Managing physical education lessons: an interactional approach

Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.     

A case study on the experiences of university-based Muslim women in physical activity during their studies at one UK higher education institution

The case study explores the experiences of Muslim women in the area of physical activity participation conducted whilst they were studying at one UK University. Previous research in the field indicated that Muslim women can be denied opportunities to participate in areas of sport-related physical activity through multiple factors such as socio-cultural, familial, religious or sporting structural constraints. Despite increased knowledge about the inclusion of Muslim girls in school-based physical education and sport, there is a dearth of literature on Muslim women's experiences post their school years. Informed by socio-cultural theories of the body, identity and embodied cultures, the study focuses on Muslim women's early physical activity experiences, university-based participation patterns and reflections on the influences that shaped their attitudes and beliefs towards such participation. Open-ended questionnaires, 34/50 returned (68%), and 6 in-depth interviews were conducted with volunteers studying a wide range of programmes. Content analysis revealed that values, attitudes and behaviours were largely influenced by the family; prior to university, the women's physical activity experiences were mixed and dependent on family activity patterns and school-based opportunities; university recreational sport-related provision did not cater for the women's Islamic needs denying them opportunities to participate. Religious belief and cultural expectations made a significant contribution to the women's preferences for participation environments that respected their Islamic beliefs.     

Human integration through Olympism education: a pragmatic engagement of youths in a war-torn society

This paper delineates the findings of a mixed methods study that investigated how Olympism education could strengthen competencies of human integration through delivery of physical, social, and critical literacy and conflict resolution literacy. The study introduced a curriculum model integrating Olympism values and conflict resolution strategies for the purpose of facilitating human integration. This integrated curriculum model was then tested among a group of young students who represent the two main ethnic groups Sinhalese and Tamils, in a war-torn society in Sri-Lanka. The intervention of this study provided pragmatic involvement for young students as the representatives of the next generation, in order to teach them the convergence and contradictions of perceptions of social reform ideals through sport. Results revealed that conflict resolution strategies combined with Olympism education integrated curriculum intervention significantly improved young students’ conflict resolution competencies, regardless of their gender or ethnicity. This study demonstrated significant gains in the ability of young students to learn about human integration through learning about Olympism within sport and physical education lessons, in regards to effective conflict resolution.     

学业不良儿童社会信息加工研究述评

学业不良儿童的社会信息加工是当前学业不良研究的一个重要领域。本文从学业不良儿童社会信息加工的阶段及其特点,社会信息加工与各影响因素之间关系这两个角度出发,对现有研究进行梳理,并进行了简要评价与展望。     

One hundred and fifty years of sprint and distance running – Past trends and future prospects

Sprint and distance running have experienced remarkable performance improvements over the past century. Attempts to forecast running performances share an almost similarly long history but have relied so far on relatively short data series. Here, we compile a comprehensive set of season-best performances for eight Olympically contested running events. With this data set, we conduct (1) an exponential time series analysis and (2) a power-law experience curve analysis to quantify the rate of past performance improvements and to forecast future performances until the year 2100. We find that the sprint and distance running performances of women and men improve exponentially with time and converge at yearly rates of 4% ± 3% and 2% ± 2%, respectively, towards their asymptotic limits. Running performances can also be modelled with the experience curve approach, yielding learning rates of 3% ± 1% and 6% ± 2% for the women's and men's events, respectively. Long-term trends suggest that: (1) women will continue to run 10–20% slower than men, (2) 9.50 s over 100 m dash may only be broken at the end of this century and (3) several middle- and long-distance records may be broken within the next two to three decades. The prospects of witnessing a sub-2 hour marathon before 2100 remain inconclusive. Our results should be interpreted cautiously as forecasting human behaviour is intrinsically uncertain. The future season-best sprint and distance running performances will continue to scatter around the trends identified here and may yield unexpected improvements of standing world records.     

关于发展性教学评价的理性思考

本文针对目前评价领域可能出现的极端化倾向,提出了发展性教学评价应该树立的评价理念以及应该坚持的评价原则。     

学习成果导向的应用型工业设计专业递进式实践教学体系构建

学习成果导向教学重视成果输出、关注学生主体和关注教学质量持续改进。成果导向教学理念与应用型工业设计专业有较强的契合性,分析工业设计专业问题点,探索应用型工业设计实践教学合理体系,以学习成果导向理念循环链形成实践教学体系架构,解决实践教学体系中的目标性、结构性和策略性问题;以实践性能力导向重构课程结构,设置课程模块,培养递进性能力;构建能力进阶评量系统,设置相应考核目标和考核内容,逐级验收与持续改进,确保学生知识-能力-素质一体化发展。     

对比视野中的中菲远程教育

本文比较中菲两国远程教育在学术课程设置、与其它机构的合作,及学习帮助系统等方面的具体做法后,借鉴菲律宾兴办高质量开放大学的经验,对其中适合中国国情的部分进行思考,提出了一系列指导我国远程教育实践发展的建议。     

建立学习型政府的障碍及对策

建立学习型政府,实质上就是要在政府机构中引入学习型组织的管理模式和理念,进行以愿景为基础的学习管理,以提高政府组织的适应性。然而,建设学习型政府不可避免地会遇到许多现实障碍。而且,在政府组织中,由于其自身的特殊性,还存在着不同于企业组织的特属于政府组织的学习障碍。为此必须采取相应的对策。     

特殊家庭中女性吸毒人员心理特征研究

以兰州市女性吸毒人员为对象,研究特殊家庭中女性吸毒人员的心理特征。结果表明:(1)特殊家庭中女性吸毒人员文化程度、经济情况方面存在显著性差异;(2)不同家庭结构类型人际关系存在显著性差异;(3)特殊家庭与双亲家庭中女性吸毒人员在坐台行为方面无显著性差异;(4)特殊家庭中女性吸毒人员文化程度与月收入,月收入与依赖程度有显著的正相关,回归分析发现,月收入与依赖程度关系紧密。本研究可以为特殊家庭中吸毒人员的行为矫正提供参考。