Attentional capture by spoken language: effects on netballers’ visual task performance     

Daniel Tony Bishop  Sarah Moore  Sara Horne  Robert Teszka 《Journal of sports sciences》2013,31(17):1611-1620

Abstract

In two experiments, participants performed visual detection, visual discrimination and decision-making tasks, in which a binary (left/right) response was required. In all experimental conditions, a spoken word (“left”/“right”) was presented monaurally (left or right ear) at the onset of the visual stimulus. In Experiment 1, 26 non-athletes located a target amongst an array of distractors as quickly as possible, in both the presence and absence of spoken cues. Participants performed superiorly in the presence of valid cues, relative to invalid-cue and control conditions. In Experiment 2, 42 skilled netballers completed three tasks, in randomised order: a visual detection task, a visual discrimination task and a netball decision-making task – all in the presence of spoken cues. Our data showed that spoken auditory cues affected not only target detection, but also performance on more complex decision-making tasks: cues that were either spatially or semantically invalid slowed target detection time; spatially invalid cues impaired discrimination task accuracy; and cues that were either spatially or semantically valid improved accuracy and speeded decision-making time in the netball task. When studying visual perception and attention in sport, the impact of concomitant auditory information should be taken into account in order to achieve a more representative task design.  相似文献   

Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children     

Jeffrey J. Martin  Nate McCaughtry  Sara Flory  Anne Murphy  Kimberlydawn Wisdom 《Research quarterly for exercise and sport》2013,84(2):247-255

Abstract

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA.  相似文献   

Teachers' Perspectives on the Challenges of Teaching Physical Education in Urban Schools     

Nate McCaughtry  Sara Barnard  Jeffrey Martin  Bo Shen  Pamela Hodges Kulinna 《Research quarterly for exercise and sport》2013,84(4):486-497

The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development.  相似文献   

Book Reviews     

Steven Wright  Mike McNeill  Joan M. Fry 《Sport, Education and Society》2013,18(2):223-233

This study examined the teaching of games via a tactical approach (also known as teaching games for understanding) from the theoretical perspective of social constructivism. A pilot study (of student teachers (STs) and pupils) informed the ‘main’ study which included collecting data on 49 STs, 58 cooperating teachers (CTs) and 1177 pupils. ST data were collected through videotaping (lessons), interviews and questionnaires; CT data through interviews and questionnaires; and pupil data through questionnaires. Data analysis techniques included systematic coding of teaching behaviours through computer software, using constant comparison to code open-ended question responses, and computing frequencies of Likert-scale question responses. T-tests were used to compare pre- and post-CT workshop data. Findings suggest that STs’ teaching of the tactical approach was in line with a social constructivist perspective, in part because lessons were student-centred. Overall student activity was 53% of all lessons taught, and STs facilitated pupil learning through several question and answer scenarios. Pupils wrote that they enjoyed playing games in what amounted to ‘authentic’ settings. Their responses also suggest that learning took place through ‘legitimate peripheral participation in communities of practice’ and this facilitated pupil movement through the ‘zone of proximal development’. There were indications that pupil experiences were mediated by ST competence. CTs reported that an in-service workshop on the tactical approach and mentoring was beneficial and subsequent pairings with STs elicited positive feelings from both parties.  相似文献   

No place for women among them? Reflections on the axé of fieldwork     

Sara Delamont 《Sport, Education and Society》2013,18(3):305-320

Capoeira, the Brazilian dance and martial art, is now taught in many countries outside Brazil. Reflections on a year's fieldwork on capoeira teaching in the UK are used to make educational ethnography anthropologically strange. Issues of locality, noise, uncertainty and bodily contact are explored in a reflexive way.  相似文献   

MENTAL MODELS ABOUT SEISMIC EFFECTS: STUDENTS’ PROFILE BASED COMPARATIVE ANALYSIS     

Sara Moutinho  Rui Moura  Clara Vasconcelos 《International Journal of Science and Mathematics Education》2016,14(3):391-415

Nowadays, meaningful learning takes a central role in science education and is based in mental models that allow the representation of the real world by individuals. Thus, it is essential to analyse the student’s mental models by promoting an easier reconstruction of scientific knowledge, by allowing them to become consistent with the curricular models presented in the classroom. In this context, the study aims to examine, through the application of a diagnostic instrument (Two-Tier Diagnostic Test), what students consider to be the seismic effects on soils and buildings, to analyse and to compare their mental models about some of these issues related to seismology, applying a questionnaire to 52 students from a Portuguese University attending an undergraduate degree in Geology and a master course in Biology and Geology teaching. The analysis of the data allowed concluding that undergraduate students have more inconsistent mental models than master students, mainly concerning the factors which influence the seismic risk, such as hazard and vulnerability, and the soils characteristics which influence the intensity of earthquakes. During their academic formation in the university, teachers present some curricular models to students which allow them to reconstruct their mental models and turn them scientifically consistent, enhancing the educational implications of this study that points to the need for teachers to be aware of the importance of the diagnosis of the students’ mental models and to promote meaningful learning and scientific literacy autonomously and dynamically.  相似文献   

Improvement in national test reading scores at Key Stage 1; grade inflation or better achievement?     

Meadows S  Herrick D  Feiler A;the ALSPAC Study Team 《British Educational Research Journal》2007,33(1):47-59

The aim of the UK National Literacy Strategy is to raise standards in literacy. Strong evidence for its success has, however, been lacking: most of the available data comes from performance on tests administered in schools or from Office for Standards in Education reports and is vulnerable to suggestions of bias. An opportunistic analysis of data from a population cohort study extending over three school years compares school-based scores at school entry and at age 7-8 with independently administered scores on similar tests. The results show a small but statistically significant rise between 1998 and 1999 and between 1998 and 2000 in scores on both Key Stage 1 Reading Standard Assessment Tasks taken in schools and the reading component of the WORD test taken independently. This is clear evidence for a real rise in reading attainment over this period, which may be attributable to the children's experience of the National Literacy Strategy.  相似文献   

From an experimental paper to a playful screen: How the essence of materiality modulates the process of creation     

Sara Sintonen 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1322-1333

  相似文献   

The relationship between educational television and mathematics capability in Tanzania     

Joe Watson  Sara Hennessy  Anna Vignoles 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):638-658

  相似文献   

The Two Traditions in Educational Ethnography: sociology and anthropology compared∗     

Sara Delamont  Paul Atkinson 《British Journal of Sociology of Education》1980,1(2):139-152

  相似文献