Preparing Teachers for Change     

Phillip Hughes 《Asia-Pacific Journal of Teacher Education》1978,6(2):144-149

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Beyond games and sports: a socio-ecological approach to physical education     

Justen O'Connor  Laura Alfrey  Phillip Payne 《Sport, Education and Society》2013,18(3):365-380

Acknowledging the performative sporting discourses which continue to dominate physical education, and the emerging focus on disease prevention within this context, this paper presents a socio-ecological framework for physical education that aims to shift the focus towards more multidimensional understandings of what it means to be ‘physically educated’. In doing so, we hope to prompt physical educators in schools and undergraduate programmes to more confidently employ intra-personal, inter-personal and environmental lenses through which to view and understand physical education, and therefore extend the gaze beyond activity-driven practice and ‘downstream’ exercise for health. The proposed framework draws upon established socio-ecological models and encompasses functional, recreational, health-related and performance-related physical activities. The multi-layered complexity associated with the field of physical education is reflected within the proposed socio-ecological framework. Through embracing complexity, particularly the interactions between layers of influence, the framework encourages exploration of the ‘physical’ beyond its subordinate components like fitness, body mass index, tactical awareness or motor skills. The framework is inclusive of games and sports but questions how these activities can be connected in the everyday lives of the learners. Importantly, the framework provided is not an approach to teaching and learning and, on its own, will do little to address the ongoing critique about the privileging of performative and health discourses within physical education. As they have in other fields, socio-ecological frames can provide a useful reference for the teaching and learning of physical education. To produce physically educated citizens in the broadest sense, teachers need to be supported, across multiple levels, to reposition their field to that of a connected specialism contributing to the whole curriculum and the communities within which they are located. It is our contention that socio-ecological frames can serve as useful tools to facilitate such a repositioning.  相似文献   

Biomechanical analysis of the different classifications of the Functional Movement Screen deep squat test     

Robert J. Butler  Phillip J. Plisky  Corey Southers  Christopher Scoma  Kyle B. Kiesel 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):270-279

The purpose of this study is to examine the peak sagittal plane joint angles and joint moments of the lower extremity during the deep squat (DS) movement of the Functional Movement Screen (FMS) to assess differences between the classifications (1,2,3). Twenty-eight participants volunteered for the study and were screened to assess their FMS score on the DS task. All participants underwent a quantitative movement analysis performing the FMS DS movement at a self-selected speed. The participants in Group 3 exhibited greater dorsiflexion excursion compared to those in Group 1. Participants in Group 3 had greater peak knee flexion and knee flexion excursion than those in Group 2 who exhibited more than the participants in Group 1. Group 3 also exhibited a greater peak knee extension moment compared to Group 1. At the hip, Groups 3 and 2 exhibited greater peak hip flexion, hip flexion excursion and peak hip extension moment compared to Group 1. Thus, it appears that individuals who score differently on the deep squat as determined by the FMS exhibit differences in mechanics that may be beneficial in assessing strategies for interventions. Future research should assess how fundamental changes in mobility and stability independently affect DS performance.  相似文献   

Concentric left ventricular morphology in aerobically trained kayak canoeists     

Phillip E Gates  Ian G Campbell  Keith P George 《Journal of sports sciences》2013,31(9):859-865

The aim of the present study was to test the hypothesis that upper body aerobically trained athletes (kayak canoeists) would have greater left ventricular wall thickness, but similar left ventricular diastolic chamber dimensions, compared with recreationally active and sedentary men. Ultrasound echocardiography was used to determine cardiac structure and function in highly trained kayak canoeists (n?=?10), moderately active (n?=?10) and sedentary men (n?=?10). The septal and posterior left ventricular walls were ～0.2?cm thicker in kayak canoeists (P?<?0.05), and left ventricular mass was 51% and 32% greater (P?<?0.05) in canoeists than in the sedentary and moderately trained participants, respectively. There were no differences in left ventricular chamber dimension, suggesting that the kayak canoeists had a concentric pattern of left ventricular adaptation to aerobic upper body training. Scaling the data to body composition indices had no effect on the outcome of the statistical analysis. There were no differences in resting Doppler left ventricular diastolic or systolic function among the groups. Ejection fraction was lower in the kayak canoeists, but the magnitude of the difference was within the normal variability for this measurement. Thus aerobically upper body trained athletes demonstrated a concentric pattern of cardiac enlargement, but resting left ventricle function was not different between athletes, moderately active and sedentary individuals.  相似文献   

Factors Contributing to Scholarly Productivity of Assistant Professors in Counseling     

Kelly L. Wester  L. DiAnne Borders  Laura McLaughlin Gonzalez  Phillip Waalkes 《Counselor Education & Supervision》2019,58(3):225-237

Doctoral research training and faculty departmental research culture were explored in relation to research interest, self‐efficacy, and productivity among 49 counselor education assistant professors. Doctoral research training environment consistently held strong positive relationships with research interest and self‐efficacy, suggesting that a solid foundation in research at the doctoral level is imperative for initial research productivity.  相似文献   

支持虚拟学习环境情境时空维度的用户研究     

Laura Crane  Phillip Benachour  Paul Coulton  吴亚婕 《现代远程教育研究》2012,(2):55-59

随着可用的无线移动设备的不断增长,人们对信息检索的需求也越来越大。基于时间的调度服务和基于坐标的定位服务被视为情境感知应用的两个基本点。目前,基于时间的情境感知服务已经应用较多,但存在不能个性化测量等问题。基于坐标的定位服务能否成为常用的基于时间服务系统的替代方法？基于时间和空间维度的RSS信息检索小应用程序的用户研究显示：两种应用程序都有助于接收信息、支持学生组织自己的学习,但是在个人空间中不论基于空间的服务还是基于时间的服务,效果均不突出,而且位置信息被视作不太适宜的环境信息。  相似文献   

Who disrupts from placement in foster and kinship care?     

Chamberlain P  Price JM  Reid JB  Landsverk J  Fisher PA  Stoolmiller M 《Child abuse & neglect》2006,30(4):409-424

OBJECTIVE: To identify reliable, inexpensive predictors of foster care placement disruption that could be used to assess risk of placement failure. METHODS: Using the Parent Daily Report Checklist (PDR), foster or kinship parents of 246 children (5-12 years old) in California were interviewed three times about whether or not their foster child engaged in any of the 30 problem behaviors during the previous 24 h. PDR was conducted during telephone contacts (5-10 min each) that occurred from 1 to 3 days apart at baseline. Disruptions were tracked for the subsequent 12 months. Other potential predictors of disruption were examined, including the child's age, gender, and ethnicity, the foster parent's ethnicity, the number of other children in the foster home, and the type of placement (kin or non-kin). RESULTS: Foster/kin parents reported an average of 5.77 child problems per day on the PDR checklist. The number of problem behaviors was linearly related to the child's risk of placement disruption during the subsequent year. The threshold for the number of problem behaviors per day that foster and kinship parents tolerated without increased risk of placement disruption for these latency-aged children was 6 or fewer. Children in non-kin placements were more likely to disrupt than those in kinship placements. There was a trend for increased risk of disruption as the number of children in the home increased. CONCLUSIONS: The PDR Checklist may be useful in predicting which placements are at most risk of future disruption, allowing for targeted services and supports.  相似文献   

Biomechanical analysis of the different classifications of the Functional Movement Screen deep squat test     

Butler RJ  Plisky PJ  Southers C  Scoma C  Kiesel KB 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(4):270-279

The purpose of this study is to examine the peak sagittal plane joint angles and joint moments of the lower extremity during the deep squat (DS) movement of the Functional Movement Screen (FMS) to assess differences between the classifications (1,2,3). Twenty-eight participants volunteered for the study and were screened to assess their FMS score on the DS task. All participants underwent a quantitative movement analysis performing the FMS DS movement at a self-selected speed. The participants in Group 3 exhibited greater dorsiflexion excursion compared to those in Group 1. Participants in Group 3 had greater peak knee flexion and knee flexion excursion than those in Group 2 who exhibited more than the participants in Group 1. Group 3 also exhibited a greater peak knee extension moment compared to Group 1. At the hip, Groups 3 and 2 exhibited greater peak hip flexion, hip flexion excursion and peak hip extension moment compared to Group 1. Thus, it appears that individuals who score differently on the deep squat as determined by the FMS exhibit differences in mechanics that may be beneficial in assessing strategies for interventions. Future research should assess how fundamental changes in mobility and stability independently affect DS performance.  相似文献   

Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?     

George K. Georgiou  Minna Torppa  Karin Landerl  Alain Desrochers  George Manolitsis  Peter F. de Jong  Rauno Parrila 《Child development》2020,91(2):e266-e279

We examined the cross-lagged relations between reading and spelling in five alphabetic orthographies varying in consistency (English, French, Dutch, German, and Greek). Nine hundred and forty-one children were followed from Grade 1 to Grade 2 and were tested on word and pseudoword reading fluency and on spelling to dictation. Results indicated that the relations across languages were unidirectional: Earlier reading predicted subsequent spelling. However, we also found significant differences between languages in the strength of the effects of earlier reading on subsequent spelling. These findings suggest that, once children master decoding, the observed differences between languages are not related to the direction of the effects but to the strength of the effects from reading to spelling. Theoretical and practical implications are discussed.  相似文献   

The Significance of Experience in SLE Research     

Phillip Payne 《Environmental Education Research》1999,5(4):365-381

’Experience’ is at the root of individual, socio‐environmental existence. Inquiries into its more ‘significant’ moments and episodes have arrived at a potentially important body of knowledge in environmental education. However, in the absence of parallel research efforts that demonstrate how the findings of those inquiries translate into contextually sensitive and socially useful educational practices, this discussion returns conceptually to questions posed by Louise Chawla about ‘inner nature’ and how significance of experience is socially constructed. To that future research agenda, I add the further question of how those constructions of ‘significance’ must be seen in relation to dominant social constructions of the ‘environment/nature’, sensitivity and activism. This begs the further question, exacerbated somewhat by the above lack of a connection with existing educational practices, of how teachers’ and learners’ thoughts and actions might also need to be examined in relation to dominant conceptions of the environment/ nature and constructions of environmental education. Consequently, by focusing on the ‘continuity of experience’, this response to issues raised primarily by Chawla about inner nature and other assertions by Tanner about the ‘right subjects’ also addresses broader tensions in environmental education. Significant life experiences (SLE) researchers should continue to refine their understandings of the ontological significance of the central category of human ‘experience’.  相似文献