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Scott W.T. McNamara, Ali Brian, and Melissa Bittner

Identifying tools to reinforce content on teaching children with visual impairments (VI) is needed to better inform future physical educators as children with VI often have poor physical education (PE) experiences. Content acquisition podcasts (CAPs), podcasts created with instructional design principles and expert-developed content, may provide preservice PE teachers with knowledge and confidence needed to properly teach children with VI. The purpose of this investigation was to compare knowledge and self-efficacy differences from pre- to postintervention among a control group, a textbook chapter group, and a CAPs group. A knowledge and self-efficacy assessment was developed through a modified Delphi method. The CAPs participants showed significantly higher knowledge gains compared with other groups. The CAPs group revealed significantly higher self-efficacy gain when compared with the control but did not significantly differ from one another. The textbook group did not significantly differ from the control group. Implications for future research and suggestions for practitioners are discussed.

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Fatih Dervent, Xiuye Xie, Erhan Devrilmez, Nazım Nayır, and Weidong Li

Purpose: This study was to examine the effects of a curricular model named Situated Game Teaching through Set Plays (SGTSP) on secondary students’ tactical knowledge in a 10-lesson soccer unit. Methods: A quasi-experimental design with a repeated measure was used to examine the effectiveness of the SGTSP model in comparison with a technique-focused approach. Participants’ perceptions of SGTSP were collected through reflection journals throughout the unit. A convenient sample of 27 sixth graders from two classes participated in this study. Data were collected from a tactical knowledge test and reflection journals. A 3 × 2 × 2 factorial analysis of variance with a repeated measure was conducted to analyze the data. Responses to reflection journals were analyzed by deductive analysis and constant comparison. Results: Participants’ tactical knowledge in the SGTSP condition improved significantly more than those in the comparison condition over time. Conclusions: The findings provided evidence supporting the effectiveness of the SGTSP model on developing students’ tactical knowledge as compared to a technique-focused approach.

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K. Andrew R. Richards, Alyssa M. Trad, Christopher J. Kinder, Kim C. Graber, and Amelia Mays Woods

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

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K. Andrew R. Richards, Michael A. Hemphill, and Sara B. Flory

While there are benefits to collaborative research, navigating group dynamics can also bring challenges, particularly for doctoral students and early career academics who are new to the research process. These dynamics extend beyond initial manuscript submission and include processes associated with interpreting reviewer comments, deciding upon and making revisions, and developing clear author response documents through the revision process. Herein, the authors overview one systematic and replicable approach to managing revisions. Steps include (a) read, set aside, and return to the reviewer comments; (b) document initial reactions to comments; (c) collectively review the comments and decide upon direction; (d) coordinate revisions to the manuscript; (e) craft final response statements; and (f) prepare a resubmission cover letter to the editor. Recommendations will be provided for approaching the revision, including how to revise the manuscript to highlight edits, and suggestions for tone and approach, particularly when disagreeing with a reviewer.

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Michael A. Hemphill, Yongsun Lee, Sarah Ragab, Jeremy Rinker, and Omari L. Dyson

Purpose: The purpose of this study was to examine the process of developing an alternative physical education program using restorative justice practices as a transformative approach to social–emotional learning. Method: This study utilizes qualitative case study methods to examine the implementation process and short-term outcomes. Data sources include focus group interviews, student journals, observations, and reflective field notes. Trustworthiness of the findings are supported by triangulation, peer debriefings, prolonged engagement, and external program reviews. Results: The implementation of social and emotional learning was substantiated by student engagement with four class goals in which they aimed to participate in physical education as “champions,” “heroes,” “achievers,” and “peacemakers.” Restorative pedagogy included restorative chats, listening circles, community circles, and healing circles. Conclusion: This study suggests that transformative curriculum, such as restorative justice, offers a transformative approach to social and emotional learning that is applicable to physical education.

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Francesco Campa, Matteo Levi Micheli, Matilde Pompignoli, Roberto Cannataro, Massimo Gulisano, Stefania Toselli, Gianpiero Greco, and Giuseppe Coratella

Purpose: To examine whether menstrual cycle affects body composition and bioimpedance vector analysis (BIVA) patterns, jumping and sprinting ability, and flexibility in elite soccer players. Methods: A total of 20 elite female soccer players (age: 23.8 [3.4] y, height: 1.63 [0.04] m, body mass: 61.4 [5.9] kg, and body mass index: 22.5 [2.4] kg/m2) were monitored during the early follicular and ovulatory phase across 2 consecutive menstrual cycles. Bioimpedance analysis was performed using foot-to-hand technology, and total body water and fat mass were determined by specific equations developed for athletes. Bioelectrical resistance and reactance were adjusted according to the BIVA procedures and plotted as a vector within the resistance–reactance graph. In addition, countermovement jump, 20-m sprint, and sit and reach were assessed. Results: A time effect (P < .05) was found for body mass, total body water, bioelectrical resistance and reactance, and flexibility. Specifically, body mass increased (P = .021) along with a gain in total body water (P = .001) from the ovulatory to the early follicular phase, while it decreased from the early follicular to the ovulatory phase during the second menstrual cycle. The BIVA vector shortened during the early follicular phases (P < .001). No change in jumping and sprinting capacity was observed (P > .05). Flexibility was impaired during the early follicular phases (P < .05). Conclusions: Specific bioelectrical impedance analysis and BIVA procedures are able to detect menstrual cycle–induced changes in body composition in elite soccer players. The early follicular phase resulted in fluid accumulations and BIVA vector shortening. In addition, while menstrual cycle did not affect performance, a fluctuation in flexibility was observed.

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Jacqueline Martins Patatas, Jens De Rycke, Veerle De Bosscher, and Rafael Lima Kons

The literature suggests that the current athlete development models do not reflect the multifaceted developmental pathways in Paralympic sport. This study aimed to analyze how parasport athletes progress through developmental phases of an athletic career pathway by comparing differences in their trajectories based on the nature of the impairment (acquired or congenital), age, and sex. A total of 345 para-athletes representing 15 sports completed an online survey. Results showed that the developmental phases for athletes with acquired impairment are of shorter duration, taking 4.5 years to progress from the attraction to the elite phase, while athletes with congenital impairment take 6 years. Athletes with congenital impairment start in parasport approximately 8 years younger and win medals in international competitions 7 years earlier than athletes with acquired impairment. Insights gathered in this study have the potential to enhance further thinking toward the genesis of specific models of para-athlete development.

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Colin Clancy, Nigel Gleeson, and Tom Mercer

Purpose: The purpose of this study was to assess neuromuscular performance capabilities over an in-season mesocycle in early-career professional soccer players and examine the relationship with training workload. Methods: Neuromuscular performance capabilities (isometric knee extensor: peak force, rate of force development, and peak twitch force) of 12 professional soccer players were assessed weekly over a 6-week period. Training and match workload were also recorded over the same period for each player (high-intensity running distance). Changes in neuromuscular performance and workload variables were analyzed. Results: There was evidence of fluctuations in neuromuscular performance capability over the mesocycle that reached statistical (P < .05) and practical (13.3% [peak-to-peak]) significance alongside interweek heterogeneity in training and match workload (∼17.5% [coefficient of variation], P < .05). Congruence among fluctuating patterns of intramesocycle training load and concomitant neuromuscular performance responses was noted over time for acute training load and acute:chronic workload ratio with peak force and rate of force development. Conclusion: Neuromuscular performance capabilities fluctuate over an in-season mesocycle and are influenced by high-intensity running workload, emphasizing the need for acute monitoring in elite soccer players.

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Mark W. Bruner, Colin McLaren, and Kevin S. Spink

Purpose: This study aimed to investigate the relationship between social identity and adherence in the context of a school-based, 8-week structured group exercise program. Methods: Secondary students (N = 116; M age = 15.52 years) from 10 newly formed school-based exercise clubs reported social identity perceptions specific to their exercise group, which were used to predict attendance and intentions to return to the club in the future. Results: Controlling for sex and grade level, the results of hierarchical regression analysis revealed that exercise group social identity was significantly positively related to program attendance (ΔR 2 = .09, p < .01). A positive relationship was also found between exercise group social identity and intentions to return to the exercise club in the future, while also controlling for sex, grade level, and program attendance (ΔR 2 = .05, p < .05). Discussion/Conclusion: The findings suggest that stronger exercise group social identity in the form of ingroup ties is associated with greater attendance and intention to return to the school-based exercise club among secondary school students.

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Kristina M. Sobolewski, Larissa T. Lobo, Alexandra L. Stoddart, and Serene Kerpan

Purpose: Movement integration (MI) is a method to increase physical activity with numerous learning outcomes. However, MI implementation is low. The purpose of this study was to investigate the effects of a job-embedded professional development intervention on teachers’ MI barriers. An implementation science approach was used. Methods: The intervention was developed and delivered through six procedures. Mixed-methods data were used to develop the intervention and assess outcomes. The intervention was delivered over 3 weeks to 12 participants. Results: Reported barriers included time constraints, lack of space, fear of losing control, and limited confidence and competence. Results indicated a significant increase in teachers’ self-reported MI use from pre- to postimplementation (Z = −2.138, p = .0165, r = .6), improved confidence (p = .048), and a strong positive correlation (τb = .627, p = .018) between confidence and competence. Conclusion: Job-embedded professional development may be an effective strategy to support teachers in overcoming barriers to MI.