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121.
This polemical essay explores whether ‘mainstream’ political and social historians need to engage with the history of sport. It recounts the coercive nature of the author's encounters with sports and sports history and suggests that greater integration of the history of sport into histories of Britain relies on a mutual understanding of the imperatives of academic historians, not least in the world of the Research Excellence Framework and the ‘impact’ agenda. 相似文献
122.
Judith E. Rink Peter H. Werner Richard C. Hohn Dianne S. Ward Helen M. Timmermans 《Research quarterly for exercise and sport》2013,84(2):132-138
The purpose of this study was to describe the effects of three teachers on psychomotor, affective, and cognitive outcomes over a 15-lesson volleyball unit. Three intact middle school physical education classes were used. Pre- and posttests were administered for the overhead set, forearm pass, and serve psychomotor skills. A semantic differential test with four affective dimensions and a written test on the rules, strategies, and mechanics of volleyball were also administered pre- and posttest. Data on instructional characteristics were obtained using academic learning time (ALT-PE); observation system for content development (OSCD-PE), and a content analysis of lessons. The following were key aspects of the results: (a) Teachers differed in their approaches to the content of the unit more than in the characteristics of their instruction as determined through observational data; (b) teachers differed in respect to the psychomotor skills for which they were able to produce statistically significant student gain; (c) the skill level of students played a major role in psychomotor outcomes; (d) affective measures started high and remained high from pre- to posttest with significant change occurring positively with the low-skilled in one measure; (d) cognitive learning was significant from pre- to posttest in rules and mechanics but not in strategies. Instructional characteristics, as described in this study, did not change from skill to skill, but student learning did. This led the authors to conclude that the instrumentation for instructional variables was not sensitive to differences in the way individual skills were handled by individual teachers. 相似文献
123.
Jin H. Yan Ward A. Rodriguez Jerry R. Thomas 《Research quarterly for exercise and sport》2013,84(4):494-499
Little is known about parental socialization processes for youth participants from different cultural backgrounds. The purpose of this study was to examine parental influence on self-perceptions, task values, and achievement behaviors among female adolescents from two cultures using Eccles' expectancy-value theory (Eccles et al., 1983) . Twelve Anglo Canadian and nine East Indian female adolescents were interviewed about perceptions of parental influence on expectancy-value constructs for sport and academic domains. Inductive and deductive content analyses were performed to identify lower and higher order themes from interview responses. Similarities and differences in perceived parental influence emerged for girls of both cultural groups and in both domains. Our findings support links among expectancy-value constructs and highlight cultural variations in parental socialization of achievement cognitions and behaviors in multiple domains. 相似文献
124.
Russell R. Pate Stewart G. Trost Gwen M. Felton Dianne S. Ward Marsha Dowda Ruth Saunders 《Research quarterly for exercise and sport》2013,84(3):241-248
Abstract The purpose of this study was to identify correlates of physical activity behavior in a sample of rural, predominantly African American youth. Three hundred sixty-one fifth-grade students from two rural counties in South Carolina (69% African American, median age = 11 years) completed a questionnaire designed to measure beliefs and social influences regarding physical activity, physical activity self-efficacy, perceived physical activity habits of family members and friends, and access to exercise and fitness equipment at home. After school physical activity and television watching were assessed using the Previous Day Physical Activity Recall (PDPAR). Students were classified as physically active according to a moderate physical activity standard: two or more 30-min blocks at an intensity of 3 METs (metabolic equivalents) or greater, and a vigorous physical activity standard: one or more 30-min blocks at an intensity of 6 METs or greater. According to the moderate physical activity standard, 34.9% of students were classified as low-active. Multivariate analysis revealed age, gender, television watching, and exercise equipment at home to be significant correlates of low activity status. According to the vigorous physical activity standard, 32.1% of the students were classified as low-active. Multivariate analysis revealed age, gender, television watching, and self-efficacy with respect to seeking support for physical activity to be significant correlates of low activity status. In summary, gender and the amount of television watching were found to be the most important correlates of physical activity in rural, predominantly African American youth. 相似文献
125.
Christopher Joyce Angus Burnett Kevin Ball 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):206-221
It is believed that increasing the X-factor (movement of the shoulders relative to the hips) during the golf swing can increase ball velocity at impact. Increasing the X-factor may also increase the risk of low back pain. The aim of this study was to provide recommendations for the three-dimensional (3D) measurement of the X-factor and lower trunk movement during the golf swing. This three-part validation study involved; (1) developing and validating models and related algorithms (2) comparing 3D data obtained during static positions representative of the golf swing to visual estimates and (3) comparing 3D data obtained during dynamic golf swings to images gained from high-speed video. Of particular interest were issues related to sequence dependency. After models and algorithms were validated, results from parts two and three of the study supported the conclusion that a lateral bending/flexion-extension/axial rotation (ZYX) order of rotation was deemed to be the most suitable Cardanic sequence to use in the assessment of the X-factor and lower trunk movement in the golf swing. The findings of this study have relevance for further research examining the X-factor its relationship to club head speed and lower trunk movement and low back pain in golf. 相似文献
126.
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed. 相似文献
127.
Joyce L. Epstein 《师资教育杂志》2018,44(3):397-406
AbstractThis article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community. 相似文献
128.
129.
Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes
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Joyce J. Endendijk Marleen G. Groeneveld Lotte D. van der Pol Sheila R. van Berkel Elizabeth T. Hallers‐Haalboom Marian J. Bakermans‐Kranenburg Judi Mesman 《Child development》2017,88(1):299-316
This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression. 相似文献
130.