Researching up and across in physical education and sport pedagogy: methodological lessons learned from an intergenerational narrative inquiry

Of issue in this paper are the ways in which different forms of narrative may be of value in undertaking research in potentially thorny situations. The project that inspired this paper saw 30 Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) from more than 20 universities across Australasia, North America and Europe, provide narrative accounts of their ongoing academic experiences. From these stories, three letters seeking advice and guidance from leaders in the field were constructed. Following further feedback from the ECAs, the 3 letters were sent to 11 professors in the PESP field with a request to respond, also in letter form. The composite letters and the professorial responses were then the subject of a symposium at an international PESP conference. While the larger project engages with questions of being and becoming an academic in the neoliberal university, this paper is primarily concerned with methodological issues, including our steps and missteps with narrative, inquiry and the field. More specifically, the focus is on narrative as both the method and phenomena of study. As such, we consider issues associated with using dialogue as data, the provocation of participants, as well as both the presentation and representation of data and the relative power of the participants. In doing so, we critically engage with issues of anonymity (or lack thereof), the practice of ‘researching up’ and finally reach the conclusion that the careful approach to data generation, treatment and presentation necessitated by this project, should be a more regular feature of all qualitative inquiry.     

美国大学生资助政策及对我国的启示

美国的大学生资助政策历经变迁,已发展成为体系完备、理念多元、效率较高的资助体系。中美两国在资助政策方面有一定的相似性,都是有着多种资助形式的混合资助模式。考察美国资助政策的演变,剖析其特点和发展趋势,对于我国资助政策的进一步完善具有示范意义。     

Part 1. If We Frame It,They Will Respond: Undergraduate Student Responses to the Framework for Information Literacy for Higher Education

There remains significant confusion surrounding the purpose, audience, and proposed application of the Framework for Information Literacy for Higher Education. This exploratory study addresses the question of whether undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education.     

How Haptics and Drawing Enhance the Learning of Anatomy

Students’ engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel “haptico-visual observation and drawing” (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a “mental picture” of the object as being central to “deep learning.” The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis.     

Neuroanatomy Learning: Augmented Reality vs. Cross-Sections

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures.     

牡丹江市大学生冬季双休日闲暇体育锻炼现状调查研究

运用文献资料、问卷调查和数据统计等研究方法,对牡丹江普通高校学生双休日闲暇体育现状进行调查。结果发现:多数学生能认识到闲暇体育重要性,但在实际实施过程中,未能落到实处,也没有找到自己终身坚持锻炼的项目。影响学生参加锻炼因素主要有场地器材不完善,学生对体育认识不足及时间和体育技能等因素。根据现状提出一些相应对策与建议。     

体育院校篮球教学能力现状与分析——以广西师范大学体育学院为例

运用文献资料法、问卷调查法、访谈法和数理统计法,对广西师范大学篮球专项本科生的技术水平、训练情况、教案设计、组织教学实施、教学方法的应用、教学评价能力以及科研能力进行调查与分析,结果表明广西师范大学篮球专项本科生专业技术水平教学能力能够满足实习学校学生的需求,大部分本科生课余积极参与训练,教学组织能力、教学效果评价能力较强,积极参与体育科研,但在教学方法的运用上不够新颖。     

社体专业引入本科导师制的实施理论探析——以成都理工大学为例

文章对本科导师制在成都理工大学社会体育专业中实施的目的、意义及自身优势做了简要的分析论证,并实施本科导师制之前所应注意的师生认知、模式选择、导师职责以及考核评价等几个关键问题进行了探讨和建议,以保障本科导师制在社体专业的顺利实施。     

基于生态位理论的体育院校本科专业竞合系统动力学分析

从生态位角度剖析了中国体育院校本科专业现状及竞合的生态内涵,在此基础上构建了中国体育院校本科专业竞合的系统动力学模型,并运用Vensim软件对本科专业竞合的系统动力学模型进行了仿真研究。旨在寻求中国体育院校本科专业竞合的理论与模型支撑,以实现生态学与我国体育院校本科专业竞合在思想、理论与方法上的有机统一。     

高校大学生滑雪俱乐部组织与建设

论述了高校大学生滑雪俱乐部目标、宗旨和提高体育教学效果的作用。认为高校滑雪教学与户外俱乐部存在着传统的＂填鸭式＂体育教学思想占据统治地位,教学方式过于强调＂标准化＂而缺乏针对性,教学模式的＂计划供给式＂忽视学生的兴趣和需求,气候环境对教学的严重制约等问题;提出吸纳学员与教练员的选拔,滑雪俱乐部体育运动项目的确定与管理,宣传与发展规划等多方面积极构建高校大学生滑雪俱乐部并促进其长期的发展。