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91.
Applications of Achievement Goal Theory to Physical Education: Implications for Enhancing Motivation
Given the widespread concern regarding the motivation of students, the paucity of research in education on motivation enhancement is surprising (Arnes, 1992a; Maehr & Midgley, 1991). Recent research from an achievement goal perspective, however, has begun to address this issue. The purpose of this paper is to provide a review of the basic tenets of achievement goal theory and to analyze the research that has been conducted in physical education that focuses extensively on instructional practices and strategies that may improve the quality of school-age children's motivation. The paper will conclude by commenting on the potential utility of adopting an achievement goal approach to understanding and enhancing motivation in the physical education context. 相似文献
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93.
Hugh Gash 《Irish Educational Studies》2013,32(3):275-287
This study is about examining beginning teachers’ needs in relation to helping primary school children with mild learning difficulties. Both pre-service and in-service teachers were approached to assess their experience and needs in this area. In common with previous work in Ireland and internationally, beginning teachers were found to have problems with children in some difficulty, in relation to providing differentiated programmes to children, and with children who presented behaviour problems. While some steps can be taken to remedy these issues in the pre-service education of teachers, it is argued that these issues are best remedied for beginning teachers in an induction programme with support in their schools. 相似文献
94.
Remco Polman Darren Walsh Jonny Bloomfield Mark Nesti 《Journal of sports sciences》2013,31(2):191-203
We compared the efficacy of three physical conditioning programmes provided over a 12 week period (24?h in total) on selected anthropometric and physical fitness parameters in female soccer players. Two of the groups received physical conditioning training in accordance with speed, agility and quickness (SAQ); one group used specialized resistance and speed development SAQ equipment (equipment group; n?=?12), while the other group used traditional soccer coaching equipment (non-equipment group; n?=?12). A third group received their regular fitness sessions (active control group; n?=?12). All three interventions decreased (P?<0.001) the participants' body mass index (?3.7%) and fat percentage (?1.7%), and increased their flexibility (+14.7%) and maximal aerobic capacity ([Vdot]O2max) (+18.4%). The participants in the equipment and non-equipment conditioning groups showed significantly (P?<0.005) greater benefits from their training programme than those in the active control group by performing significantly better on the sprint to fatigue (?11.6% for both the equipment and non-equipment groups versus ?6.2% for the active control group), 25?m sprint (?4.4% vs ?0.7%), left (?4.5% vs ?1.0%) and right (?4.0% vs ?1.4%) side agility, and vertical (+18.5% vs +4.8%) and horizontal (+7.7% vs +1.6%) power tests. Some of these differences in improvements in physical fitness between the equipment and non-equipment conditioning groups on the one hand and the active control group on the other hand were probably due to the specificity of the training programmes. It was concluded that SAQ training principles appear to be effective in the physical conditioning of female soccer players. Moreover, these principles can be implemented during whole team training sessions without the need for specialized SAQ equipment. Finally, more research is required to establish the relationship between physical fitness and soccer performance as well as the principles underlying the improvements seen through the implementation of SAQ training programmes. 相似文献
95.
Jamie F. Burr C. Taylor Drury Adam C. Ivey Darren E.R. Warburton 《Journal of sports sciences》2013,31(16):1777-1785
Abstract Mountain biking is a popular recreational pursuit and the physiological demands of cross-country style riding have been well documented. However, little is known regarding the growing discipline of gravity-assisted downhill cycling. We characterised the physiological demands of downhill mountain biking under typical riding conditions. Riding oxygen consumption ([Vdot]O2) and heart rate (HR) were measured on 11 male and eight female experienced downhill cyclists and compared with data during a standardised incremental to maximum ([Vdot]O2max) exercise test. The mean [Vdot]O2 while riding was 23.1 ± 6.9 ml · kg?1 · min?1 or 52 ± 14% of [Vdot]O2max with corresponding heart rates of 146 ± 11 bpm (80 ± 6% HRmax). Over 65% of the ride was in a zone at or above an intensity level associated with improvements in health-related fitness. However, the participants’ heart rates and ratings of perceived exertion were artificially inflated in comparison with the actual metabolic demands of the downhill ride. Substantial muscular fatigue was evident in grip strength, which decreased 5.4 ± 9.4 kg (5.5 ± 11.2%, P = 0.03) post-ride. Participation in downhill mountain biking is associated with significant physiological demands, which are in a range associated with beneficial effects on health-related fitness. 相似文献
96.
Stefanyshyn D Fusco C 《Sports biomechanics / International Society of Biomechanics in Sports》2004,3(1):55-66
The purposes of this investigation were to determine if increasing the bending stiffness of sprint shoes increases sprinting performance and to determine whether simple anthropometric factors can be used to predict shoe bending stiffness for optimal performance. Thirty-four athletes were tested using four different shoe conditions--a standard condition consisting of their currently used footwear and three conditions where the bending stiffness was increased systematically. The sprinters performed maximal effort 40 m sprints and their sprint times were recorded from 20 to 40 m. On average, increasing the shoe bending stiffness increased sprint performance. The stiffness each athlete required for his or her maximal performance was subject specific but was not related to subject mass, height, shoe size or skill level. It is speculated that individual differences in the force-length and force-velocity relationships of the calf muscles may influence the appropriate shoe stiffness for each athlete to obtain their maximal performance. 相似文献
97.
Course: Civil discourse, argumentation, debate, persuasion, political communication
Objectives: This unit activity will help students build an understanding of civil discourse and its function in society. Students will: (1) increase their capacity to examine arguments critically, (2) enhance their own ability to self-reflect critically, and (3) improve their ability to engage in civil discourse. This activity will employ inquiry-based learning strategies to apply students’ understanding of civil discourse in a dialogue with the broader campus community by partnering with campus media to develop and publish original opinion-editorial pieces. 相似文献
98.
Darren A. Moore Ruth Gwernan-Jones Michelle Richardson Daniel Racey Morwenna Rogers Ken Stein 《Emotional and Behavioural Difficulties》2016,21(1):61-82
School-based non-pharmacological interventions are an important part of the treatment of attention-deficit/hyperactivity disorder (ADHD). We aimed to systematically review qualitative literature relating to the experience of and attitudes towards school-based non-pharmacological interventions for ADHD. Systematic searches of 20 electronic databases were undertaken. Reviewers screened titles, abstracts and full reports of studies, before extracting data and critically appraising 33 included papers. Studies were synthesised using meta-ethnographic methods. Four-key interrelated themes were identified: (1) individualising interventions, (2) structure of interventions, (3) barriers to effectiveness, (4) perceived moderators and impact of interventions. The perceived effectiveness of interventions used in school settings is reported to vary. Therefore, flexible, tailored interventions ought to hold potential. However, highly individualised interventions may negatively affect children with ADHD. Findings point to the need for school-based interventions to take into account the wider school context, as well as core symptoms of ADHD. 相似文献
99.
In response to a Critical Notice published in these pages by Roberts (Vol. 32/1,2001), this article notes several specific
reservations with regard to Shor's model of empowerment as outlined in When Students Have Power (1996). The original book documents one critical educator's attempts at negotiating power in a college classroom setting.
While respecting Shor's bold efforts to craft a liberatory pedagogy, the author draws attention to specific inconsistencies
and shortfalls in both the theory and practice described. The article offers a critical examination of problematic features
of Shor's classroom practices and research methodology, in addition to concerns with both substantive and stylistic elements
of his written account. 相似文献
100.
Ian Kinchin Anesa Hosein Emma Medland Simon Lygo-Baker Steven Warburton Darren Gash 《Journal of Further & Higher Education》2017,41(2):155-171
After spending a year working on the development of a new online Master’s programme in higher education, members of the development team were interviewed to reveal their thoughts about the nature of the programme. The dialogue of each interview was summarised as a concept map. Analysis of the resulting maps included a modified Bernsteinian analysis of the focus of the concepts included in terms of their semantic gravity (i.e. closeness to context) and the degree of resonance with the underpinning regulative discourse of the programme. Data highlight a number of potential issues for programme delivery that centre around the use of appropriate language to manage student expectations in relation to the process of learning and the emotional responses this can stimulate, as well as the tensions that can be foregrounded between the demands of teaching and research within a university environment. 相似文献