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Michelle Flemons, Fiona Diffey and Dominic Cunliffe

classroom pedagogy and the concept of physical literacy and develop independent lifelong physical activity habits in children independent of the governance of the school environment ( Lawson, 1984 ; Stran & Curtner-Smith, 2009 ). PSTs need to be able to understand the distinct difference between PE and

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Chan Woong Park and Matthew D. Curtner-Smith

, progressives described participating in a relatively good standard of physical education and had fewer experiences of competitive sport in extracurricular settings and outside of the school environment: I felt like PE was something fun during the day and I was very athletic. I just enjoyed being there

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Ye Hoon Lee, Hyungil Harry Kwon and K. Andrew R. Richards

in school environments ( Richards, Templin, & Gaudreault, 2013 ), which includes the emotions of teaching and emotional intelligence. This could include, for example, debriefing discussions following emotionally challenging field experiences in which preservice teachers are encouraged to reflect more

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James Mandigo, Ken Lodewyk and Jay Tredway

—Pacific . Canadian Sport for Life . ( 2015 ). Canada’s physical literacy consensus statement . Retrieved from http://physicalliteracy.ca/wp-content/uploads/2016/08/Consensus-Handout-EN-WEB_1.pdf Castelli , D.M. , Barcelona , J.M. , & Bryant , L. ( 2015 ). Contextualizing physical literacy in the school

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Aysha M. Thomas, Kayleigh M. Beaudry, Kimbereley L. Gammage, Panagiota Klentrou and Andrea R. Josse

act as barriers to PA (for which individuals have less control), a recent systematic review on these physical/environmental barriers suggested that it is of great importance to also focus efforts on adapting the school environment (ie, improving gym facilities and resources) to help increase PA

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Shirley Gray, Paul M. Wright, Richard Sievwright and Stuart Robertson

-going process of interaction between past, present, self, and context that allows us to learn from our day to day encounters. An important feature of the teachers’ learning in this study was the way they experienced TPSR, actively engaging with it in the busy, complex, and dynamic context of the school

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Robert G. Weaver, Aaron Beighle, Heather Erwin, Michelle Whitfield, Michael W. Beets and James W. Hardin

): 21 – 37 . doi:10.1123/jtpe.28.1.21 10.1123/jtpe.28.1.21 25. Coleman KJ , Geller KS , Rosenkranz RR , Dzewaltowski DA . Physical activity and healthy eating in the after-school environment . J School Health . 2008 ; 78 ( 12 ): 633 – 640 . PubMed doi:10.1111/j.1746-1561.2008.00359.x 10

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Tamara May, Nicole Rinehart, Lisa Barnett, Trina Hinkley, Jane McGillivray, Helen Skouteris, Delwyne Stephens and Debra Goldfinch

to play with other children in the school environment following their involvement in the football program. The involvement of fathers was also identified by parents as an important component of the program. Mothers are primarily involved in early intervention and research for their children with ASD

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Xiangli Gu, Senlin Chen and Xiaoxia Zhang

Physical literacy is not a brand new concept but has been revived in the past decade as researchers and practitioners strive to leverage the status of PE in the school environment ( Hastie, 2017 ; Whitehead, 2001 , 2013 ). A physically literate individual originally refers to someone who moves

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Dave H.H. Van Kann, Sanne I. de Vries, Jasper Schipperijn, Nanne K. de Vries, Maria W.J. Jansen and Stef P.J. Kremers

components, implementing more PSIs contributed to less time spent in SB in primary school children during recess. This effect was further enhanced by the intensity of PSIs and by implementation in a PA-supportive school environment. Acknowledgments We are grateful to all schools and children participating in