysed via SEM. The first model, estimated in the overall sample, showed no evidence for the displacement hypothesis. Subsequently, a multigroup sequence of panel models was performed and a partial displacement was observed only in boys. Hence, boys who spent more time on SMA were more likely to devote less time to MVPA three years later.
Conclusion: This study confirms the opposite trend on the time spent on MVPA and SMA over a three-year period, being clearly higher in SMA. Further SEM analyses reveal a deferred displacement hypothesis between SMA and MVPA only in boys. This partial gendered displacement may be linked to the different uses adolescents make of screen media. The incursion of new technological devices (smartphones or tablets) and their wide range of possibilities for social networking or gaming could explain this displacement 相似文献
Purposes: Our aim is to examine how vigorous activity/exercise is represented in the practice of PE teaching. We will also examine teaching as a discursive practice, and thereby contribute to a critical perspective on PE pedagogy.
Research design: This study was conducted in four upper secondary schools in Oslo, Norway. Data material was produced through fieldwork, during which we observed 92 PE lessons. Additionally, we conducted qualitative interviews with the eight teachers who participated in the study. Our methodological framework was discourse analysis.
Findings: Our material shows that vigorous activity plays a complex role in PE class: it can be beneficial, but it can also be punitive. The PE teachers we observed drew on an exercise physiology discourse to portray vigorous activity/exercise as beneficial and valuable to the promotion of pupils’ physical fitness and health. However, the teachers also drew on a military discourse when assigning vigorous activity to rebuke a disobedient pupil. The teachers also introduced vigorous activity in the form of additional exercise ‘punishment’, which they assigned to losers in competitive activities. In these instances, the teachers drew on exercise physiology and sports discourses. Thus, we identified how vigorous activity changed value according to context, and discuss how teachers’ use of vigorous activity as punishment can seem paradoxical in a PE setting.
Conclusion and recommendation: Our study indicates that, rather than adhering to modern educational practices, PE is rooted in ideas and practices derived from military, sports and exercise physiology discourses. PE teachers inculcated with these discourses have limited ability to discern the paradox of assigning vigorous exercise to their pupils as both a high-value activity and a punishment. PE Teacher Education should therefore problematise how teaching practice is influenced by these discourses, and facilitate discussions on how such discourses constitute PE. 相似文献
Purpose: This research set out to analyse my learning about teaching teachers through making my decisions and thinking explicit to my PSTs.
Participants and data collection: Using a self-study of teacher education practice (S-STEP) methodology, I collected data during an outdoor education course in a physical education (PE) degree. Participants included a convenience sample of six participating PSTs (of a cohort of 24) who participated in four interviews and two group interviews. Three critical friends observed five lessons and participated in interviews. In addition, self-generated data consisted of 104 written reflective journal entries (both private and open). Lessons were video-recorded to assist with reflection.
Data analysis: Utilizing Schön’s concepts of reflection for, in and on action, I sought out contrary perspectives in order to frame and reframe my understanding of TE practice. I then presented these new understandings to other participants for further development.
Findings: My learning about teaching teachers can be represented as swinging between opposite extremes of infatuation and disillusionment. After observing my teaching, a critical friend identified that my physical position (or how I placed myself in the group) affected PST engagement in discussions. As I explored this aspect of my teaching further, I became very focused on the influence of my physical position to the point of infatuation. My infatuation stage culminated in a reflection-in-action moment when I changed my position in the act of teaching, which appeared to significantly increase PST engagement. But the PSTs challenged my interpretation and stated that inequalities of power cannot be resolved by rearranging where a teacher stands. In this second stage, I experienced a strong sense of disillusionment, even cynicism. As a TE, I felt any actions I took were pointless against the power structures of society. Later, with insights from participants, I developed a more nuanced understanding of power and position; while not a panacea, how I arranged myself and the class physically did have some influence on the flow of discussions.
Conclusions: S-STEP requires that researching practitioners challenge their assumptions. In making my own learning about my teaching explicit to my PSTs and critical friends, I was able to frame and reframe my understandings about teaching teachers. Through this research, I discovered that I learnt about my teaching by swinging between extremes. I argue that thinking about teaching informed by extreme positions, provides a fuller purview of the complexity of teaching teachers. S-STEP in conjunction with explicit teaching practices offers TEs a tangible means to understand our practices more deeply and furthermore, to advance our understanding of teacher education more broadly. 相似文献
Aims: To map and analyse the ways in which teachers (i) learnt about character education in a CoP, (ii) used this learning to inform their pedagogies and practices, and (iii) impacted on pupil learning in and beyond PE.
Method: The participants were a university professor, 8 secondary school PE teachers from 8 different schools and 41 pupils. Data collection was undertaken in two phases in Autumn 2014 and Spring 2015. In-depth qualitative data were collected in the CoP and the teachers’ schools using individual interviews, focus groups with pupils, observations of lessons, open-ended questionnaires and document analysis. Data were analysed using a constructivist revision of grounded theory.
Findings: There was clear evidence of teacher learning in the CoP and changes to their pedagogies and indirect teaching behaviours (ITBs). Pupils were also able to identify the new intended learning about character development at both cognitive and behavioural levels, although there was little evidence of understanding about or intention to transfer this learning beyond PE (which was the original aim of the Government’s character education initiative). Barriers to teacher and pupil learning are also discussed.
Conclusion: Teachers’ professional learning in the CoP impacted on the development of both teachers’ pedagogies and ITBs which then influenced pupils’ learning, however, linking teachers’ professional learning to pupils’ learning remains challenging. This study has added further insights into the complexity of the processes linking policy, teachers’ learning and pupils’ learning outcomes. While it was possible to trace clear pathways from the CoP to teachers’ learning, and in some cases to pupils’ learning, it was also apparent that a wide range of factors intervened to influence the learning outcomes. 相似文献
Purpose: The purpose of this article is to investigate the noticing differences of groups with different expertise while they observe students’ activities in gym class.
Participants and setting: Sixty participants with different sport-specific and pedagogical expertise were asked to describe and interpret videotaped teaching sequences. Observational data were obtained from physical education classes. The focus was on motoric and social learning processes.
Research design: The groups were compared in a four-field design according to their observations and interpretations of students’ activities in gym class.
Data collection: The teaching sequences function as stimuli to activate selective attention and knowledge-based reasoning. The participants were questioned in guided interviews.
Data analysis: The participants’ comments were recorded, transcribed and analyzed based on qualitative content analysis. The analysis was performed with the software program MaxQDA. The comments were subsequently exported to the software program SPSS 20 for further analysis.
Results: By comparing groups with different sport-specific and pedagogical expertise, this study reveals new observation foci when people exclusively monitor students’ behaviors, not teachers’ behaviors, in authentic teaching situation along with different observation foci based on expertise.
Conclusions: The findings indicate that noticing is a characteristic of professionalization that should be given greater consideration in physical education teacher education (PETE) programs. Special observations tasks (e.g. focusing on social processes) and supplemental theoretical materials for specific issues in PETE programs that use video recordings could help improve learning to notice. 相似文献
Methods: Youth players 11 (n = 62, born 1992, observed December 2003) and 13 (n = 50, born 1990, observed April 2004) years were grouped by BQ. Baseline data included stature, weight, maturity status, functional capacities, soccer skills, goal orientation, and coach evaluation of potential. Playing status in soccer in 2006 and 2014 was also available. Baseline characteristics and subsequent playing status were compared by BQ.
Results: Baseline characteristics did not differ by BQ except for age and percentage of predicted adult height. Though not significant, coaches tended to rate players in BQ1as higher in potential. For those competing in soccer as adults, BQ2 (4), BQ3 (5) and BQ4 (2) were represented among players11 years, and BQ1 (3), BQ2 (2), BQ3 (1) and BQ4 (4) among players 13 years.
Conclusion: Although limited to small numbers, differences among players by BQ were inconsistent. The results indicate a need to extend potential explanations of the RAE to include behavioral variables, coaches, training environment, and perhaps the culture of the sport. 相似文献