Promoting perseverance and challenge in physical education: the missing ingredient for improved games teaching

This paper explores critical notions about how improved understandings of students learning experiences within practical learning environments could sensitise teachers to appreciate the complex influences more that affect how levels of challenge and perseverance are constructed by students. The authors, in furthering their critique, build on the model of constructivism developed by Ollis and Sproule. This model attempted in embryonic terms to recognise the specific situational factors that most influenced the minded ways in which students identified and responded to learning challenges. In refining these ideas further the authors specifically consider how teaching games for understanding (TGfU) methodologies could be enhanced by recognising the meta-cognitions of students when constructing rich task led learning episodes. In conclusion, it is posited that comprehending the complexity of learning theory holds considerable promise for the ongoing development of physical education as a valuable and integral part of the school learning experience.     

Validity and reliability of GPS for measuring distance travelled in field-based team sports

Abstract

The aim of the present study was to examine the effects of movement intensity and path linearity on global positioning system (GPS) distance validity and reliability. One participant wore eight 1-Hz GPS receivers while walking, jogging, running, and sprinting over linear and non-linear 200-m courses. Five trials were performed at each intensity of movement on each 200-m course. One receiver was excluded from analysis due to errors during data collection. The results from seven GPS receivers showed the mean (±s) and percent bias of the GPS distance values on the 200-m linear course were 205.8 ± 2.4 m (2.8%), 201.8 ± 2.8 m (0.8%), 203.1 ± 2.2 m (1.5%), and 205.2 ± 4 m (2.5%) for the walk, jog, run, and sprint trial respectively. Walk and sprint distances were significantly different from jogging and running distances (P < 0.05). The GPS distance values on the 200-m non-linear course were 198.9 ± 3.5 m (?0.5%), 188.3 ± 2 m (?5.8%), 184.6 ± 2.9 m (?7.7%), and 180.4 ± 5.7 m (?9.8%) for the walk, jog, run, and sprint trial respectively; these were significantly lower than those for the corresponding values on the linear course (P < 0.05). Differences between all non-linear movement intensities were significant (P < 0.05). The overall coefficient of variation within and between receivers was 2.6% and 2.8% respectively. Path linearity and movement intensity appear to affect GPS distance accuracy via inherent positioning errors, update rate, and conditions of use; reliability decreases with movement intensity.     

Sudden,rapid acquisition of conditioned suppression (CER)

Trial-by-trial acquisition of the CER was measured in a number of groups with different CSs. Analysis of the acquisition curves for individual animals revealed that, for the majority of animals, CS-US associations developed in a stepwise rather than a gradual fashion. In some cases, with the most effective CS, conditioning occurred with one CS-US pairing.     

Museums,Keyworkers and Lifelong Learning: A European Survey

This article reports on an investigation undertaken in six European countries on the theme of adults' involvement in the cultural life of their communities. A particular focus was placed on the role of keyworker and how such individuals provide a link between museums and communities. The survey team gathered information from museums on the nature and extent of provision for adult learning and the degree to which keyworkers had a part to play. It was subsequently found that most museums made no special provision for adult education although this pattern varied across countries. In those cases where some form of provision was made its quality had not been assessed. One outcome of the survey is that a small majority of museums do make use of keyworkers acting in a wide variety of roles. It also revealed that keyworkers lack sufficient training and support.     

Museums: Using Keyworkers to Deliver Lifelong Learning

The article describes a major study of the activities of keyworkers (mediators between museums and their public) within the context of museums' contribution to lifelong learning and to overcoming cultural exclusion. Field studies were undertaken in the UK, Ireland and Sweden based upon live projects with keyworkers who were subsequently interviewed about their roles, professional development needs and attitudes. In the UK, the Victoria & Albert Museum's keyworkers comprised youth workers, in Sweden they were traffic wardens and taxi drivers, and the Irish Museum of Modern Art worked with a group of elderly adults. From these studies, the research was able to articulate key recommendations for developing museum policy on keyworkers to enhance adult learning in and through museums.