Recreational activities and motor skills of children in kindergarten     

Viviene A. Temple  Jeff R. Crane  Amy Brown  Buffy-Lynne Williams  Rick I. Bell 《Physical Education & Sport Pedagogy》2016,21(3):268-280

Background: Developmental theorists suggest that physical activity during early childhood promotes fundamental motor skill (FMS) proficiency; and that differences in FMS proficiency are largely related to children's experiences.

Aim: To examine associations between participation in different types of recreation/leisure and FMS proficiency of boys and girls in their first year of school. We hypothesized that there would be positive associations between FMS proficiency and participation in organized sport, physical activities, and active physical recreation; but not for other types of recreation/leisure.

Method: Participants (n?=?74) were kindergarten children (Mage?=?5y11?m; boys?=?55%). Parents completed the diversity dimension of the Children's Assessment of Participation and Enjoyment (CAPE) survey. The CAPE measures children's participation in everyday activities outside of mandated school activities in the past four months in five types of formal and informal activities, specifically: Recreational activities, Physical activities, Social activities, Skill-Based activities, and Self-Improvement activities. Two categories of activities were also reported: Organized Sport and Active Physical Recreation. Locomotor and object control skills were assessed using the Test of Gross Motor Development-2 and static balance was assessed using a stork stand. Sex-based differences in motor skills and participation were examined using chi-squared analyses. Correlation coefficients were used to examine relationships between motor skills and CAPE sub-domains and categories. Linear regression was used to examine whether the type of activity predicted motor skill proficiency and the reverse.

Results: There were no sex-based differences in locomotor skills; whereas boys' object control skill scores were significantly higher than girls, and girls' stork stand scores were higher than boys'. Although there were no sex-based differences in the more active categories of recreational pastimes; girls participated in significantly more formal and informal dance and the prevalence of participation in team sports was significantly higher for boys. For boys, participation in physical activities predicted both locomotor and object control skill scores, organized sport predicted object control skills, and active recreation predicted stork stand times and object control skill scores. These relationships were not evident among the girls.

Conclusions: These findings illustrate that young children participate in a narrower array of physically active recreational pursuits compared with less active pursuits. There were notable sex-based differences in the relationships between participation and motor skill proficiency. For girls, none of the associations between recreational pastimes and motor skill proficiency were significant. This suggests that the motor proficiency of girls, as assessed in this study, is neither a precursor to, nor an outcome of, participation in active recreational pastimes. Contrastingly, the findings for boys support theory that suggests that physical activity is driving the acquisition of particular types of motor skills. Less active recreational activities were not associated with motor skill levels of boys, whereas each of the more active categories of recreational pastimes (active recreation, physical activities, and organized sport) predicted at least one sub-type of motor skill. It also seems clear from our findings that more light needs to be shed on how to optimally portray young girls' motor skill proficiency; as well as the relationships between their participation and motor skills.  相似文献   

Forum: communication about science in a traditional museum—visitors’ and staff’s perceptions     

John H. Falk  Lynn D. Dierking  Léonie J. Rennie  Gina F. Williams 《Cultural Studies of Science Education》2006,1(4):821-829

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An Examination of Attitudes towards Children among Early Childhood Student Teachers     

Leone Huntsman  Dianna Williams 《Asia-Pacific Journal of Teacher Education》1982,10(1):69-77

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BOOK REVIEWS     

Mohammed S. Bham  Paul Riddick  Mark Hancock  Dev Sharma  Tom Pearson  Christine Williams 《Educational Psychology in Practice》2007,23(1):97-108

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A Campus Partnership to Foster Compliance with Funder Mandates     

Jeff R. Broadbent  Andrea Payant  Kevin Peterson  Betty Rozum  Liz Woolcott 《The Journal of Academic Librarianship》2018,44(1):96-104

Data from federally funded research must now be made publicly accessible and discoverable. Researchers must adhere to guidelines established by federal agencies, and universities must be prepared to demonstrate compliance with the federal mandate. At Utah State University, the Office of Research and Graduate Studies and the Merrill-Cazier Library partnered to facilitate data sharing and create an audit trail demonstrating compliance with the terms of each researcher's award. This systematic approach uses existing resources such as the grant management system, the institutional repository (IR), and the Library online catalog. This paper describes our process and the first eight months of implementation.  相似文献   

Academic Librarianship Today,T. Gilman (Ed.), Rowman and Littlefield,Lanham, CO (2017), ($55.00. Xiii, 248 pp.), ISBN: 978-1-4422-7875-2     

Delmus E. Williams 《The Journal of Academic Librarianship》2018,44(1):164-165

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Information Literacy in the Workplace,M. Forster (Ed.), Facet Publishing,London (2017), 189p. $80.00. ISBN 978-1-78330-132-4     

Delmus Williams 《The Journal of Academic Librarianship》2018,44(3):434-435

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Encouraging Engagement with Students and Integrating Librarians into the Curriculum through a Personal Librarian Program     

Shalu Gillum  Natasha Williams  Pamela Herring  Deedra Walton  Nadine Dexter 《Medical reference services quarterly》2018,37(3):266-275

Five years ago, the Harriet F. Ginsburg Health Sciences Library created a Personal Librarian Program (PLP) to encourage librarian engagement with first- and second-year medical students and to promote awareness of library resources and services. Prior to the creation of the PLP, the library struggled with finding ways to connect with its medical students, especially because the library is 98% digital. The PLP was created to give students an individualized library experience and an easier way to interact with librarians. As a result, opportunities for librarian-student engagement increased, and Personal Librarian groups facilitated the integration of librarians into two first- and second-year medical school courses.  相似文献   

Evolution of an academic–public library partnership     

Robert J. Engeszer  William Olmstadt  Jan Daley  Monique Norfolk  Kara Krekeler  Monica Rogers  Graham Colditz  Victoria V. Anwuri  Scott Morris  Mychal Voorhees  Brenda McDonald  Jackie Bernstein  Paul Schoening  Lee Williams 《Journal of the Medical Library Association》2016,104(1):62-66

A partnership to improve access to health information via an urban public library system was established in St. Louis, Missouri, in 2011. A multiyear project was outlined that included an information needs assessment, a training class for public library staff, information kiosks at library branches for delivering printed consumer health materials, and a series of health-related programming. The partnership evolved to include social service and community organizations to carry out project goals and establish a sustainable program that met the health and wellness interests of the community.  相似文献   

Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms     

C. C. Hsiao  Jeff C. H. Huang  Anna Y. Q. Huang  Owen H. T. Lu  C. J. Yin 《Interactive Learning Environments》2019,27(8):1160-1177

ABSTRACT

The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.  相似文献