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Romana Puchegger and Toni Bruce

that enable adaptive practice. In so doing, it supports Keating et al.’s ( 2017 ) call for more research on “the complexity, nurturing, and reshaping of PE identities” (p. 162). Complexity Thinking Complexity thinking poses a significant challenge to many of the dominant ways in which teacher identity

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Summer Davis, Xihe Zhu and Justin Haegele

others can also be attributions for an outcome. Attributions are said to be adaptive when a success is attributed to internal, stable, and personally controllable factors (e.g., ability), and when a failure is attributed to factors that are internal, unstable, and personally controllable (e

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Christopher C. Webster, Jeroen Swart, Timothy D. Noakes and James A. Smith

intensities required for elite competition, which rely heavily on glucose oxidation for energy production. 2 , 3 This case study documents a 34-year-old male elite-level endurance athlete. He is exceptionally well fat-adapted having followed a strict LCHF diet, which included only ingesting plain water

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Timothy W. Cacciatore, Patrick M. Johnson and Rajal G. Cohen

lines are seat-off. Alexander teachers had an early and gradual rise in underfoot force, while control subjects had an abrupt rise just before seat-off across all movement durations.  Adapted from Journal of Neurophysiology, 112 (3), Cacciatore, T.W., Mian, O.S., Peters, A., & Day, B

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Chantelle Zimmer, Janice Causgrove Dunn and Nicholas L. Holt

). Coping is the process of dealing with difficult situations; it requires a person to adapt what he or she does in different contexts to take into account the personal skills and/or social resources needed to adequately address these demands. While researchers continually allude to certain coping responses

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Justin A. Haegele and T. Nicole Kirk

physical education, such as poorly trained teachers and paraeducators, a lack of support, and a lack of adapted equipment ( Perkins, Columna, Lieberman, & Bailey, 2013 ). Because of these factors, differences between youth with visual impairments and others tend to be emphasized during physical education

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Mark R. Lyberger

accentuates the use of cooperation, communication, discernment, foresight, tolerance, responsibility, respect, honesty, integrity, and humility, to name a few. Learning from mistakes and adapting in an ever-changing environment are part of the educational process. We learn as much or more from losing as we do

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Insook Kim, Phillip Ward, Oleg Sinelnikov, Bomna Ko, Peter Iserbyt, Weidong Li and Matthew Curtner-Smith

sustainability as an educational practice. Such a position recognizes that teachers will always need to adapt an evidence-based practice for the varying education contexts they find themselves. The professional judgments of teachers are not only informed by evidenced-based practice, but they are also informed by

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Arya M. Sharma, Donna L. Goodwin and Janice Causgrove Dunn

complications. Before presenting the interview, the importance of Dr. Sharma’s ideas, as a professional from outside the field of adapted physical activity (APA), is worthy of note. The conceptualization of disability has evolved over time in the field of APA, shifting from an individual focus on disability

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Emily R. Hunt and Melissa C. Day

participants described the different emotional and bodily sensations during adapted sport. For example, “you sweat but it is not the same as running for me” (Douglas), and “I would compare myself to the people on the treadmill in the gym thinking that is what I have become, I’m becoming a casual runner, I run