Creativity as a developmental resource in sport training activities     

Ludvig J. T. Rasmussen  Lars D. Østergaard  Vlad P. Glăveanu 《Sport, Education and Society》2019,24(5):491-506

The multidimensional concept of creativity has a much wider scope of application than disclosed by prevailing research on sporting creativity. In this area, creativity is mostly perceived, praised, and approached for its performative, in-game benefits. Pointing to the belief that creativity requires well-developed technical skills, this phenomenon is often treated as a performative end. When targeting creative match performances, the developmental and experiential benefits of creative activities may be neglected, and creativity may be reserved for the best offensive players. To nourish and nuance practical and scholastic dialogues, the purpose of this paper is to conceptualize creativity as a developmental resource in sport training activities. This is accomplished by building on and articulating [Shilling, C. (2005). Body in culture, technology and society. London: SAGE] body-sociology, [Gl?veanu, V. P. (2012). What can be done with an egg? Creativity, material objects, and the theory of affordances. The Journal of Creative BehaviorJournal of Creative Behavior, 46(3), 192–208. doi:10.1002/jocb.13, Gl?veanu, V. P. (2016b). The psychology of creating: A cultural-developmental approach to key dichotomies within creativity studies. In The Palgrave handbook of creativity and culture research (pp. 205–223). London: Palgrave Macmillan UK. doi:10.1057/978-1-137-46344-9_10] socio-cultural notions about creativity, and [Dewey, J. (1916). Democracy and education– an introduction to the philosophy of education. New York, NY: The Free Press.] educational philosophy. Based on these positions, creativity is treated as a dynamic quality of action that is located in the transaction between the player and the specific situation (i.e. affordances, intentions, and norms). Hence, creativity regards the exploratory and playful processes of discovering, exploiting, and originating unusual action possibilities (i.e. acting on unperceived, unexploited, and uninvented affordances). Grounded in these ideas, we argue for the stimulation of creative actions during training, which should not be forgotten when trying to nurture in-game creativity. Essentially, the developmental benefits (e.g. learning and enjoyment) of creativity could apply to all players, at all levels. Among others, creativity may enhance their situated potential (e.g. expanding the boundaries of usual actions; developing the capacity for novel actions). For instance, the exploration of unexploited affordances (i.e. actions normally avoided due to norms) entails broad experiences and may help the players discover novel actions. Moreover, creative activities may develop the players’ capacity to search for, handle, and/or create unexpected, unusual, and novel situations. This is vital for players’ development and performance.  相似文献   

A new instrument for measuring pre-service biology teachers' pedagogical content knowledge: The PCK-IBI     

Jörg Großschedl  Virginia Welter  Ute Harms 《科学教学研究杂志》2019,56(4):402-439

Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly validated, objective and reliable test instruments that are highly sensitive to changes in variables of proven knowledge-related relevance in teacher education are also required. Previous attempts to design such instruments for assessing science teachers' PCK have largely focused on mathematical content. Therefore, here we present an instrument (the pedagogical content knowledge in biology inventory, PCK-IBI), based on conceptualizations of teachers' professional competence, for assessing secondary school pre-service biology teachers' PCK. In a series of three evaluations and refinements it was tested with samples of N = 274 and N = 432 German pre-service as well as one sample of n = 65 German pre-service and n = 35 German in-service biology teachers. Item analysis, scale analysis and empirically obtained indicators of validity suggest that the final 34-item-version of the PCK-IBI is unidimensional, provides objective test scores and enables reliable and valid registration of pre-service biology teachers' PCK. Thus, hypotheses regarding specific aspects of the model on which the PCK-IBI's construction is based on are empirically supported. The results of our study provide empirical support for the instrument's potential utility.  相似文献   

Sustainable Museum Storage Buildings for Long-term Preservation     

Kristina Holl  Ralf Kilian  Lars Klemm  Kristin Lengsfeld  Stefan Bichlmair  Martin Krus 《文物保护研究》2018,63(5):366-368

  相似文献   

Psychological abuse between parents: associations with child maltreatment from a population-based sample     

Chang JJ  Theodore AD  Martin SL  Runyan DK 《Child abuse & neglect》2008,32(8):819-829

  相似文献   

Authors index     

Jenée Slocum  Robert A. Rhoads 《Higher Education》2002,43(4):533-533

Authors Index

Authors index  相似文献   

Wider die „Sternchenkunde“!     

Dirk Büsch  Bernd Strauß 《Sportwissenschaft》2016,46(2):53-59

In general, empirical results are analyzed using statistical methods to examine and discuss differences and interrelationships. Statistical methodological evaluation and the underlying reporting strategy can be described as a technical language that has to be learnt for successful communication between researchers, authors and reviewers; however, empirical science is a constantly changing environment which is why the statistical methods applied have to be refined to adhere to new empirical approaches. This line of thought will be discussed in this article and five essential recommendations will be presented: (a) directionality of hypotheses, (b) confidence intervals, (c) effect sizes, (d) confidence intervals of effect sizes and (e) practical meaningfulness.  相似文献   

(N)Olympia in Germany? An analysis of the referendum against Munich 2022     

Thomas Könecke  Mathias Schubert  Holger Preuß 《Sportwissenschaft》2016,46(1):15-24

In November 2013, local citizens of Munich and the surrounding districts voted in a referendum against a city’s bid for the 2022 Winter Olympic Games. Since this is but one example of such a failed referendum—others being the ones in Poland, Switzerland and Austria—it is astonishing that it seems to become common practice to conduct public polls regarding the bid for a mega sport event. The city of Hamburg, for instance, will be the next German city to hold a referendum on its bid for the 2024 Olympic Games in November 2015. Against this backdrop, we introduce the ‘Arenatheoretical Model’ into mega event research and conduct a qualitative content analysis of the media coverage on the Munich referendum. Three nationwide German newspapers were analysed as the model suggests that this coverage has a profound influence on the public opinion in other parts of the country. The aim was to identify arguments brought forward to explain the outcome of the referendum. Besides a number of other issues, such as concerns regarding event legacy and regional matters, major findings stress the significance of a damaged brand image of international sport organisations and ‘their’ events. Based on these insights, a number of implications can be derived for other cities/nations and sport organisations that depend on a favourable public opinion in their efforts to stage a mega sport event.  相似文献   

Schwerpunkt: Effizientes Bildungssystem? – Sitzenbleiben,Drop-out,Studienabbruch     

Hans-Günther Roßbach  Manfred Prenzel  Thomas Rauschenbach 《Zeitschrift für Erziehungswissenschaft》2008,11(3):345-347

  相似文献   

Do the Conditions Exist for Pedagogic Development in the Swedish University?     

Lars Ryhammar 《Scandinavian Journal of Educational Research》2013,57(4):245-258

During recent years the need for pedagogic development in the Swedish university has been given great prominence in the public discussion of higher education. The present article indicates how the conditions for such development can be studied from various perspectives. There is a more thorough presentation of studies based on the rationalistic perspective, the system perspective or the anarchistic perspective. In conclusion there is a discussion of the possibilities for, and obstacles to, pedagogic development.  相似文献   

Training Distance Teachers in Denmark     

Lars Ingesman 《Educational Media International》2013,50(4):169-174

Abstract

Distance teaching is used extensively in introducing information technology (IT), and, in its turn, has entered a new generation of distance teaching by using this IT in its work. In Denmark this new situation has been studied and a course has been developed. The article looks at this course and its organizational and technical set‐up.  相似文献