Search Results

You are looking at 11 - 20 of 105 items for :

  • User-accessible content x
Clear All
Open access

Jan-Erik Romar and Magnus Ferry

the study course, to describe 10 significant didactical milestones (DMs; practical knowledge) that would guide their future teaching in PE. In this written reflective assignment, a DM was defined as a thought, theory, or philosophy that the PCTs believed could/should guide/direct their future work as

Open access

Hedda Berntsen and Elsa Kristiansen

Coaches play an important role in their athletes’ sport participation experiences, and they are often responsible for shaping athletes’ social environment ( Gilbert & Trudel, 2004 ; Matosic, Ntoumanis, & Quested, 2016 ). Self-Determination Theory (SDT; Ryan & Deci, 2017 ) distinguishes between

Open access

Jairo H. Migueles, Alex V. Rowlands, Florian Huber, Séverine Sabia and Vincent T. van Hees

one-stop overview of the GGIR package, the papers underpinning the theory of GGIR, and how research contributes to the continued growth of the GGIR package. How Open Source Software Can Contribute to Advances in the Field of Physical Activity Measurement GGIR contributes to scientific discovery by

Open access

Keith R. Lohse

than another (e.g., I study motor behavior more than neural control of movement), but we should all appreciate the balance between different levels of analysis ( Poggio, 2012 ). As our research questions change, so to do our measures, methods, and theories. Neurophysiology is important, but psychology

Open access

Peter Baggetta

The Teaching Games for Understanding (TGfU) model was first developed by Bunker and Thorpe in 1982 as a model for coaches to help players become more skillful players. Since then other versions of the model have been developed such as the tactical decision-learning model (Grehaigne, Godbout, & Bouthier, 2001) in France and the game–sense approach (Australian Sports Commission, 1991) in Australia and New Zealand. The key aspect of all the models is the design of well-structured conditioned and modified games that require players to make decisions to develop their game understanding and tactical awareness. However, both novice and experienced coaches often struggle with connecting theory to practice especially in the area of creating and developing contextualized games that actually transfer learning from training to performance in games. In order to effectively create and use games that transfer learning, coaches can use a Principles-Based approach to develop games. The Principles-Based approach removes the dichotomy of traditional drills versus games and instead combines the drills approach with a games-context approach that links principles to skills that allow for increased individual and team expertise development. This presentation will first describe a model for developing and connecting principles, policies, tactics and skills for team play. Following this the presentation will then describe how to use the principles to create contextualized games that connect practices with performance and progresses novice players toward becoming more competent performers.

Full access

Don Vinson, Polly Christian, Vanessa Jones, Craig Williams and Derek M. Peters

Inclusive and equitable processes are important to the development of sports coaching. The aim of this study was to explore how well UK coach education meets the needs of women sports coaches to make recommendations to further enhance the engagement of, and support for, aspiring and existing women coaches. The national governing bodies (NGBs) of four sports (Cycling, Equestrian, Gymnastics and Rowing) volunteered to participate and semistructured interviews using the tenants of Appreciative Inquiry (AI) within a Self Determination Theory (SDT) framework were undertaken with 23 coaches, eight coach educators and five NGB officers. The data themed into an analytic structure derived from SDT comprising ‘Autonomy: Freedom to coach’, ‘Coaching competence’, and ‘Relatedness and belonging’. The coaches perceived potential benefit from enhanced relatedness and belonging within their sport with the findings suggesting that NGBs should embrace coach-led decision making in terms of the developmental topics which are important and should adopt the development of competence, rather than assessing technical understanding, as the foundational principle of more inclusive coach education. Future research should investigate the impact of the inclusive practices which are recommended within this investigation such as the softening of the technocratic focus of formal coach education.

Open access

Pirkko Markula

: Science focuses on studying reality and what can be directly observed or “experienced” by (human) senses is “real” ( Hacking, 1983 ). Following this foundation, positivism rejects causality, explanation, theory, or thought that interfere with the objectivity of direct observation ( Hacking, 1983

Open access

Steriani Elavsky, Lenka Knapova, Adam Klocek and David Smahel

information was extracted: study design, country, study length/intervention duration, mean age, age range, number and type of participants, intervention type, mobile component, theory driven concept, available data on primary or secondary outcomes (PA, SB, and sleep behavior), and type of measurement of the

Full access

Kwame J.A. Agyemang, Brennan K. Berg and Rhema D. Fuller

, 2008 ; Lawrence & Suddaby, 2006 ). Defined, institutional work is described as “the practices of individuals and collective actors aimed at creating, maintaining, and disrupting institutions” ( Lawrence, Suddaby, & Leca, 2011 , p. 52). Bringing agency back into institutional theory, this body of

Full access

Matea Wasend and Nicole M. LaVoi

( Burton & LaVoi, 2016 ; LaVoi, 2016a ; LaVoi & Dutove, 2012 ) used ecological systems theory to summarize and highlight the many barriers and challenges women coaches face at the individual, interpersonal, organizational, and sociocultural levels within the occupational landscape of sport coaching. For