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Jence A. Rhoads, Marcos Daou, Keith R. Lohse and Matthew W. Miller

interaction. Thus, interacting with another person, even via internet, may be more rewarding than interacting with a camcorder. Crucially, a more rewarding social interaction may increase the release of dopamine in the brain ( Clark & Dumas, 2015 ), and dopamine is integral to learning ( Wise, 2004

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Trisha Patel and Neeru Jayanthi

to other adults…[because he] learn[ed] the courtesy of golf and the good behavior of golf”. These quotations highlight the positive social interactions that sports provide for children, not only amongst their peers but also amongst coaches, family, and other members of the athletic community. On the

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Nicholas M. Watanabe, Grace Yan, Brian P. Soebbing and Ann Pegoraro

consumer demand. By aggregating individual behaviors and controlling for factors such as technology and market size, results of group behaviors can be estimated to direct the inquiry toward more complex social interactions including, most notably, discriminatory patterns directed at certain social groups

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Anna Stodter and Christopher J. Cushion

active knowledge construction through social interaction ( Phelan & Griffiths, 2018 ; Stodter & Cushion, 2017 ). Perceptibly, if the role of impactful coach development is to accelerate learning processes ( Lyle, 2007 ), coach developers play a notable yet often overlooked part in this sociocultural and

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Megan B. Shreffler, Adam R. Cocco, Regina G. Presley and Chelsea C. Police

information processing strategies influence a learner’s ability to perceive, remember, think, and problem solve ( Messick, 1976 ). Claxton and Murrell ( 1987 ) divided learning styles into four categories: personality models, information processing models, social interaction models, and instructional

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Tom Mitchell, Adam Gledhill, Mark Nesti, Dave Richardson and Martin Littlewood

constructionist epistemology, which are underpinned by an interpretive paradigm in the belief that reality is based on subjective experiences influenced by social forces ( Sparkes & Smith, 2013 ). We understand knowledge to be constructed through the social interaction between researchers and interviewees

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G. Matthew Robinson, Mitchell J. Neubert and Glenn Miller

experience issues that require action and then reflect on such action ( Johnson & Spicer, 2006 ), thus providing a potential lifelong influence on students’ social interaction skills, awareness of social responsibility issues, and an ability to contribute to others ( Bennett et al., 2003 ). When presenting

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Allison Ross, Ja Youn Kwon, Pamela Hodges Kulinna and Mark Searle

, their social interactions, and environments. 57 – 59 Several researchers have developed models to explain the factors that influence ATS behavior (eg, McMillan, 60 Mitra, 12 Panter et al, 61 Pont et al, 62 Sirard and Slater 63 ), supporting the complexity of ATS behavior. For example, given

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Pierre Lepage, Gordon A. Bloom and William R. Falcão

. The learning of the current participants was also impacted by their social interactions with staff members and athletes’ parents, a finding that appeared to be more pronounced than in previous research ( Cregan et al., 2007 ; Fairhurst et al., 2017 ; Tawse et al., 2012 ). Given that parents in the

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Eva Guijarro, Ann MacPhail, Sixto González-Víllora and Natalia María Arias-Palencia

choice, practice, and reflection. Physical education plays a crucial role in the moral development of children because it is a context where a great deal of social interaction occurs among pupils and between pupils and teachers ( Jacobs et al., 2013 ). There are opportunities to connect and interact with