80 Jahre vollakademische Sportlehrerausbildung

On 1 August 1929 the Prussian Minister of Education enacted a regulation establishing“exercise and physical education” as an academic field of study to be offered at all universities and institutes of technology under his jurisdiction. This action served to successfully complete the process that had been evolving since the middle of the nineteenth century to recognize the discipline as a university level specialty in the face of considerable longstanding opposition. The gravest forms of opposition emanated from the universities themselves and starting in the middle of the 1920s were ultimately overcome by proceedings and argumentation. These circumstances are described in this contribution based on accessing and evaluating new sources. The central focus is on a memorandum written in February 1929 by the Göttingen University physical education lecturer Bernhard Zimmermann. The article concludes by classifying and assessing the act of 1929 with a view to the further development of the academic education of sports instructors in the ensuing era of National Socialism and the postwar period in West Germany and the Federal Republic of Germany.     

Was macht den Sport zum Mediensport?

The popularity of sports varies to different extents around the world and leads to the question: what is a media sport? This contribution discusses definitional principles with the goal of using a model to establish the basis of categorization for future empirical analysis of diverse sports types. Media sports are defined as characteristic of movement structures in the culturally differentiated media sports complex. Features of media sports are distinguished according to the dimensions of context, organization, and (interactive) structure. It becomes clear that media sports types are not only characterized by cultural grounding, success, and charismatic stars, but can also exhibit structural distinctions. In conclusion, real, media-driven, and medial media sports are differentiated to demonstrate application of the model.     

Motivational orientations,views about the purpose of education,and intellectual styles

College students' motivational orientations toward learning and their views concerning the purpose of education were examined in relation to various intellectual styles. Task orientation (wherein one's goal is to increase understanding or mastery) was found to be positively associated with Tolerance for Ambiguity, Thoughtfulness, and Open-Mindedness. Ego orientation (wherein one's goal is to outperform others) was negatively associated with Tolerance for Ambiguity, Thoughtfulness, Complexity, and Individualism. Moreover, the views that school's purpose should be to promote understanding and achievement motivation tended to be positively associated with these traits, but the view that school should promote one's wealth and status was not associated with these traits.     

The question of the comparability of the WISC and WISC-R: Review of the research and implications for school psychologists

The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Significant WISC/WISC-R IQ score differences have been reported with the WISC-R yielding consistently lower scores of approximately 5-8 IQ points for the three major scales. Several studies do report variable WISC/WISC-R differences for various ages, races, and ability levels. These results have implications for practicing school psychologists. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. Many students who scored in the borderline classification range on the WISC and who are currently being readministered the WISC-R are scoring in the mentally impaired classification range. This does not necessarily reflect negatively on the validity of the WISC-R, but does document the need to keep intelligence tests up to date. There is a continuing need to exercise caution in the use of individual intelligence tests and to utilize data in addition to WISC-R scores in order to make special education placement decisions.     

Reflections on “teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements”

Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded.     

Shared Governance in the Modern University

A governance model is developed in which university governance is shared between the academic and governing bodies and is coordinated by the university executive. Viewing the university as a professional service organisation, and noting the importance of developing a flexible culture within a shifting, marketised external environment, it is argued that a degree of shared governance is necessary for the success of the modern university. Although the discussion is couched largely within the context and evolution of UK university governance over the past sixty years, it also draws on the US evidence and experience and the conclusions drawn are general.     

The Film as a source of History

In order to gain clarity about historical facts the historian requires as wide and as varied a range of informative documents as possible. These documentary sources include all texts, objects or facts, from which knowledge of the past can be gained; texts such as annals, chronicles, letters, reports, certificates; things like relics, buildings, ruins, primers, stone axes; and facts or conditions still in existence based on historical premises.