Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory

Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments, face-to-face meetings may not be feasible. Therefore, online learning may provide a more efficient and effective method for training in-service physical educators to become APE specialists. The purpose of this article is to disseminate guidelines for developing and implementing online coursework in APE within the theoretical framework of andragogy (adult learning). In this article, the authors describe characteristics and implementation of an online APE graduate course for in-service physical educators based on andragogy theory. Andragogy theory addresses the particular needs of adult learners and is based on the idea that there are significant differences in learning characteristics between children and adults (Knowles, 1989). This article first describes four components fundamental to andragogical instruction: experiential learning, self-directed learning, engagement, and transformative learning. The narratives provide information and characteristics about online APE course development for PE teachers’ professional development and how andragogy approach is a useful and beneficial approach to enhance learning.     

Towards a better theoretical framework for studying learning from educational television

Drawing in particular on Open University experience, this article attempts to set out a theoretical framework for understanding how people learn through television. The first part of the framework sets out the organisational factors which appear to influence learning from television. The other parts look at the different processes of coding information and meaning which are found in different media, and argue the need to study how learners discriminate between, absorb, and transform these coded meanings.     

The interaction of conditioned taste aversions and schedule-induced polydipsia: Effects of repeated conditioning trials

In Experiment 1, rats poisoned following schedule-induced saccharin consumption showed a moderate reduction in the schedule-induced consumption of saccharin. With repeated poisoning, schedule-induced saccharin polydipsia was markedly reduced. Acquisition of conditioned aversion under the schedule-induced procedure was significantly slower than acquisition under water deprivation. In addition, recovery of consumption of the previously poisoned solution during extinction was more rapid under schedule-induced polydipsia. Experiment 2 revealed that schedule-induced polydipsia was less sensitive to suppression by conditioned aversions than a prandial drinking condition in which subjects were equally food deprived but were given a mass feeding instead of spaced pellet deliveries, suggesting that the relative insensitivity of schedule-induced polydipsia to conditioned taste aversions is not simply a function of different levels of food deprivation. This relative insensitivity is offered as a partial basis for the occurrence and maintenance of schedule-induced alcohol polydipsia.     

Early career researchers and their authorship and peer review beliefs and practices: An international study

This article reports on the findings of an international online survey of early career researchers (ECRs) with regard to their authorship and peer review, attitudes, and practices, which sought to discover how the new wave of researchers were utilizing these key aspects of the scholarly communications system. A questionnaire was developed on the back of a 3‐year longitudinal, qualitative study and was distributed through publisher lists, social media networks, university networks, and specialist ECR membership organizations. Identical English, Polish, Russian, Chinese, Spanish, and French versions of the questionnaire were used. Results from 1,600 respondents demonstrated that 82.7% had co‐authored a paper, and most had performed a variety of authorship tasks. Almost half the respondents reported being subject to various authorship policies, although a quarter said they were not aware of any such policies. Almost all Chinese ECRs reported being subject to authorship policies, but only a third of UK ECRs reported the same. Three‐quarters of ECRs had experience in responding to peer review, and half had been peer reviewers. Half the respondents had a good experience of review and viewed it as a valuable way to improve their authorship skills. However, there was some criticism of some shortcoming such as lengthy peer review and superficial or uninformed comments by reviewers. Double‐blind review was the preferred methodology, and there were few suggestions for how to improve the review process.     

Does the scholarly communication system satisfy the beliefs and aspirations of new researchers? Summarizing the Harbingers research

A study from the Harbingers research project provides a comprehensive assessment of the main features of the scholarly communications system as viewed by early career researchers (ECRs) in the final year of the study (2018). Aspects covered are: discovery and access, authorship practices, peer review, publishing strategies, open access publishing, open data, sharing, collaboration, social media, metrics, impact, reputation, libraries, publishers, and scholarly transformations. Nearly 120 science and social science researchers from seven countries were questioned about these 16 aspects. It was found that some scholarly features work well for ECRs, and in this category can be included: discovery and access, authorship practices, sharing, collaboration, and publishers. Reputation, publishing strategies, and impact are more problematical, and they, in turn, cause tensions regarding some other factors – social media, open access, and open data. Of the rest, libraries are largely invisible, and ECRs have conflicting views concerning ethical behaviour. Few envisage that transformational change will take place in the next 5 years.     

Considering the Use of General and Modified Assessment Items in Computerized Adaptive Testing

This article used several data sets from a large-scale state testing program to examine the feasibility of combining general and modified assessment items in computerized adaptive testing (CAT) for different groups of students. Results suggested that several of the assumptions made when employing this type of mixed-item CAT may not be met for students with disabilities that have typically taken alternate assessments based on modified achievement standards (AA-MAS). A simulation study indicated that the abilities of AA-MAS students can be underestimated or overestimated by the mixed-item CAT, depending on students’ location on the underlying ability scale. These findings held across grade levels and test lengths. The mixed-item CAT appeared to function well for non-AA-MAS students.     

The validity and reliability of an iPhone app for measuring vertical jump performance

The purpose of this investigation was to analyse the concurrent validity and reliability of an iPhone app (called: My Jump) for measuring vertical jump performance. Twenty recreationally active healthy men (age: 22.1 ± 3.6 years) completed five maximal countermovement jumps, which were evaluated using a force platform (time in the air method) and a specially designed iPhone app. My jump was developed to calculate the jump height from flight time using the high-speed video recording facility on the iPhone 5 s. Jump heights of the 100 jumps measured, for both devices, were compared using the intraclass correlation coefficient, Pearson product moment correlation coefficient (r), Cronbach’s alpha (α), coefficient of variation and Bland–Altman plots. There was almost perfect agreement between the force platform and My Jump for the countermovement jump height (intraclass correlation coefficient = 0.997, P < 0.001; Bland–Altman bias = 1.1 ± 0.5 cm, P < 0.001). In comparison with the force platform, My Jump showed good validity for the CMJ height (r = 0.995, P < 0.001). The results of the present study showed that CMJ height can be easily, accurately and reliably evaluated using a specially developed iPhone 5 s app.     

The role of the entry-and-stretch phase at the different paces of race in front crawl swimming

The aim of this study was to determine the role played by the entry-and-stretch phase in the coordination of swimming, at the different paces of race. Three national level swimmers (two men and one woman) were recorded, in lateral and bottom views, in three swimming paces: sprint (50 m and 100 m), middle-distance (200 m and 400 m) and long-distance (800 m and 1500 m). Anatomical landmark positions were obtained by manual digitalisation of the videos. Computational fluid dynamics and experimental studies (with a strain gauge balance and particle image velocimetry method) were used to measure and to calculate the external forces applied to the hand and to the forearm and to visualise the flow around the profile. Entry-and-stretch is the phase which varies the most according to the swimming pace. This phase can be decomposed into two sub-phases: one, the extension forward coordinated with the insweep of the opposite arm, and another one, the rotation downward coordinated with the upsweep. Results show that, at the three paces, this phase is not propulsive and could contribute essentially to maintain the horizontal balance of the body.