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This study explores the social and dynamic aspects of the concept ‘exercise identity’. Previous research, mainly in psychology, has documented a link between exercise identity and exercise behaviour. However, the process of identity formation is not straightforward but rather something that can change with time, context and interaction with others. Subsequently, the present work is informed by a social constructivist approach that views exercise identity as a social product and the formation of it as a social process. Our case study of ‘Adrianna’ examined through a biographical narrative analysis how such an identity may be constructed through interaction and over the life course. Three themes were identified; Adrianna's relationship to (1) significant others, (2) her body and (3) sociocultural norms and expectations. Reflecting this fluidity of exercise identities, we suggest the alternative concept ‘vulnerable exercise identity’ to better understand the subtler dynamics of exercise identity formation and development. Adrianna's case is presented as a ‘recognizable story’, representative of the struggle many people face when trying to become more physically active in contemporary western societies. 相似文献
134.
Large numbers of children and young people spend their weekends and holidays engaged in the activities of over 300 surf clubs
across Australia each summer. Long term membership in these clubs, beginning from as young as five years of age, forms a significant
part of children's and young people's development yet surf clubs have yet to receive recognition from researchers in either
the education or physical education fields as significant learning sites. Within the context of growing recognition of learning
as an ongoing, multidimensional and life-long process this represents an oversight in the literature that this paper sets
out to redress. Employing the concepts of communities of practice and situated learning (Lave & Wenger 1991, Wenger 1998)
it examines four young people's experiences as members of a Victorian surf club as a community of practice. It also compares
the experiences of these young people in the surf club with those arising from membership in their schools and sports clubs. 相似文献
135.
This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory. 相似文献
136.
For many secondary and postsecondary students with dyslexia, passing required algebra courses presents a formidable challenge.
Although dyslexic students do have specific and sometimes severe learning deficits that can affect their chances of success
in algebra, they can succeed if given appropriate and effective instruction that meets their special and individual needs.
This article briefly describes the application of effective instructional practices to the teaching of remedial algebra that
have been used with dyslexic students in the University of Wisconsin Oshkosh Project Success program. 相似文献
137.
Teresa Cremin Debra Myhill Ian Eyres Tricia Nash Antony Wilson Lucy Oliver 《Literacy》2020,54(2):49-59
In the context of renewed interest in teachers' identities as writers and the writers as artist‐educators, this paper reports upon the findings of “Teachers as Writers” (2015–2017). A collaborative partnership between two universities and a creative writing foundation, the study sought to determine the impact of writers' engagement with teachers on changing teachers' classroom practices in the teaching of writing and, as a consequence, in improving outcomes for students. The project afforded opportunities for writers and teachers to work together as learners in order to improve student outcomes. The study involved two complementary datasets: a qualitative dataset of observations, interviews, audio‐capture (of workshops, tutorials and co‐mentoring reflections) and audio‐diaries from 16 teachers; and a randomised controlled trial (RCT) involving 32 primary and secondary classes. The findings reveal that the teachers' identities and assurance as writers shifted significantly. The Arvon experience also led to pedagogic shifts which the students reported impacted positively upon their motivation, confidence and sense of ownership and skills as writers. However, these salient dispositional shifts did not impact upon the young people's attainment. The professional writers gained new understandings which substantially altered their conceptions of writers' potential contribution in schools. 相似文献
138.
Parenting Practices and Peer Group Affiliation in Adolescence 总被引:14,自引:1,他引:14
B. Bradford Brown Nina Mounts Susie D. Lamborn Laurence Steinberg 《Child development》1993,64(2):467-482
Social scientists have often assumed that parental influence is sharply curtailed at adolescence because of the rising counterinfluence of peer groups, over which parents have little control. The present study tested a conceptual model that challenged this view by arguing that parents retain a notable but indirect influence over their teenage child's peer associates. Data from a sample of 3,781 high school students (ages 15–19) indicated that specific parenting practices (monitoring, encouragement of achievement, joint decision making) were significantly associated with specific adolescent behaviors (academic achievement, drug use, self-reliance), which in turn were significantly related to membership in common adolescent crowds (jocks, druggies, etc.). Findings encourage investigators to assess more carefully parents' role in adolescents' peer group affiliations. 相似文献
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Public speaking and oral assessments are common in higher education, and they can be a major cause of anxiety and stress for students. This study was designed to measure the student experience of public speaking assessment tasks in a mandatory first-year course at a regional Australian university. The research conducted was an instrumental case study, with a student-centred focus. Surveys were designed to elicit student perceptions of their emotions and experience before and after engaging in public speaking skill development exercises and a public assessment task. After undertaking public speaking desensitisation and assessment, students experienced increased satisfaction and decreased fear, indecision and confusion. However, students’ perceptions of their confidence to control nerves, maintain eye contact, use gestures and comfortably speak in front of 25 people reduced – an unexpected outcome of the research. The reasons for this remain unclear, which provides a window for further research. Public speaking assessment tasks should be aligned with learning activities, and opportunities to minimise the impact of barriers to students engaging in the learning activities or tasks should be incorporated into curriculum. 相似文献