京津冀体育传统项目学校协同发展联动机制的研究

根据协同理论和机制设计理论,遵循动态性、务本性和创新性等原则,设计京津冀体育传统项目学校协同发展联动机制,据此进行案例设计与分析,旨在促进京津冀体育传统项目学校的协同、可持续发展。研究表明：①京津冀体育传统项目学校协同发展联动机制行为人包括京津冀体育传统项目学校协同发展委员会、京津冀体育传统项目学校协同发展小组和京津冀区域各体育传统项目学校,各司其职,履行各自的权利与义务;②其功能包括激励、制约和保障功能,三者相互作用、相互制约;③其形式与载体包括涉及激励标准和经费奖励的激励政策措施,涉及制度、程序和权利等的制约政策措施,涉及经费、师资和场馆的保障政策措施;④依据联动机制设计京津冀体育传统项目学校系列赛事和夏令营活动是促进协同发展的有效手段和途径。     

“足球改革”对中国体育发展的启示

在社会学、文化产业学、体育学、管理学等学科理论指导下,运用文献资料法、逻辑分析法、案例分析法等研究方法,指出2008年北京奥运会后,中国体育改革没有真正深入进行,国家选择足球作为引领中国体育全面改革的“试验田”,是体育改革进程中顶层设计者所权衡下的英明决策。并提出了“举国足球”对中国体育发展启示为：宣告体育改革必须坚持“管办分离”的原则、强化学校体育重回教育“参与为主”的本质、推动体育事业走向惠民“公共服务”的工程、昭示竞技体育发展远离“长尾效应”的时代、直指体育产业坚守效益“服务经济”的调整。     

Embodied learning and school-based physical culture: implications for professionalism and practice in physical education

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, that physical education has ground to make up connecting theory with practice and practice with theory. We advocate that aspects of existentialism and phenomenology can provide a theoretically sound basis on which to argue that embodied learning should be the foundational cornerstone of physical education programmes. To avoid embodied learning becoming overly learner centric and insular, we advance Merleau-Pontian informed ideas on how learning could flourish when an individual and embodied focus merges with a school-wide physical culture agenda which is underpinned by social and moral theorizing. In developing our focus on merging embodied learning and physical culture, we draw upon MacIntyrean views on the goods which are internal to practice and extend thinking on how these goods could merge with the diverse aims and intentions informing the culture and ethos in schools. In pursuing these ambitions, we outline the constructive activist-based benefits of teachers working within subsidiarity-based school communities where pedagogical decisions are made at a level consistent with realizing whole schools aims. This is in spite of our acknowledgement that the lack of career-long professional learning adds to the difficulty of achieving these aims. In conclusion we argue that if physical education is to become a pivotal component of realizing a diverse range of whole school aims there is a need for greater professional engagement with pedagogical approaches that attempt to derive greater meaning from learners movement experiences and which help learners to understand better both their own identity and the ethos of the school context and environment they share with others.     

An analysis of the value of multiple mentors in formalised elite coach mentoring programmes

Background: Within the context of sports coaching and coach education, formalised mentoring relationships are often depicted as a mentor–mentee dyad. Thus, mentoring within sports coaching is typically conceptualised as a one-dimensional relationship, where the mentor is seen as the powerful member of the dyad, with greater age and/or experience [Colley, H. (2003). Mentoring for Social Inclusion. London: Routledge].

Aim: The aim of this study was to explore the concept of a multiple mentor system in an attempt to advance our theoretical and empirical understanding of sports coach mentoring. In doing so, this paper builds upon the suggestion of Jones, Harris, and Miles [(2009). “Mentoring in Sports Coaching: A Review of the Literature.” Physical Education and Sport Pedagogy 14 (3): 267–284] who highlight the importance of generating empirical research to explore current mentoring approaches in sport, which in turn can inform meaningful formal coach education enhancement. The significance of this work therefore lies in opening up both a practical and a theoretical space for dialogue within sports coach education in order to challenge the traditional dyadic conceptualisation of mentoring and move towards an understanding of ‘mentoring in practice’.

Method: Drawing upon Kram’s [(1985). Mentoring at Work: Developmental Relationships in Organisational Life. Glenview, IL: Scott Foresman] foundational mentoring theory to underpin a multiple mentoring support system, 15 elite coach mentors across a range of sports were interviewed in an attempt to explore their mentoring experiences. Subsequently, an inductive thematic analysis endeavoured to further investigate the realities and practicalities of employing a multiple mentoring system in the context of elite coach development.

Results: The participants advocated support for the utilisation of a multiple mentor system to address some of the inherent problems and complexities within elite sports coaching mentoring. Specifically, the results suggested that mentees sourced different mentors for specific knowledge acquisition, skills and attributes. For example, within a multiple mentor approach, mentors recommended that mentees use a variety of mentors, including cross-sports and non-sport mentors.

Conclusion: Tentative recommendations for the future employment of a multiple mentoring framework were considered, with particular reference to cross-sports or non-sport mentoring experiences.     

京族民族民间体育起源分类特征的分析与研究*

采用文献资料、田野调查、访谈法等对我国唯一海洋民族京族的民族民间体育的起源、分类、特征以及发展方向进行分析,认为京族民族民间体育可分为嬉戏娱乐、节庆习俗、比赛竞技三类,并具有亲海性、宗教性、娱乐性的特征.课题根据“四层文化理论”对京族民族民间体育进行分析与研究,科学而准确地把握其的产生、分类和发展方向,促进京族民族民间体育的发展,努力发掘京族民族民间体育文化资源,推广民族体育文化.     

经济全球化与我国体育科技产业海外发展研究

国际政治与经济发展的种种变革促成了今天经济的全球化发展态势,在高度发达的互联网技术以及文化多元化的国际文化价值观的双重影响下,经济全球化已从一种“趋势”发展成为了今天的显示,这种新态势迫使各国都在开发市场的同时,努力输出自己的产业,提升自身在全球化中的影响力.我国体育科技发展水平在举国体制的支撑下迅速发展,如同我国竞技体育水平一样,在很多方面处于国际领先地位.以人才和软科学输出为先导,带动实体产品的输出,同时,加强国内和国际市场的统一开发与把握,是我国体育科技产业海外发展的可行之路.     

Intercultural knowledge development: Evidence from student interviews during short-term study abroad

The goal of this investigation was to examine intercultural knowledge development during a short-term study abroad program focused on language and cultural learning. Interviews with students were conducted at the beginning and end of the program, allowing for a qualitative approach to analysis, supported by quantitative measures. While previous investigations have relied on qualitative data, this is the first analysis of intercultural knowledge development based on a qualitative, pre- and post-program design. Intercultural knowledge development was identified considering the change and growth in student knowledge. Results indicated that students experienced a change in the salience of intercultural knowledge themes over the period abroad, focusing on City life and Schedule differences more at the beginning of the program than at the end. Such shift may be indicative of cultural adaptation during the program. Results also demonstrated intercultural knowledge growth over the period abroad, with the greatest growth being related to knowledge themes of Big C (e.g., culture and history), daily life, food and drink, and values and politics. These results led to a distinction between types of knowledge that traditionally have been included in definitions of intercultural knowledge, an analysis of context as it intersects with knowledge development, and a theoretical consideration of the relationship between intercultural knowledge and intercultural communicative competence. Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed.     

Do EFL Teachers ‘Critically’ Engage in Cultural Awareness? A Mixed-Method Investigation

ABSTRACT

This study explored 150 EFL teachers’ perceptions of critical cultural awareness (CCA) considering their teaching context, academic degree, and professional development programs. The participants all completed the CCA questionnaire, fifteen of whom also sat a semi-structured qualitative interview. Our findings showed, a) EFL teachers’ perceptions of CCA located at a medium level, b) the PhD participants showed significantly higher engagement in CCA than their BA and MA counterparts, c) private language institute teachers reported higher levels of CCA than their state-run school counterparts and d) local professional development programs did not emphasize culture teaching in general and CCA in particular.