Mastery and exercise play interventions: motor skill development and verbal recall of children with and without disabilities     

Nadia Cristina Valentini  Licia Pierosan  Mary E. Rudisill  Peter A. Hastie 《Physical Education & Sport Pedagogy》2017,22(4):349-363

Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.

Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.

Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.

Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.

Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.

Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered.  相似文献   

The influence of isometric preload on power expressed during bench press in strength-trained men     

Sandro Bartolomei  David H. Fukuda  Jay R. Hoffman  Jeffrey R. Stout  Franco Merni 《European Journal of Sport Science》2017,17(2):195-199

The purpose of this study was to compare the power expressed during the bench press exercise in resistance-trained men following different pre-activation conditions. Twenty-two trained men (age 24.1?±?1.7 years, height 178.6?±?6.1?cm, body mass 81.1?±?10.6?kg) completed a maximal effort bench press (1-RM) test (100.0?kg?±?8.1?kg). In a subsequent assessment, each participant performed concentric bench press movements with loads of 20%, 30%, 40% and 50% of their 1-RM preceded by either a concentric contraction (CC), a low isometric preload (LIP; 70% 1-RM) or a high isometric preload (HIP; 100% 1-RM) conditions. All movements were performed in a Smith machine with a settable quick-release device. Participants performed all three conditions in randomized fashion. Results indicated that power outputs during the bench press exercise following HIP were significantly (p?<?0.05) greater than CC at 20% 1-RM (+9%), 30% 1-RM (+16%) and 40% 1-RM (+14%), and LIP at 20% 1-RM (+4%), 30% 1-RM (+20%) and 40% 1-RM (+15%). No differences were found between conditions at 50% 1-RM. Area under the force–power curve with HIP was greater (p?<?0.05) than with CC and LIP. In conclusion, results of this study indicate that the use of a HIP (100% 1-RM) in trained participants results in significantly greater power output during the concentric phase of a multi-joint exercise when compared to standard concentric movement.  相似文献   

What teachers can learn from parents' perceptions of young children's literacy learning     

Stevie Hoffman  Larry Kantner 《Early Childhood Education Journal》1992,20(2):19-24

Research in the last ten to fifteen years has provided a strong knowledge base for understanding how children learn to read and write in naturally developing ways. *These findings and conclusions are drawn from the wealth of early literacy research. The research provides a keener understanding of how the learning environment contributes enabling children to construct their own personally meaningful rule systems for making written language work for them, even at very young ages.Stevie Hoffman is Professor of Early Childhood Education in the Department of Curriculum and Instruction, and Larry Kantner is Professor in the Departments of Curriculum and Instruction and Fine Arts, University of Missouri, Columbia, MO.  相似文献   

Teaching publishing in France     

Nadia Laham 《Publishing Research Quarterly》1990,6(1):20-25

In France, publishing education has developed through the efforts of industry, labor, the universities, technical schools, and government agencies. This article reviews the history of publishing education and describes current postgraduate programs. The bibliography lists the basic French periodicals that cover publishing. Nadia Laham received an M.A. in French Studies from Carleton University. She continued her studies at the Information and Communication Sciences Institute at the University of Bordeaux III, where she completed her doctoral thesis on the evolution of book production as an indicator of sociocultural mentality. She currently works for the Department of Communications, Canada, in the area of book publishing policy.  相似文献   

Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning     

Beng Huat See  Stephen Gorard  Nadia Siddiqui 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):56-72

Background: There is worldwide interest in improving the effectiveness of teachers and teaching. This paper considers two strands of that interest. It revisits the impact of using enhanced feedback from teachers to pupils as a way of improving attainment, and it looks at the feasibility of teachers using research evidence to create their own interventions. Current evidence on the causal impact of effective feedback on learning is unclear: many studies have mixed results, are small in scale, lack randomisation or are not conducted in real classroom conditions. Purpose: The aim of this paper is to describe the experience of schools as they engage with research evidence to support their own enquiry into the effectiveness of feedback in the classroom. Research design: This study took place over one academic year, involving nine treatment schools in one local authority. The study involved teachers themselves using research findings to create an intervention, which took, as its focus, enhanced feedback in the classroom. Test results from these schools were compared to the results in 5 participating comparator schools, to the 49 other schools in the borough and to all state-funded primary schools in England. Results: Although teachers showed that they could engage with research evidence, the study indicated that the process was complex in practice. In addition, the independent impact evaluation suggested that enhanced feedback in itself does not necessarily lead to improved pupil test performance. Discussion and conclusions: The paper considers some of the challenges faced by teachers as they attempted to use research evidence, and discusses implications for schools wishing to use research evidence in practice. The findings of the study suggest that it may be feasible for practitioners to use research evidence to inform their own practice. However, to do it well would require clearer guidance, professional development and modelling of any strategies suggested. These findings have implications for policy on teacher development, and for the research community to make research outputs more comprehensible and accessible to research users.  相似文献   

A Neighborhood Notion of Emergent Literacy: One Mixed Methods Inquiry to Inform Community Learning     

Emily Brown Hoffman  Colleen E. Whittingham 《Early Childhood Education Journal》2017,45(2):175-185

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Not with a bang but a whisper: Mental health consultation with a selectively mute child     

Janet Andron Hoffman 《Early Childhood Education Journal》1996,23(4):207-210

This article describes the role of the mental health and educational consultant in the case of a 5-year-old selectively mute child in Head Start. The syndrome of selective mutism is defined as well as the challenges of the consultant in preschool. Strategies implemented in the interdisciplinary work with the teachers, parent, speech therapist and child are described in detail. The implications suggest that the more flexible and adaptive the consultant, the more accepted he or she will be within the school environment.  相似文献   

Attributions and Responses to the Arab-Israeli Conflict: A Developmental Analysis   总被引：1，自引：0，他引：1  

Michael A. Hoffman  Aharon Bizman 《Child development》1996,67(1):117-128

This study assessed the causes ascribed by Israeli children and youth for the Arab-Israeli conflict and the relation of these attributions to their expectations and emotions. The results highlight basic contingencies between the form of attribution and the character of emotional response and future expectation, with marked developmental variations in both the strength and manner of this association. Overall, the findings suggest the utility of Bizman and Hoffman's attributional model as a heuristic for understanding children's perception and response to conflict, but underscore the need for developmental adaptation. Particular attention is drawn to the developing concept of mutuality and its implication for the application of attributional analyses in the young.  相似文献   

A school-based phonological awareness intervention for struggling readers in early French immersion     

Nancy Wise  Nadia D’Angelo  Xi Chen 《Reading and writing》2016,29(2):183-205

The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on a withdrawal basis. Children in the experimental group (n = 5) received English phonological awareness training in combination with letter-sound correspondence instruction twice per week for 18 consecutive weeks, while those in the control condition (n = 7) engaged in English vocabulary-building activities. Significant gains were made after the training and maintained for 2 years on both French phonological awareness and French word reading skills for the experimental group. Results suggest that a phonologically based intervention in English can effectively address phonological awareness deficits and facilitate reading acquisition for French immersion children who may be at-risk for later reading difficulties.  相似文献   

Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators     

James V. Hoffman  Gerald G. Duffy 《理论付诸实践》2016,55(3):172-179

In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of research related to this topic. One program of research is focused on teacher adaptations to practice in the classroom. The second program of research is focused on coaching teachers to develop strategies for thoughtfully adaptive teaching. We draw on the work of Janks around deconstruction and reconstruction for critical teaching practices.  相似文献