体育自主学习影响学习不同项群大学生体质健康的实验研究

为了提高大学生的体质健康水平,运用教学实验法和数理统计法等研究方法,揭示不同的体育学习方式影响学习不同项群大学生体质健康的规律。实验结果表明:自主学习方式比传统学习方式的学习效果好,能够有效提高大学生的体质健康水平;学习方式与项群之间存在交互作用,传统学习方式影响学习不同项群的大学生体质健康没有显著性差异。自主学习方式影响学习不同项群的大学生体质健康效果不一样,其中,技能主导类表现难美性项群要优于隔网对抗性项群和同场对抗性项群,隔网对抗性项群又显著高于同场对抗性项群,并且不同项群之间具有显著性差异。在对实验结果进行分析与讨论的基础上,从学校体育的角度提出有效改善我国大学生体质健康的对策与建议。     

Using shared online blogs to structure and support informal coach learning. Part 2: the participants' view and implications for coach education

In part one of this paper, Stoszkowski and Collins showed that shared online blogs were a useful tool to structure and support the informal learning of a cohort of final year undergraduate sports coaching students. The aim of the present study was to offer insight into student coaches' perceptions of their use and experiences of structured group blogging for reflection and learning. Twenty-three student coaches (5 females, 18 males), purposely sampled from the original study, took part in four semi-structured focus group interviews. Interview data were inductively analysed. Student coaches were generally very positive about their learning experiences and the pedagogical approach employed. This was especially apparent in terms of perceived increases in levels of reflection, knowledge acquisition and improvements in coaching practice; changes corroborated by the data presented in part one. A range of reasons emerged for these outcomes, alongside several potential limiters of engagement in shared group blogging as a learning endeavour. Whilst these findings support recent, and growing proposals to systematically incorporate Web 2.0 technologies such as blogs into coach education pedagogy, several key considerations for the process of using such tools are outlined. Finally, the implications for coach educators are discussed.     

Assessing Students’ Perceived Learning and Contentment in Physical Education: A Scale Development Study and Structural Equation Modeling Analysis

ABSTRACT

Although students’ perceived learning is central in physical education (PE), few measurements are available. Furthermore, little is known about how students’ perceptions of PE effect students’ perceived learning in PE. Therefore, the aim was to develop a scale to assess students’ perceived learning and a measurement to assess students’ perceived contentment in PE, and furthermore, to analyze the interrelationship between students’ perceived learning and students’ perceived contentment in PE. A total of 1203 students in Sweden who were aged 12–16 years participated. The results from the exploratory (n = 601) and confirmatory (n = 602) factor analyses as well as the validity and reliability analyses showed that there was psychometric support for the one-dimensional model perceived learning in PE and for the three-dimensional model perceived contentment in PE. The structural equation modeling analyses showed that both competence and joyfulness were directly and positively related to students’ perceived learning.     

Physical education teacher education students' knowledge,perceptions and experiences of promoting healthy,active lifestyles in secondary schools

Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of health-related fitness knowledge amongst PETE students, which is a concern given that there are high expectations of physical education (PE) to promote healthy, active lifestyles. In addition, international literature reveals a number of problematic issues associated with health-related teaching, learning and professional development in PE. Exploration of health-related experiences within the PETE process and consideration of the extent to which they address these previously identified issues were considered worthy of study because of PETE's potential to influence the health-related teaching of the students, and to ultimately impact the health-related knowledge and behaviour of the pupils they go on to teach.

Purpose: To explore PETE students' health-related physical education (HRPE) knowledge, perceptions and experiences during a PETE programme.

Participants and setting: Purposive selection of PE students on a one-year post-graduate secondary PETE programme at one University in England, working in partnership with up to 60 schools.

Research design: Case study.

Data collection: A qualitative approach founded on the interpretive paradigm was used, utilising a questionnaire completed by 124 PETE students.

Data analysis: Responses to the open-ended questions were analysed by means of the generation of themes using constructivist grounded theory methods.

Findings: At the outset of their programme, PETE students' knowledge of how active children should be was limited and confused. Their initial perceptions of the learning associated with promoting healthy, active lifestyles in PE were at variance with what they experienced in schools during their training. These experiences were diverse, the most common structure being discrete units of study with no health-related learning evident within the rest of the PE programme. The focus of the HRPE learning was predominantly physiological with minimal attention to physical activity recommendations or monitoring. Most students experienced school-based HRPE programmes, which they considered not particularly effective in promoting healthy, active lifestyles amongst young people.

Conclusion: It would seem that PETE is not adequately preparing future PE teachers to promote healthy, active lifestyles and is not addressing previously identified issues in health-related teaching and learning. Changes clearly need to be made to the health-related interactions and experiences within PETE and within any PE, and sports science degree programmes preceeding or associated with PETE. PE is unlikely to effectively promote healthy, active lifestyles without the health-related aspect of PETE being radically changed, especially and crucially the school-based provision. This requires professionals working together to draw upon and utilise up-to-date health knowledge, as well as the best available guidance on how to ensure that teachers are able to use such information.     

Sports science for golf: A survey of high-skilled golfers’ “perceptions” and “practices”

ABSTRACT

Despite a growing body of evidence on the positive impact of sports science for golf, there is still a paucity of research investigating the “perceptions” and “practices” of high-skilled golfers. Professional Golfers’ Association Assistant Professionals (future-qualified coaches; n = 430) were surveyed on their “perceptions” and “practices” of “sports science”, “warm-ups”, “cool-downs” and “strength and conditioning” for golf. Participants perceived the discipline of sports science as beneficial to golfers but lacked implementation in coaching settings. Warm-up protocols were also perceived to be beneficial to all aspects of golf performance; however, the duration of tournament-based (37.84 ± 20.05 min), warm-ups was significantly greater (p < 0.001) than practice rounds (26.26 ± 18.63 min) and range sessions (13.00 ± 13.38 min). Education continues to be required to raise the understanding of warm-ups for golf. There were mixed perceptions regarding the benefits of a cool-down, with 62.1% of the high-skilled golfers omitting a cool-down following tournament play and practice. Strength and conditioning was perceived as beneficial, with 78.51% engaging in some form of training throughout the year. Results confirm, however, that certain misconceptions around surveyed sports science practices still exist and it is imperative that education disseminates research findings and validated applied practices to coaches and golfers alike.     

Feasibility and students' preliminary views on parkour in a group of primary school children

Background: Adventure education is an instructional model where students participate in adventurous activities to acquire physical, cognitive, and affective skills. It also has strong connections with cooperative learning. Parkour is a fast-growing sport practiced by thousands of youngsters all over the world. The media does not portray it as an educational content, but resourcefulness, maturity, cooperation, and respect are among its basic principles. It also appears to have a direct connection with risk-taking, self-discipline, and autonomy.

Purpose: The purpose of this paper is to assess students' ideas, views, and/or feelings after experiencing a parkour learning unit.

Participants and settings: The research project was conducted in an intact, sixth-grade physical education class in an elementary school located in the northern part of Spain. A total of 26 students with ages ranging between 11 and 12 years (mean age 11.4?±?0.6) participated in the study. There were 14 boys and 12 girls.

Data collection: At the end of the intervention programme, all participating students were asked to ‘Describe your feelings, your thoughts, and your ideas on the parkour learning unit that you just experience in physical education'.

Data analysis: MAXQDA 11, a qualitative software package, was used to assist with data management. All participants' answers were analysed via thematic content analysis and constant comparison.

Findings: Five major categories emerged from data analysis: enjoyment, fear, social skills, problem-solving skills, and integration. Our findings agree with previous researchers who believe that parkour could be considered an educational content due to all the different positive outcomes that it brings to the physical education class. It seems to promote the development of social and problem-solving skills in the students. Both are competences that should be encouraged and fostered in our youngsters. Furthermore, it is considered a fun activity, it promotes students' integration, and it teaches them how to cope with fear.

Conclusion: In contrast to popular views portrayed by the media, the sport of parkour can be a safe, educational content. School cannot turn its back on sports or contents whose popularity is rapidly increasing.     

Impact of a sustained Cooperative Learning intervention on student motivation

Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective.

Purpose: The main goal was to investigate the impact of a sustained Cooperative Learning intervention on student motivation. The second goal was to assess students’ perceptions of the Cooperative Learning class climate. Finally, the third goal was to explore students’ feelings and thoughts after experiencing Cooperative Learning in physical education for an extended period of time.

Participants and settings: 249 students (grades 8–11) and 4 teachers enrolled in 4 different high schools agreed to participate. Each school administration allocated several class groups to each teacher based on its necessities. Therefore, intact physical education classes played a part in this research project. They were randomly distributed into an experimental group with 137 students (mean age 13.91?±?1.76 years), which experienced 3 consecutive cooperative learning units, and a comparison group with 112 students (mean age 13.41?±?1.25 years), which experienced a traditional teaching approach during the same length of time.

Research design: A pre-test, post-test, quasi-experimental, comparison group design was followed.

Data collection: Prior to and at the end of the intervention programme, all participating students were asked to complete a questionnaire, which included the Perceived Locus of Causality Scale and the subscale ‘Cooperative Learning’ of the Perceived Motivational Climate Questionnaire. At post-test, participants in the experimental group were also asked to: ‘Describe your feelings, your thoughts and your ideas on the three Cooperative Learning units that you just experienced in physical education’.

Data analysis: Quantitative data was analysed using SPSS 22.0, while MAXQDA 11 was used to assist with qualitative data management.

Findings: Quantitative data showed an increase in intrinsic motivation and identified regulation only in the experimental group. This group also increased its perceptions of a Cooperative Learning class climate. Qualitative data analysis of the students’ responses after experiencing Cooperative Learning on a sustained basis produced five major themes: cooperation, relatedness, enjoyment, novelty and disappointment. All these findings are in line with Vallerand's hierarchical model of motivation, where social factors (i.e. Cooperative Learning) influence psychological mediators (i.e. relatedness), which mediate over the different types of motivation (i.e. intrinsic motivation) and finally lead to different outcomes (i.e. enjoyment).

Conclusion: Cooperative Learning applied on a sustained basis can increase the most self-determined types of motivation, intrinsic motivation and identified regulation, in secondary education students. Students’ perceptions after experiencing Cooperative Learning for a long period of time reflected four positive ideas: cooperation, relatedness, enjoyment and novelty and a negative one: disappointment. Both the positive and the negative ideas should be considered when implementing Cooperative Learning in physical education, because students experience them.     

高校体育新课改对医学生身心影响状况研究——以辽宁医学院为例

对2011、2012级160名医学本科生进行有关体育选项课对学生身心影响情况调查表明：体育课选项教学对医学生在学会新技能、提高自我锻炼能力、结交新朋友、培养团结合作的精神、放松心情、体会体育锻炼的乐趣、了解相关体育理论知识和赛事方面取得了显著效果.     

开发体校生学习潜力改善读训关系的新思维——发挥运动天赋内涵的学习优势条件的探索

从运动心理学原理和脑科学研究的成果中寻求体育生文化学习潜在的有利因素,并以教改为途径,从发扬运动天赋中内在的学习优势条件入手,挖掘和新增学习动力源。以内涵的改造,帮助体校生摆脱文化课学习的困境,为建立未来读训结合新格局铺路。     

Do as I say: contradicting beliefs and attitudes towards sports concussion in Australia

The objective of this study was to explore beliefs and attitudes of students studying exercise science in Australia towards sports concussion. A secondary objective explored differences between gender and previous experience of concussion. A total of 312 participants (m = 217; f = 95) responded to a series of statements ranging across a number of areas including personal attitudes and beliefs towards concussion: if they would risk playing with a concussion; their views on elite/professional athletes who continue to play after a concussion; and attitudes towards rehabilitation. Overall, attitudes revealed that it was not safe to play with a concussion, and it was believed that those who have had repeated concussions would be likely to suffer problems later in life. However, responses also indicated that they would risk playing with a concussion, and admired elite athletes who continued to play. When controlling for gender and previous concussions, males and those who sustained a previous concussion/s were more likely to continue playing. Conversely, females were more likely to complete rehabilitation prior to returning to sport. This study demonstrates in an Australian student cohort studying for a career in exercise and sports science, disparity between beliefs and attitudes regarding sports concussion.     

Aesthetic experience as an aspect of embodied learning: stories from physical education student teachers

In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmatism. The aim is to study how physical education student teachers (PETE students) feel when participating in ball game, and how their feelings are related to the moving activity. Empirical data were mainly generated through observations from two ball game lessons and stories written by 16 PETE students. All stories were subjected to a categorical analysis of content. After analysing the empirical material, four categories emerged built on two pair of words: familiar or unfamiliar, and pleased or displeased. In the discussing section of this article, we put forward that moving activities in PE often are regarded as being technical or instrumental. By using an aesthetic perspective on embodied learning, however, we can go beyond that impression and show other dimensions of participation in ball game. It may become an important shift from exploring performance only to studying learning connected to feelings.     

普通高校体育课程教学体系及改革的探讨

体育课程改革的普通高校体育教育改革的核心。本文主要采用文献研究和调查研究相结合的方法,对我院体育 课程结果、内容、教学组织形式与方法、教学考核等教学体系进行了分析研究。研究结果发现:当代大学生对体育课的 兴趣高、参与性强;同时也发现大学生对体育课程结构、教材建设、教学组织与方法、体育考核等方面存在有不同程度 的看法,并对已被普遍认可的现象提出质疑。为此,普通高校体育课程教学体系必须摆脱以重复运动技术传授为中心的 旧课程教学体系,真正建立以增强体质,提高体育能力,形成终身体育思想新的课程教学体系,为培养大学生养成终身 体育的习惯奠定基础。     

Perceptions of elite coaches and sports scientists of the research needs for elite coaching practice

A major objective of sports scientists and elite coaches is the enhancement of athletic performance. Despite this common goal, there is a general perception that research in sports science does not meet the needs of coaches. A study using survey and interview examined the perceptions of elite coaches and sports science researchers in Australia regarding the research needs of elite coaching. Congruence was found between coaches and researchers regarding research practice at the elite level. Both groups held common perceptions on the importance and application of research, the methods by which research questions are determined, and the qualities valued in elite coaches and sports science researchers. However, elite coaches perceived a need for more research in the area of sports psychology, dissemination of research findings via coaching clinics and sports-specific magazines, and the use of more appropriate "lay" language in information dissemination.     

高校健美操教学中运用"自主学习法"培养学生的创新能力

新一轮的体育课程与教学改革开始以后,一些新的体育教学方法特别是学习方法得到了提倡和重视。在高校健美操教学中应运用好新的教学方法,将体育教学中的"懂"、"会"、"乐"、"练"等要求,通过自主学习方法的合理使用把它们很好地结合起来,使其成为一个整体,以切实提高学生的创新能力。     

Talent development of high performance coaches in team sports in Ireland

Background: Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches’ educational backgrounds in team sports in Ireland. Methods: Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n?=?19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years’ experience coaching their sport and were coaching more than 4 hours per week. Results/Discussion: Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles. Conclusions: Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process.     

中学课外体育活动与学习压力关系的探讨

采用文献资料法、问卷调查法、比较分析法和数理统计等方法,对中学生学习压力与课外体育活动现状进行调查,结果表明：中学生的学习压力较大,课外体育活动是减压的良好方式之一;由于课外体育活动的时间、学校硬件设施、学生认识等因素影响,致使学生通过课外体育活动减压的效果不理想。     

Perceptions of elite coaches and sports scientists of the research needs for elite coaching practice

Abstract

A major objective of sports scientists and elite coaches is the enhancement of athletic performance. Despite this common goal, there is a general perception that research in sports science does not meet the needs of coaches. A study using survey and interview examined the perceptions of elite coaches and sports science researchers in Australia regarding the research needs of elite coaching. Congruence was found between coaches and researchers regarding research practice at the elite level. Both groups held common perceptions on the importance and application of research, the methods by which research questions are determined, and the qualities valued in elite coaches and sports science researchers. However, elite coaches perceived a need for more research in the area of sports psychology, dissemination of research findings via coaching clinics and sports-specific magazines, and the use of more appropriate “lay” language in information dissemination.     

“主题式”教学法在高校公共体育排球选项课教学中的应用及推广

本文通过对"主题式"教学法的理解和掌握,结合自身教学,在高校公共体育排球选项课教学实践中取得了一定的成绩。此法扩大了学生体育项目的知识面,实现了对高校体育教学多渠道、全方位知识学习的目的,增强了学生探索能力和创新实践精神的培养;较好的诠释高校体育课五项教学目标的实现;突出了学生、教师、知识三维结构构建;利用项目教学增加了不同学科学生的互相了解和协调配合,通过引导学生使用"听、说、查、思、练"等多种学习形式,开发学生语言、逻辑、视觉、观察、交流自知的潜在智能,张扬个性、培养自信、激发学习兴趣。试验证明"主题式教学法"是值得在各级各类学校推广的好方法。     

体验式学习在高中体育教学中的应用策略

目前,高中体育教学中存在着内涵不足、定位不准、缺乏师生和生生互动等问题。而体验式学习能够改善这些问题。体验式学习要求高中体育教师设计一些能够正迁移到体育技术动作中去的引导项目活动,这种教学方法趣味性、针对性强,重视树立高中生自信心,有利于提升、发展高中生的体育学习热情、水平,培养高中生团队解决问题的能力。在高中体育教学中,应用体验式学习,可以播放合适的音乐来增强高中生的听觉体验,让高中生扮演体育比赛中的角色,亲身体验体育技术动作的优越性,让先学会的高中生指导其他高中生。