排序方式： 共有17条查询结果，搜索用时 15 毫秒
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Judith E. Rink Peter H. Werner Richard C. Hohn Dianne S. Ward Helen M. Timmermans 《Research quarterly for exercise and sport》2013,84(2):132-138
The purpose of this study was to describe the effects of three teachers on psychomotor, affective, and cognitive outcomes over a 15-lesson volleyball unit. Three intact middle school physical education classes were used. Pre- and posttests were administered for the overhead set, forearm pass, and serve psychomotor skills. A semantic differential test with four affective dimensions and a written test on the rules, strategies, and mechanics of volleyball were also administered pre- and posttest. Data on instructional characteristics were obtained using academic learning time (ALT-PE); observation system for content development (OSCD-PE), and a content analysis of lessons. The following were key aspects of the results: (a) Teachers differed in their approaches to the content of the unit more than in the characteristics of their instruction as determined through observational data; (b) teachers differed in respect to the psychomotor skills for which they were able to produce statistically significant student gain; (c) the skill level of students played a major role in psychomotor outcomes; (d) affective measures started high and remained high from pre- to posttest with significant change occurring positively with the low-skilled in one measure; (d) cognitive learning was significant from pre- to posttest in rules and mechanics but not in strategies. Instructional characteristics, as described in this study, did not change from skill to skill, but student learning did. This led the authors to conclude that the instrumentation for instructional variables was not sensitive to differences in the way individual skills were handled by individual teachers. 相似文献
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Judith Rink Laura Jones Kym Kirby Murray Mitchell Panayiotis Doutis 《Research quarterly for exercise and sport》2013,84(3):204-215
Abstract A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs. 相似文献
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Anja J. Boevé Rob R. Meijer Roel J. Bosker Jorien Vugteveen Rink Hoekstra Casper J. Albers 《Higher Education》2017,74(6):1015-1032
The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance. 相似文献
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Elizabeth Rink Adriann Ricker Kris FourStar Michael Anastario 《American journal of sexuality education》2016,11(4):306-330
American Indian (AI) men experience sexual and reproductive health disparities including sexually transmitted infections, unplanned pregnancy, absent fatherhood, and intimate relationship violence. Using a case-control study within a community-based participatory research framework, we investigated the effectiveness of a sexual and reproductive health peer led education intervention model for AI men, ages 18–24. Intervention results demonstrated the greatest impact on attitudes regarding contraceptives, commitment in relationships, and consistency of condom use. Our study provides insights into how to access education and influence sexual risk behaviors among a diverse group of hard to reach young adult males. 相似文献
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The purpose of this article is to explore efforts to reform physical education programs and to describe why they might not have been successful in the past. The general education and physical education reform literature is examined with attention to the current standards, assessment, and accountability reform movement prevalent in most states. General themes facilitating South Carolina's effort to gain support for policy initiatives and implement a high stakes assessment program are developed with attention to the political activities essential to gain support for change. 相似文献
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This article identifies how clicker use can support or augment existing principles of good teaching across different disciplines in higher education. While many of these principles will be familiar to instructors, the link between student response system (SRS) use and existing pedagogical methods is still often unclear, even for scholars who are well read in the literature. Functioning as a resource for both novices and instructors who have already incorporated clickers into their courses, this article synthesizes existing literature and offers empirical data from five courses in three disciplines to show how SRSs can be used to support contemporary pedagogical goals. The authors discuss five exemplary practices, providing sample clicker questions along the way, to show how clickers can be used to facilitate active learning in large courses. 相似文献
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Sven P. Hoekstra Yoshi-Ichiro Kamijo Tokio Kinoshita Ben T. Stephenson Victoria L. Goosey-Tolfrey 《Journal of sports sciences》2019,37(15):1717-1724
This study investigates the relationship between autonomic function and the inflammatory response to a wheelchair half-marathon in people with a spinal cord injury (SCI). Seventeen wheelchair athletes with a cervical SCI (CSCI, N = 7) and without CSCI (NON-CSCI, N = 10) participated in a wheelchair half-marathon. Blood was taken prior, post and 1 h post-race to determine the concentrations of adrenaline, noradrenaline, extracellular heat shock protein 72 (eHsp72) and interleukin-6 (IL-6). A sit-up tilt test was performed to assess autonomic function at rest. CSCI showed a lower supine ratio of the low and high frequency power of the variability in RR intervals (LF/HF RRI, p = 0.038), total and low frequency power of the systolic blood pressure variability (TP SBP, p < 0.001; LF SBP, p = 0.005) compared to NON-CSCI. Following the race, catecholamine concentrations increased only in NON-CSCI (p < 0.036). The increase in IL-6 post-race was larger in NON-CSCI (p = 0.040). Post-race catecholamine levels explained 60% of the variance in the IL-6 response (r = 0.77, p = 0.040), which was further increased when the resting autonomic function indices were added to the regression model (R2 > 81%, p < 0.012). In summary, the dampened acute inflammatory response to a wheelchair half-marathon in CSCI was strongly associated with the autonomic dysfunction present in this group. 相似文献
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Bas A. Andeweg Erika R. Hoekstra Jaap C. De Jong Sabine Kunst 《Instructional Science》1992,21(1-3):139-153
Technical engineers consider communication and writing skills to be among the most difficult aspects of their profession. Communication courses, however, are expensive, because teaching takes place in tutorial groups in which students are given feedback regularly. A computer-assisted practical that aims at diminishing the amount of effort of the lecturer while increasing the participation of the students through interactive and user-friendly courseware is described. The program is developed in the Knowledge Pro environment (MS-Windows 3). The program consists of three modules: 1) a product module which offers examples of ideal texts and criteria for them; 2) a style module which offers information on stylistic aspects such as sentence complexity, use of examples, use of connectives, spelling etc.; 3) a process module, which offers a standard procedure for planning and outlining a technical report and an example, in the form of a (hyper)text adventure.Besides, the program offers individual advice to students who face problems during the writing process. In each module the student can opt for additional examples or exercises via buttons, menus and hypertext paths. The program has been written in the Dutch language. 相似文献
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Katrina Rink 《期刊图书馆员》2017,73(2):170-178
This article explores ways of creating an online presence for Special Collections. Options available for institutions limited by budget are explored, progressing from the point of initially considering going digital, and then on through the steps of digitization to online platforms. This article centers more on practicalities of creating an online presence more than on arguments for why an institution should have one. Ultimately, the individual institution has to decide what is best for their collection and act from there. 相似文献