A longitudinal examination of enjoyment of physical education in children with developmental coordination disorder through a physical literacy lens

PROSPECTS - By using children with developmental coordination disorder as a case study, the current study examines how several core domains of physical literacy interact and change over time in...     

试论体育的审美教育作用

体育活动可以作这审美教育的途径。它能增强审美主体的审美感知能力,调节审美情感,最终达到与艺术审美教育同样的目的－群体的和谐与道德的至善。     

Automatic attention cueing through eye movement in 2-year-old children with autism

Automatic attention cueing by perceived changes in gaze direction was studied in 2-year-old children with autism and typically developing (TD) controls using a visual attention cueing paradigm. In Experiments 1 and 2 the cue consisted of an eye movement (Eyes) and a nonbiological movement (SimEyes), respectively. The results suggest that visual attention in children with autism and their TD counterparts is cued by perceived eye movement. Thus, although in naturalistic situations toddlers with autism do not follow the gaze of others, they are sensitive to directional cues inherent in eye movement. Cue-specific differences in performance related to the level of engagement and cue-processing time may suggest reliance on different underlying strategies for gaze processing in autism.     

Metamemory in children with autism

Five experiments are reported comparing metamemory abilities in children with autism, age- and language-matched mentally retarded children, and language-matched young normal controls. The mean language age of the participants in Experiment 1 was approximately 6 years, in Experiments 2, 3, and 4 approximately 8 years, and in Experiment 5 approximately 9 years. All the children were given one or more false belief tests. Experiment 1 assessed the children's understanding that a task variable (list length) and a person variable (age) will affect their own and others' performances on an immediate auditory-verbal recall task. Experiment 2 assessed the ability to utilize category cues in a picture recall task. Experiments 3 and 4 assessed the ability to verbalize strategies used in a memory span test and in one retrospective and two prospective memory situations. Experiment 5 assessed the children's knowledge and understanding of another person's memory. On the basis of available evidence and theory, we predicted that the children with autism would be impaired on all the metamemory tasks and that impairment would be associated with failure on tests of false belief. Our predictions were not supported. The children with autism were not impaired on any of the metamemory tasks, although they were less likely than controls to make spontaneous use of memory strategies involving other people. Unexpectedly few of the children failed the false belief tasks. These results are discussed in relation to theories concerning primary psychological deficits underlying autism.     

Search for autonomy in motor task learning in physical education university students

The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale (EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational orientation.     

Algorithmic thinking development through physical computing activities with Arduino in STEM education

Education and Information Technologies - The need to benefit from information technologies in the twenty-first century digital age is increasing in all economies to overcome problems and...     

Integration of physical health and sensory processing assessment for children with autism spectrum disorder in schools

Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD.     

Preservice physical education teacher socialization through an outdoor education field experience

Outdoor education (OE) has an increased presence in physical education as it addresses the discipline’s national standards and promotes involvement lifetime physical activity. However, physical educators’ learning to teach OE is not well documented. The purpose of this study was to understand preservice physical educators’ experiences in and perspectives on an OE field experience. Participants included 13 third-year preservice physical educators (10 male, 3 female). Qualitative data were collected using focus group interviews, observations and guided reflections. Results indicated that preservice teachers (PSTs) perceived a controlling course environment that limited educational outcomes. They did, however, increase in confidence teaching OE, and applied skills learned in the teacher education program. With the exception of learning to be more adaptable, however, the PSTs did not perceive the experience as relevant to future teaching. Results are discussed within the framework of occupational socialization theory, and implications for practice are noted.     

在体育教学中弘扬人文精神

推进素质教育是培养全面发展的跨世纪人才的需要.体育是学生基本素质之一.体育教学过程要转变观念,在传授体育知识和技术的同时,应注意弘扬人文精神,渗透人本思想.     

通过体育教育促进学生心理健康发展

介绍了体育教育中促进学生心理发展的主要标志、基本内容、基本途径与方法等方面的研究成果,阐述了体育教育对提高学生心理素质的作用,为探讨体育教育促进学生心理全面发展提供了依据。     

SPSS条件下体育统计学教学改革研究

为了提高学生统计方法的应用能力,利用SPSS统计软件,对体育统计学教学进行了改革.教学课时数增至54学时(其中实习课18学时);调整了教学内容,重视基本理论、统计方法的应用条件和SPSS的应用;改革了教学方法,结合体育实践案例进行课堂教学,学生利用SPSS软件上机操作实践;考核方法改为平时成绩、期末笔试和SPSS上机操作考核三者综合评分.学生问卷调查和评教结果、考核成绩以及毕业论文中统计方法的应用状况表明,SPSS条件下的体育统计学教学改革取得了初步成效.     

Inclusive education and best practice for children with autism spectrum disorder: an integrated approach

Many parents of children with autism spectrum disorder (ASD) have reported general discontent with the services offered by the education system and have advocated for increased ASD‐specific services to better meet their children’s educational needs. The elements of best practice offer an ideal model for educational support. There are, however, limitations to advocating ASD‐specific services. This paper describes how best practice for ASD as an educational model fits within what is described as authentic inclusion. Further, it is suggested that the ASD community align with the greater inclusive education reform movement. With the use of this unified model of education, all children will receive the educational support they require.     

The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder

A multiple baseline design was used to examine the effects of participation in antecedent physical activity on the academic engagement of four elementary‐school children diagnosed with autism spectrum disorder (ASD). The results indicated large effect sizes for academic engaged time for all four students. It was suggested that physical activity in the form of something as simple to implement as jogging may be efficacious in promoting academic achievement for students diagnosed with ASD. © 2010 Wiley Periodicals, Inc.     

在体育教学中怎样预防和纠正错误

本文论述了在体育教学中,错误动作产生的原因及预防和纠正的方法.     

新时期体育教育专业改革二三论

2010年6月,体育教育专业被国内最具权威性的教育咨询和评估机构麦可思研究院(MyCOSInstitute)推出的《2010年中国大学生就业报告》列入了高失业风险型的红牌专业。这一评估结果,无疑将对体育教育专业乃至整个高等体育专业教育今后的生存和发展产生重大影响。我国体育专业教育面临危机,其原因主要是体育学科传统的办学理念没有伴随着社会需求的变化而改变,使就业渠道拥堵不堪所致。改革的思路应当是跳出体育的樊篱,走集约化办学的新路。     

Loneliness and friendship in high-functioning children with autism

Loneliness and friendship were examined in 22 high-functioning children with autism and 19 typically developing children equated with the autistic children for IQ, CA, gender, mother's education, and ethnicity. Children between the ages of 8 and 14 were asked to report on both their understanding and feelings of loneliness and the quality of their friendship. Compared to typically developing children, children with autism were both lonelier and had less complete understandings of loneliness. Although all children with autism reported having at least one friend, the quality of their friendships was poorer in terms of companionship, security, and help. Fewer associations were found between loneliness and friendship for the autistic than for the non-autistic children, suggesting less understanding of the relation between loneliness and friendship. Implications of these results are discussed for conceptualizing the social deficits in autism.