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Nicholas S. Washburn, K. Andrew R. Richards and Oleg A. Sinelnikov

being met are more likely to employ need-thwarting teaching approaches ( Katz & Shahar, 2015 ; Roth, Assor, Kanat-Maymon, & Kaplan, 2007 ). Considering the link between teachers’ PNS and student motivation, it is important to identify the factors that are associated with physical educators’ PNS

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Hans van der Mars

of developing pedagogy around personal and social goals for many decades. This is not as true in other subject matter areas. PE teachers, especially those comfortable with TPSR and adventure-based teaching approaches (or those that go beyond posting the Hellison Levels in the gym) should be

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Siu-Ming Choi, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy and Feng-Min Wei

. PubMed ID: 22818937 doi: 10.1016/S0140-6736(12)60646-1 Haydn-Davies , D. ( 2010 ). Physical literacy and learning and teaching approaches . In M.E. Whitehead (Ed.), Physical literacy: Throughout the lifecourse (pp.  185 – 194 ). Oxon, UK : Routledge . Hoy , A.W. , & Spero , R.B. ( 2005

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Chad M. Killian, Amelia Mays Woods, Kim C. Graber and Thomas J. Templin

During the time of this study, both authors acknowledged that online and blended instruction in PE had positive potential as a means to support quality PE, as well as conceivable drawbacks. They viewed online and blended teaching approaches as tools that could support PE teachers in providing quality

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Stephen Harvey and Brendon Hyndman

education professionals’ and their students’ learning, oftentimes technologies are not used by practitioners in truly radical or innovative ways and, consequently, fail to impact students’ learning and engagement beyond more traditional teaching approaches ( Casey et al., 2017 ; Henderson, Selwyn, & Aston

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K. Andrew R. Richards and Victoria N. Shiver

classify this teaching approach. As we discuss later in the “Results” section of the manuscript, Don struggled with the term “model” because he found it to prescriptive and restrictive, which clashed with his view of TPSR as a flexible approach that could be adapted to the needs of instructors and program

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John Williams and Shane Pill

moment in a given lesson, where significant changes to student learning appeared, or where Author 1’s teaching approaches were considered to have a particular impact. Critical incidents were also used with the intention that they may illicit a connection of sorts with the reader, through fellow feeling

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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição and Ana Silva

philosophies and training methodologies. I enjoyed a lot their teaching approach” (C2). Another coach wrote in a reflective journal entry that he believed the course instructors were available and well versed in PYD theory: “The instructors made this course very dynamic because they made us reflect on theory

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Zenzi Huysmans, Damien Clement, Robert Hilliard and Adam Hansell

comes from my teaching approach because I was trained as a teacher. Never teach what the right answer is…Teach what the process of problem-solving is because that is what will stick with them. Modeling appropriate behaviours Several coaches emphasised the foundational value of the coach being a model

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Sarpreet Kahlon, Kiah Brubacher-Cressman, Erica Caron, Keren Ramonov, Ruth Taubman, Katherine Berg, F. Virginia Wright and Alicia J. Hilderley

Interviewer : Woah! That’s huge! That’s such an improvement! And how did that make you feel, seeing that you did so many more? Nala : Well, more tiring than before. Theme 3: “Teach Me How” Across all interviews, children identified the trainer’s teaching approach as important in facilitating their skill