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Abstract This study determined how experts see the future of adult fitness by using the Delphi Technique as a measurement tool. Experts (n = 50), all Fellows of the American College of Sports Medicine, were selected on the basis of their reputations in adult fitness. Three questionnaires were submitted to the panel. In the first questionnaire each expert listed five or more events, trends, or developments they thought would take place and five or more events they would like to see take place in the next 25 years. From the events and trends listed on this questionnaire, 100 items were generated that formed the basis for the last two questionnaires. Responses to the items on the second questionnaire were evaluated on a 5-point Likert scale for probability and desirability. In the third questionnaire, group means and standard deviations were calculated and recorded for each item. Only those items which were significantly (p < .01) higher than 3.0, the average probability or desirability response on the Likert scale, were included in the analysis. The items were divided into seven categories: fitness in sport and recreation, fitness and wellness, fitness in industry, fitness in education, fitness in business, research in fitness, and fitness equipment and facilities. The highest single mean for any item for both probability (M = 4.31) and desirability (M = 4.83) was increased awareness of health and fitness among the elderly. 相似文献
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Iain Greenlees Andrew Lane Richard Thelwell Tim Holder Gina Hobson 《Research quarterly for exercise and sport》2013,84(4):477-487
Abstract The aim of this study was to develop and validate a team-referent attribution scale. Conducted over three studies, Study 1 modified items from McAuley, Duncan, and Russell's (1992) Causal Dimension Scale II by rewording items to reflect team attributions and adding one item per factor. This led to the development of a 16-item scale (Causal Dimension Scale-T, CDS-T). Study 2 tested competing models of attribution theory among a sample of 433 team sport players. Confirmatory factor analysis indicated strongest support for a four-factor model (robust comparative fit index = .961; root mean squared error of approximation = .054). Study 3 tested the predictive validity of the scale among a sample of 201 team players. Results indicated that winners reported more internal and stable attributions than losers. Further, performances perceived as successful were associated with stable attributions. The results of the study, therefore, suggest that the CDS-T provides a valid measure of team-referent attributions in sport. 相似文献
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Judith Rink Laura Jones Kym Kirby Murray Mitchell Panayiotis Doutis 《Research quarterly for exercise and sport》2013,84(3):204-215
Abstract A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs. 相似文献
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Intertwining case study with practitioner inquiry, a research team seeks language for the conduct of mindful curricular enactment in an alternative public middle school. The school is committed to valuing students’ narratives of experience, the resources all bring to the school, and the given particularities of contexts, subject matter, and situations, as the makings comprising learning within and through community. A collaborative approach to inquiry that involves all team partners in the research process and engages the unique strengths that each brings focuses on how this alternative school provides a case for accessing how and why mindful curricular enactment orients accordingly. It is the makings forming this curricular movement, and the room found within these makings to reorganize and reconstruct thinking, that primary attention is oriented towards. Deweyan ‘roominess’ negotiated through such curricular enactment is documented as mindful attention to curriculum-making that fosters the needed room—the conditions and supports sustaining an individual/collective movement of thinking. Such movement is revealed as necessarily receptive, inciting community (re)making. Its inspirited nature is revealed through participatory modes of being and associated habits embracing knowledge-making as generative, elemental to being human, in need of other(s), assuming temporal/spatial agency, and interdependent with imagination, instilling embodied understandings. 相似文献
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MBA alumni are exceptionally well placed to evaluate management education in terms of its real impacts on students against current, and expected, needs. This paper reports the results of a survey of graduates of one MBA course to identify which aspects of the course its graduates valued highly and the extent of the contribution of their MBA to career changes that have followed their completion of the course. The benefits of the program to graduates, in terms of relevance, knowledge gained, behaviour changed and outcomes achieved were judged to be substantial. The MBA is seen as a significant factor in career change and development. 相似文献
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R. Murray Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(1):74-80
Summary The argument adduced in this article proposes that confusion about the meaning ofethnic and of similar terms can be avoided if the terms are newly defined for each case under consideration. Such a definition should specify which attributes have been selected for distinguishing the compared ethnic groups from each other in respect to the particular facet of educational under discussion.Ethnicity is significant in educational discourse only if (1) people's ethnic status affects their treatment or their self-perceptions in educational settings, or (2) the contents of education (curricula, textbooks, lectures) reflect ethnic differences, or (3) educational practices and contexts influence the ethnic status to which an individual is relegated. 相似文献