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Leah K. May and Matthew D. Curtner-Smith

Purpose: To determine the impact of two preservice teachers’ value orientations on their interpretation and delivery of the skill themes approach. Method: The short form of the value orientations inventory and five qualitative techniques were used to collect data. Participants’ value orientations inventory profiles were illustrated graphically. Interpretive data were analyzed using analytic induction and constant comparison. Findings: Results from the short form of the value orientations inventory indicated that Meagan prioritized social responsibility, learning process, and disciplinary mastery, while Jared favored social responsibility, self-actualization, and ecological integration. Qualitative data largely supported these value orientation profiles and indicated that the preservice teachers’ approaches to teaching skill themes differed and were influenced by their pedagogical beliefs. Moreover, qualitative data illustrated how Meagan’s and Jared’s value orientations and interpretations of the skill themes approach had changed and developed. Conclusions: These findings emphasize the importance of preservice teachers engaging in philosophical reflection on the connections between their beliefs and their interpretations of curriculum models.

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Andrew M. Colombo-Dougovito and Jihyun Lee

Researchers posit that physical activity (PA) settings may provide an increased opportunity for social interaction. However, little consensus exists regarding the construct of social skills. Moreover, little is known about what type or amount of PA is necessary for individuals on the autism spectrum to benefit from this increased interaction. Thus, this scoping review synthesized the components (e.g., design, participants, independent and dependent variables, etc.) and findings of PA-based interventions that included social skill components to identify how interventions have incorporated these skills in different settings. Based on a review of 25 articles, this review revealed a great deal of variability in the types of PA, social skills, and instruments studied, as well as the intensity of intervention delivery in the published findings. No longitudinal studies were identified as a part of the search. These results provide a foundation for the design of effective PA-based interventions that may have an increased impact on the social skills of individuals on the autism spectrum. Future research should employ longitudinal designs to capture the relationship between social skills and PA, as well as to increase the likelihood of capturing change.

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Jordan L. Fox, Robert Stanton, Aaron T. Scanlan, Masaru Teramoto, and Charli Sargent

Purpose: To investigate the associations between sleep and competitive performance in basketball. Methods: A total of 7 semiprofessional, male players were monitored across the in-season. On nights prior to competition, sleep duration and quality were assessed using actigraphs and sleep diaries. The data were accumulated over 1 (night 1), 2 (nights 1–2 combined), 3 (nights 1–3 combined), and 4 (nights 1–4 combined) nights prior to competition. Performance was reported as player statistics (field goal and free-throw accuracy, rebounds, assists, steals, blocks, and turnovers) and composite performance statistics (offensive rating, defensive rating, and player efficiency). Linear regression analyses with cluster-robust standard errors using bootstrapping (1000 replications) were performed to quantify the association between sleep and performance. Results: The night before competition, subjective sleep quality was positively associated with offensive rating and player efficiency (P < .05). Conclusions: Strategies to increase subjective sleep quality the night before competition should be considered to increase the likelihood of successful in-game performance, given its association with composite performance metrics.

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Jessica A. Calderbank, Paul Comfort, and John J. McMahon

Purpose: The aim of the current study was to investigate the relationship between dive distance (DD) and countermovement jump (CMJ) height, track start CMJ height, countermovement broad jump (CMBJ) distance, track start broad jump distance, and isometric midthigh pull peak force and relative peak force. Methods: A total of 27 (11 female and 16 male) regional-national-international-standard swimmers (mean [SD]; age = 19.5 [5.5] y; mass = 69.3 [10.5] kg; height = 1.77 [0.09] m) performed 3 trials of a track start dive, CMJ, track start CMJ, CMBJ, track start broad jump, and isometric midthigh pull. Results: Data were separated into pooled (females and males combined), females, and males. Large to very large correlations were found between DD and all variables tested for pooled data (r = .554–.853, P < .001–.008), with DD-CMBJ displaying the highest correlation (r = .853, P < .001). CMBJ accounted for 70% of the variance in DD. Females demonstrated moderate nonsignificant correlations between DD isometric midthigh pull (r = .379, P < .125). Males demonstrated very large significant correlations between DD-CMJ (r = .761, P < .001). Conclusions: DD demonstrated strong correlations with jump performances and multijoint isometric force production in pooled data. Males showed stronger correlations than females due to being stronger and being able to perform the jumping/strength tasks to a higher standard. Enhanced jump performance and increased maximal force production may, therefore, enhance DD in swimmers.

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Luca Pollastri, Gabriele Gallo, Milena Zucca, Luca Filipas, Antonio La Torre, Ugo Riba, Luigi Molino, and Elisabetta Geda

Background: The effects of anodal transcranial direct-current stimulation (tDCS) on endurance exercise performance are not yet fully understood. Different stimulated areas and low focality of classical tDCS technique may have led to discordant results. Purpose: This study investigated the effect of a bilateral anodal high-definition tDCS (HD-tDCS) of the dorsolateral prefrontal cortex on the cycling time-trial (TT) performance and physiological and perceptual response at moderate intensity in elite cyclists. Methods: A total of 8 elite cyclists (maximal oxygen consumption: 72.2 [4.3] mL·min−1·kg−1) underwent in a double-blind, counterbalanced, and randomized order the experimental treatment (HD-tDCS) or control treatment (SHAM). After 20 minutes of receiving either HD-tDCS on the dorsolateral prefrontal cortex (F3 and F4) or SHAM stimulation, the participants completed a constant-load trial (CLT) at 75% of the second ventilatory threshold. Thereafter, they performed a simulated 15-km TT. The ratings of perceived exertion, heart rate, cadence,  oxygen consumption, and respiratory exchange ratio were recorded during the CLT; the ratings of perceived exertion and heart rate were recorded during the TT. Results: The total time to complete the TT was 1.3% faster (HD-tDCS: 1212 [52] s vs SHAM: 1228 [56] s; P = .04) and associated with a higher heart rate (P < .001) and a tendency toward higher mean power output (P = .05). None of the physiological and perceptual variables measured during the CLT highlighted differences between the HD-tDCS and SHAM condition. Conclusions: The findings suggest that bilateral HD-tDCS on the dorsolateral prefrontal cortex improves cycling TT performance without altering the physiological and perceptual response at moderate intensity, indicating that an upregulation of the prefrontal cortex could enhance endurance exercise performance.

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Jean-Francis Gréhaigne and Paul Godbout

Purpose: The researchers discuss the debate of ideas (DoI) and student understanding conducted on questioning and student answers or discussions in game-based approaches and on DoI as used in the tactical-decision learning model. Literature Review: Literature regarding types of questions and expected student answers and questioning for learning in game-based approaches is reviewed. In addition, a brief overview of the context in which DoI was originally developed is presented. Findings and Discussion: Studies that used DoI are discussed with regard to the management of game play and observation, DoI content and the dynamics of student discussions, and impact on game play statistics and on students’ tactical knowledge. Challenges for teachers and students are discussed, as a student-centered approach encourages changes in traditional teacher and student roles. Finally, the importance of understanding the internal logic of team sports for solving tactical problems and learning is discussed.

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ZáNean McClain, Daniel W. Tindall, and Jill Pawlowski

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Senlin Chen, Yang Liu, Jared Androzzi, Baofu Wang, and Xiangli Gu

Purpose: The purpose of this study was to evaluate the limited efficacy of a high-intensity interval training (HIIT)-based fitness education unit in middle school physical education (PE). Method: The study took place in six PE classes at one middle school located in the southern United States. The authors conveniently assigned the classes to treatment (n = 3 classes; 113 students) or control (n = 3 classes; 119 students) groups. Two trained PE specialists implemented the HIIT lessons two to three times per week for 8 weeks. The authors collected mixed methods data at the student, class, and teacher levels for the evaluation. Results: The focus group teacher interview with the teachers, field observations, and accelerometer-determined in-class physical activity data revealed sound implementation fidelity. The HIIT-based fitness education condition also showed greater improvement in physical activity and fitness knowledge and attenuated decline in curl-up scores compared with the control. Conclusion: The findings support the limited efficacy of implementing HIIT for fitness education in middle school PE programs.

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Xiuye Xie, Phillip Ward, Daekyun Oh, Yilin Li, Obidiah Atkinson, Kyuil Cho, and Mijoo Kim

Purpose: This study had two purposes. One purpose was to explore preservice physical education teachers’ development of adaptive competence in six core practices during planning and teaching in physical education. The second purpose was to understand how rehearsals and repeated teaching as two pedagogies of practice-based teacher education were perceived by preservice teachers in their development of adaptive competence. Methods: This was a mixed-methods study using descriptive analysis to analyze data collected from lesson plans and a collective case study to analyze semistructured interviews. Findings: Preservice teachers made the most adaptations in the core practices of coordinating and adjusting instruction, establishing rules and routines, and providing precise instruction. Rehearsals and repeated teaching were perceived as effective strategies to facilitate the development of adaptive competence in teaching. Conclusions: Findings are discussed in terms of three contemporary teacher education conceptualizations: (a) adaptive competence, (b) core practices in physical education, and (c) practice-based teacher education pedagogies.

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Joseph O.C. Coyne, Robert U. Newton, and G. Gregory Haff

Purpose: A simple and 2 different exponentially weighted moving average methods were used to investigate the relationships between internal training load and elite weightlifting performance. Methods: Training impulse data (sessional ratings of perceived exertion × training duration) were collected from 21 elite weightlifters (age = 26.0 [3.2] y, height = 162.2 [11.3] cm, body mass = 72.2 [23.8] kg, previous 12-mo personal best total 96.3% [2.7%] of world record total) during the 8 weeks prior to the 2016 Olympic Games qualifying competition. The amount of training modified or cancelled due to injury/illness was also collected. The training stress balance (TSB) and acute to chronic workload ratio (ACWR) were calculated with the 3 moving average methods. Along with the amount of modified training, TSB and ACWR across the moving average methods were then examined for their relationship to competitive performance. Results: There were no consistent associations between performance and training load on the day of competition. The volatility (SD) of the ACWR in the last 21 days preceding the competition was moderately correlated with performance across moving average methods (r = −.41 to .48, P = .03–.07). TSB and ACWR volatility in the last 21 days were also significantly lower for successful performers but only as a simple moving average (P = .03 and .03, g = 1.15 and 1.07, respectively). Conclusions: Practitioners should consider restricting change and volatility in an athlete’s TSB or ACWR in the last 21 days prior to a major competition. In addition, a simple moving average seemed to better explain elite weightlifting performance than the exponentially weighted moving averages in this investigation.