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Kelly S. Witte

The main purpose of this article is to present a student-centered learning approach for developing a working coaching philosophy. The strategy provided is appropriate for coaching educators to use with students as well as practicing coaches to reflect on their own development through personal experience and practice. It stems from the constructivist approach to learning and guides the reader or student through an active process of recollection, reflection, and critical thinking. During this progression, a personal construct of understanding is created from impact moments that have occurred to-date involving their sport and/or coaching experiences which shape their own philosophy.

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Andy Vasily, Tim Fletcher, Doug Gleddie, and Déirdre Ní Chróinín

, ultimately, there will be gaps in the teacher’s enactment of the innovation for a variety of reasons ( Penuel et al., 2014 ). For example, there may be areas of alignment or misalignment between the teacher’s personal beliefs, philosophy, or value system ( Ennis, 1992 ; Green, 2002 ) and the innovation, or

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Nick Wadsworth, Ben Paszkowec, and Martin Eubank

experience of working in professional football together, where we would regularly discuss our philosophy of practice and development as applied practitioners. Ben and I had met while studying for a degree in sport psychology (MSc) and developed a strong personal and professional relationship. I would

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Louise M. Burke, John A. Hawley, Asker Jeukendrup, James P. Morton, Trent Stellingwerff, and Ronald J. Maughan

ratio of energy contributed by CHO in the athlete’s diet as the single metric of the adequacy of CHO intake ( Burke et al., 2004 ). However, even this literature presents erroneous information. For example, proponents of low-CHO high-fat dietary philosophies commonly state that contemporary sports

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David K. Wiggins

reviews and critical assessments of issues pertaining to such diverse yet interrelated subdisciplinary areas as motor control, exercise physiology, psychology, history, philosophy, sociology, pedagogy, epidemiology, athletic training, biomechanics, and motor development. Some of the essays emanated from

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Joanne G. Mirtschin, Sara F. Forbes, Louise E. Cato, Ida A. Heikura, Nicki Strobel, Rebecca Hall, and Louise M. Burke

integrated with expert knowledge of food composition and menu planning to translate nutrient targets or dietary philosophies into food choices and meal patterns. Expertise is then needed to implement theoretical menus in real life. Practical issues include expense; food availability; opportunities and

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Association of Athletics Federations. Emmanuel Macedo is a PhD student in the Department of Kinesiology at the Pennsylvania State University. His research focuses on the history and philosophy of sport with a particular emphasis on the history and ethics of doping. His work in the ethics of doping centers on

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Thomas Haugen

higher intensity zones. At the same time, this knowledge was implemented when Norwegian cross-country skiing clarified its training philosophy, based on a mix of science and best practice, together with researchers Espen Tønnessen and Øyvind Sandbakk. This period of reflection was followed by a long

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David I. Anderson

during the twentieth century, fueled by the rising popularity of existentialism and phenomenology in philosophy and the growing influence of mind–body traditions and perspectives from the East, such as Eastern martial arts and yoga ( Eddy, 2009 ). Philosophers and educational theorists like John Dewey

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-distance walking, and social movement philosophies and strategies. He is currently developing a research agenda in sport ecology through the intersections of nature-based sport, physical activity, rural tourism, and environmental action. Louis Violette est docteur en histoire, rattaché au laboratoire VIPS 2 de l