The social tasks of learning to become a physical education teacher: considering the HPE subject department as a community of practice     

Karen Sirna  Toni Rossi 《Sport, Education and Society》2013,18(3):285-300

Initial teacher education (ITE) students participate in various workplaces within schools and in doing so, form understandings about the numerous, and at times competing, expectations of teachers’ work. Through these experiences they form understandings about themselves as health and physical education (HPE) teachers.

This paper examines the ways communities of practice within HPE subject department offices function as sites of workplace learning for student teachers. In particular this research focused on how ITE students negotiate tacit and contradictory expectations as well as social tasks during the practicum and the ways in which their understandings are mediated through participation in the workspace.

Qualitative methods of survey and semi-structured interview were used to collect data on a cohort of student teachers during and following their major (10 week) practicum experience. Analysis was informed by theories of communities of practice (Wenger, 1998 Wenger, E. 1998. Communities of practice: learning, meaning, and identity, Cambridge: Cambridge University Press. [Crossref] , [Google Scholar]), workplace learning (Billett, 2001 Billett, S. 2001. Learning in the workplace: strategies for effective practice, Crows Nest, NSW: Allen & Unwin.  [Google Scholar]), and social task systems (Doyle, 1977 Doyle, W. 1977. Learning in the classroom environment: an ecological analysis. Journal of Teacher Education, 28(6): 51–55. [Crossref], [Web of Science ®] , [Google Scholar]).

It was evident that considerable effort, attention, and energy was expended on various interrelated social tasks aimed at building positive relationships with their supervisor and other HPE teachers at the school. The social dynamics were highly nuanced and required a game-like approach. In our view the complexity that student teachers must negotiate in striving for an excellent evaluation warrants specific attention in physical education teacher education (PETE) programs. This study raises questions regarding our responsibilities in sending student teachers into contexts that might even be described as toxic. We offer some suggestions for how PETE might better support students going into practicum contexts that might be regarded as problematic workplaces.  相似文献   

Does soccer cleat design influence the rotational interaction with the playing surface?     

Fabio Galbusera  Davide Zai Tornese  Federica Anasetti  Simone Bersini  Piero Volpi  Luigi La Barbera 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):293-301

Non-contact injuries in soccer players may be related to the interplay between cleat type and playing surface, and bladed shoes were often blamed for non-contact injuries with no research support. The aim of this study was to compare the rotational resistance (stiffness and peak sustainable torque) among three types of soccer cleats (metal studs, molded rubber studs, and bladed) in a controlled laboratory environment. The shoes were tested on both natural and artificial turfs under a compressive preload of 1000 N and with internal and external rotations. The three shoe models showed comparable performances with a good repeatability for each individual test on both playing surfaces. A less stiff behavior was observed for the natural turf. A tendency toward highest peak torque was observed in the studded model on natural surface. The bladed cleats provided peak torque and rotational stiffness comparable to the other models. Studded and bladed cleats did not significantly differ in their interaction with the playing surface. Therefore, soccer shoes with bladed cleats should not be banned in the context of presumed higher risk for non-contact injuries.  相似文献   

Examining the structure of physical self-description using an American university sample     

Nigg CR  Norman GJ  Rossi JS  Benisovich SV 《Research quarterly for exercise and sport》2001,72(1):78-83

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Waves: a fast multi-tier top-<Emphasis Type="Italic">k</Emphasis> query processing algorithm     

Caio Moura Daoud  Edleno Silva de Moura  David Fernandes  Altigran Soares da Silva  Cristian Rossi  Andre Carvalho 《Information Retrieval》2017,20(3):292-316

In this paper, we present Waves, a novel document-at-a-time algorithm for fast computing of top-k query results in search systems. The Waves algorithm uses multi-tier indexes for processing queries. It performs successive tentative evaluations of results which we call waves. Each wave traverses the index, starting from a specific tier level i. Each wave i may insert only those documents that occur in that tier level into the answer. After processing a wave, the algorithm checks whether the answer achieved might be changed by successive waves or not. A new wave is started only if it has a chance of changing the top-k scores. We show through experiments that such lazy query processing strategy results in smaller query processing times when compared to previous approaches proposed in the literature. We present experiments to compare Waves’ performance to the state-of-the-art document-at-a-time query processing methods that preserve top-k results and show scenarios where the method can be a good alternative algorithm for computing top-k results.  相似文献   

Moving forwards with the aim of going backwards fast: high-performance rowing as a learning environment     

Tony Rossi  Martin Rabjohns 《Physical Education & Sport Pedagogy》2016,21(1):55-68

Background and purpose: This paper focuses on the learning culture within the high-performance levels of rowing. In doing so, we explore the case of an individual's learning as he moves across athletic, coaching and administrative functions. This exploration draws on a cultural learning framework and complementary theorisings related to reflexivity.

Method: This study makes use of an intellectually, morally and collaboratively challenging approach whereby one member of the research team was also the sole participant of this study. The participant's career as a high-performance athlete, coach and administrator, coupled with his experience in conducting empirical research presented a rare opportunity to engage in collaborative research (involving degrees of insider and outsider status for each of the research team). We acknowledge that others have looked to combine roles of coach/athlete/administrator with that of researcher; however, few (if any) have attempted to combine them all in one project. Moreover, coupled with the approach to reflexivity adopted in this study and the authorship contributions, we consider this scholarly direction uncommon. Data comprised recorded research conversations, a subsequently constructed learning narrative, reflections on the narrative, a stimulated reflective piece from the participant and the final (re)construction of the participant's story. Accordingly, data were integrated through an iterative process of thematic analysis.

Results: The cultural (i.e. the ways things get done) and structural (e.g. the rules and regulations) properties of high-performance rowing were found to shape the opportunities both to be present (e.g. secure a place in the crew) and to learn (e.g. learn the skills required to perform at the Olympic level). However, the individual's personal properties were brought to bear on reshaping the constraints such that many limitations could be overcome. In keeping with the theory of learning cultures, the culture of rowing was found to position individuals (a coxswain in this case) differentially. In a similar manner, a range of structural features were found to be important in shaping the cultural and personal elements in performance contexts. Finally, the cultural and structural elements in rowing appeared to be activated by the participant's personal elements, most notably his orientation towards quality performance.

Conclusion: The participant in this study was found to be driven by the project that he cares about most and at each turn he has bent his understanding of his sport back on itself to see if he can find opportunities to learn and subsequently explore ways to improve performance. The story here emphasises the importance of learner agency, and this is an aspect that has often been missing in recent theorising about learning. In this study, we find an agent using his ‘personal emergent powers’ to activate the resources in the culture and structure of his sport in an attempt to improve performance. We conclude from this account that this particular high-performance rowing culture is one that provided support but nonetheless encouraged those involved, to ‘figure things out’ for themselves – be it as athletes, coaches and/or administrators.  相似文献   

Education,pedagogy and sport for development: addressing seldom asked questions     

Tony Rossi  Ruth Jeanes 《Sport, Education and Society》2016,21(4):483-494

This special issue features the growing field of Sport for Development. Importantly few questions have been raised about the educative quality of sport for development programmes or the pedagogies by which they are delivered. This seems to be something of an oversight since; by definition development infers some sort of learning or educative process. This introductory paper provides an editorial commentary and summary on the papers included in this issue. We also comment on Sport for Development as a growing field of research and identify what might be some fruitful areas of research direction based on the papers included in the issue. Our reading of the papers suggest that there are important concerns related to pedagogy and educational practices in sport for development projects that stem from a dominance of neoliberal agendas, unintended though this may be. At the same time however, it is apparent that this challenge is being met head on by a growing number of researchers, and reports of this progress can be found in this issue.  相似文献   

The Effectiveness of a Cricket Programme for Engaging People with a Disability in Physical Activity in Fiji     

Emma Beckman  Tony Rossi  Stephanie Hanrahan  Steven Rynne  Jeremy Dorovolomo 《International Journal of Disability, Development & Education》2018,65(2):199-213

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Effects of working memory capacity in processing wh‐extractions: eye‐movement evidence from Chinese–English bilinguals          下载免费PDF全文

Huixia Zhou  Sonja Rossi  Juan Li  Huanhuan Liu  Ran Chen  Baoguo Chen 《Journal of Research in Reading》2017,40(4):420-438

By using the eye‐tracking method, the present study explores whether working memory capacity assessed via the second language (L2) reading span (L2WMC) as well as the operational span task (OSPAN) affects the processing of subject‐extraction and object‐extraction in Chinese–English bilinguals. Results showed that L2WMC has no effects on the grammatical judgement accuracies, the first fixation duration, gaze duration, go‐past times and total fixation duration of the critical regions in wh‐extractions. In contrast, OSPAN influences the first fixation duration and go‐past times of the critical regions in wh‐extractions. Specifically, in region 1, (e.g., Who do you think loved the comedian [region 1] with [region 2] all his heart [subject‐extraction]? versus Who do you think the comedian loved [region 1] with [region 2] all his heart? [object‐extraction]), participants with high OSPAN were much slower than those with low OSPAN in their first fixation duration in reading subject‐extractions, whereas there were no differences between participants with different OSPANs in reading object‐extractions. In region 2, participants with high OSPAN were much faster than those with low OSPAN in their go‐past times of object‐extractions. These results indicated that individual differences in OSPAN rather than in L2WMC more strongly affect processing of wh‐extractions. Thus, OSPAN results to be more suitable to explore the influences of working memory while processing L2 sentences with complex syntax, at least for intermediate proficient bilinguals. Results of the study also provide further support for the Capacity Theory of Comprehension.  相似文献   

Seeing is believing: using videopapers to transform teachers' professional knowledge and practice     

Federica Olivero  Peter John  Rosamund Sutherland 《Cambridge Journal of Education》2004,34(2):179-191

Gaps, barriers, boundaries and walls are words often used to describe the separation between educational research and practice. They account for the differences that are said to exist between the ‘two cultures’; the members of which appear to occupy different worlds, have different mindsets and express themselves in different discourses. The purpose of this paper is to suggest ways of overcoming this divide by presenting a new genre of publication, videopaper, that integrates and synchronizes different forms of representation, such as text, video and images, in one cohesive document. We argue that this has the potential to end the elision in the educational community which sees researchers as knowledge generators and teachers as knowledge translators. We contend that videopaper has a range of affordances that may help the professional and academic communities to find new ways of seeing, creating and using educational research.  相似文献   

Learning From Our Mistakes: Improvements in Spelling Lead to Gains in Reading Speed     

Gene Ouellette  Sandra Martin-Chang  Maya Rossi 《Scientific Studies of Reading》2017,21(4):350-357

The present study tested the hypothesis that underlying orthographic representations vary in completeness within the individual, which is manifested in both spelling accuracy and reading speed. Undergraduate students were trained to improve their spelling of difficult words. Word reading speed was then measured for these same words, allowing for a direct evaluation of whether improvements in spelling would bring about faster reading speeds. Results were clear: Spelling accuracy and reading speed were strongly related across and within participants. Most important, words that improved in spelling accuracy were read more rapidly at posttest than words that did not show improvement in spelling. These results provide direct evidence showing that the quality of orthographic representations, as indexed by spelling accuracy, directly relates to reading speed. This is consistent with the lexical quality hypothesis and highlights the relevance of spelling in literacy acquisition.  相似文献