Reflective Practice in Physical Education and Physical Education Teacher Education: A Review of the Literature Since 1995

Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed.     

Educational implications of Kohlberg's cognitive-developmental view

Kohlberg's attempt to derive from cognitive-developmental theory the conclusion that specific instruction cannot contribute significantly to cognitive development is viewed as a category error, an attempt to set into opposition two concepts that are not of the same type. His distinctions of structural versus nonstructural, generalized versus situation-specific, and permanent versus impermanent behavior change are found to apply equally to changes resulting from instruction and natural behavior changes. It is suggested that a more educationally relevant distinction is one between developmental accomplishments that depend upon adult-child interaction and those that do not.

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Résumé La tentative de Kohlberg visant à conclure, à partir de la théorie du développement cognitif, que l'enseignement spécifique ne peut pas contribuer de façon importante au développement cognitif, est considérée comme une erreur de catégorie dans ce sens que sa thèse cherche à mettre en opposition deux concepts d'ordre différent. En effet, les distinctions que Kohlberg approte entre le changement structural et non structural au niveau du comportement, généralisé et limité à un cas particulier, permanent et transitoire s'avèrent également applicables aux changements attribuables à l'enseignement et aux changements naturels du comportement. L'article suggère qu'une distinction plus pertinente du point de vue éducationnel est celle qu'on établit entre les réalisations du développement qui dépendent de l'action réciproque de l'adulte et de l'enfant et celles qui n'en dépendent pas.

     

The digit naming speed test: Its power and incremental validity in identifying children with specific reading disabilities

This paper presents two studies, both of which address the question of whether a test that measures the automaticity with which digits can be named could be useful as part of a diagnostic battery to assess reading disabilities. In the first study, the Digit Naming Speed Test significantly differentiated elementary-school boys who were disabled readers from age-matched boys reading at appropriate grade levels, correctly classifying 83.3% of the children. In the second study, the Digit Naming Speed Test accounted for a significant portion of the word recognition variance of nondisabled readers over and above that portion accounted for by general intelligence as measured by the WISC-R. Taken together, these studies indicate that the Digit Naming Speed Test has the potential to contribute significantly to the diagnostic process.     

Effects of modified-implement training on fast bowling in cricket

The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161-181 g), underweight (151-131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108 +/- 5 km h(-1) (mean +/- standard deviation), increased in the modified-implement training group by 4.0 km x h(-1) and in the traditional training group by 1.3 km x h(-1) (difference, 2.7 km x h(-1); 90% confidence limits, 1.2 to 4.2 km x h(-1)). For a minimum worthwhile change of 5 km x h(-1), the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/< 0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers.     

Techniques used in high-scoring and low-scoring 'Roche' vaults performed by elite male gymnasts

The 16 highest-scored Roche vaults (G1) performed during the 2000 Olympic Games were compared with those receiving the 16 lowest-scores (G2). A 16-mm motion picture camera operating at 100 Hz recorded the vaults during the competition. The results of t tests (p < .05) indicated G1, compared to G2, had (a) shorter time of board support, greater normalised average upward vertical force and backward horizontal force exerted by the board, greater change in the vertical velocity while on the board, and greater vertical velocity at board take-off, (b) comparable linear and angular motions in pre-flight, (c) smaller backward horizontal impulse exerted by the horse, smaller loss of the horizontal velocity while on the horse, and greater horizontal and vertical velocities at horse take-off, (d) greater height and larger horizontal distance of post-flight, (e) higher body mass centre at knee release, and (f) higher mass centre, greater normalised moment of inertia, and smaller vertical velocity at mat touchdown. Therefore, gymnasts and coaches should focus on sprinting the approach; blocking and pushing-off the take-off board rapidly and vigorously; departing the board with a large vertical velocity; exerting large downward vertical force and small forward horizontal force from the hand-stand position while on the horse; departing the horse with large horizontal and vertical velocities; and completing the majority of the double salto forward near the peak of trajectory and releasing the knees above the top of the horse to prepare for a controlled landing.     

Broadcasting and Telecommunications

G.W.A. Dummer's Electronic Inventions: 1745-1976 (Oxford, England: Pergamon Press, 1976—£5.50 or $10.00)

Carl Dreher's Sarnoff: An American Success (New York: Quadrangle/ New York Times Book Co., 1977—$12.50)

George W. Bartlett, ed. NAB Engineering Handbook (Washington: National Association of Broadcasters, 1975—$45.00; $30.00 to NAB and BEA members)

Richard Veith's Talk-Back TV: Two-Way Cable Television (Blue Ridge Summit. Pa.: TAB Books, 1976—$9.95/5.95)

Dan Rather with Mickey Herskowitz' The Camera Never Blinks: Adventures of a TV Journalist (New York: Morros, 1977—$10.00)

F. Gifford's Tape: A Radio News Handbook (New York: Hastings House, 1977—$12.95/6.95)

F. Earle Barcus' Children's Television: An Analysis of Programming and Advertising (New York: Praeger Special Studies, 1977—price not given, but likely around $18.00)

Douglas Davis and Allison Simmons' The New Television: A Public/Private Art (Cambridge, Mass.: MIT Press, 1977—$14.95)

The Videophile's Newsletter (Jim Lowe, 2014 South Magnolia Drive, Tallahassee, Fla. 32301—$7.50 for five issues)

Separations Procedures in the Telephone Industry: The Historical Origins of a Public Policy, by James W. Sichter (January 1977, Publication P-77-2, 146 pp. $23.40, paper)

The Communications Act Policy Toward Competition: The Sound of One Hand Clapping by Hamilton Loeb (March 1977, Working Paper W-77-1, 68 pp., $ 10.90)

Broadcasting: The Next Ten Years (New York: National Broadcasting Co., Department of Corporate Planning, 1977—apparently free on request, paper)

NFLCP Newsletter (P.O. Box 119, Cambridge, Mass. 02142—$7.50 annually, bimonthly; $15.00 to organizations)

Gary Gerani and Paul H. Schulman's Fantastic Television (New York: Harmony Books/Crown Publishers, 1977—$12.95/5.95)     

Presenting Food Science Effectively

While the need to present food science information effectively is viewed as a critical competency for food scientists by the Institute of Food Technologists, most food scientists may not receive adequate training in this area. Effective presentations combine both scientific content and delivery mechanisms that demonstrate presenter enthusiasm for the topic and generate audience interest. This paper provides food science presentation “best practices” based upon the results of the author's 10 y of experience teaching communication skills to 1st‐year graduate students. Topics include development of a “Presentation Inventory” that encourages presenters to consider why they are presenting, who they are presenting to, what information they plan to present, and how they plan to present the information. More specific sections of the paper address presentation introductions and conclusions, developing visual aids, responding to audience questions, flow, pacing, and time management, technological competency, and tips on how to practice a presentation. Such information should be applicable to all types of food science practitioners including undergraduate and graduate students, postdoctoral scholars, teaching and research academics, and government, industrial, and consulting food scientists. An awareness of such “best practices” among presenters of food science information can help raise the bar to improve the quality of contemporary food science presentations.