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Tammy Sheehy, Sam Zizzi, Kristen Dieffenbach and Lee-Ann Sharp

initiated recognition of coaches’ need for professional development to perform optimally ( Mallett, Rynne, & Dickens, 2013 ). These advancements have been most notable in the establishment of international coaching organizations dedicated to the enhancement of high-quality coach education programs

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Catherine P. Abel-Berei, Grace Goc Karp, Marcis Fennell, Elisa Drake and Simon Olsen

healthy and active lifestyle; developing positive social and cooperative skills through PA; and professional development (PD) opportunities related to physical fitness, PE, and PA ( U.S. Department of Education, 2016 ). Through the assistance of a PEP grant, schools were able to purchase a number of

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Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg

preschool teachers’ readiness and professional development training in PE/PA ( Martyniuk & Tucker, 2014 ; McWilliams et al., 2009 ). Martyniuk and Tucker ( 2014 ) found that 802 of 1,113 (72.1%) of preservice early childhood educators attending college had not completed PE/PA-specific coursework in the

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Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff and Sally Taunton

CSPAP. This information can be used to direct teacher professional development initiatives so that they are tailored to meet the needs of physical education teachers with different degrees of DSI. Our second aim was to examine associations between physical education teachers’ DSI, perceived school

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Stephanie Mazzucca, Cody Neshteruk, Regan Burney, Amber E. Vaughn, Derek Hales, Truls Østbye and Dianne Ward

and professional development, PA policy, outdoor playtime provided, outdoor play environment, ST, ST practices, and ST policy. Subscores are then summed to determine the overall PA environment score, with potential scores ranging from 0 to 30. Higher subscores and overall score indicate better

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Duane Knudson, Ting Liu, Dan Schmidt and Heather Van Mullem

his or her professional development and advancement for the betterment of the department and the field of kinesiology ( Knudson, 2016 )? Faculty mentoring in teaching and service roles is also important ( Knudson, 2016 ). This is particularly relevant in departments at universities that emphasize

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Andrew P. Driska

) Developmentally-appropriate practices (13, 35) How & where you took the course (14, 26) Professional mindset (15, 32) Salient features & reactions (13, 31) Valuing education & professional development (9, 22) Limitations of online course (9, 23) Miscellaneous Attitudes (13, 33) Miscellaneous course perceptions

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Eric M. Martin, Scott J. Moorcroft and Tyler G. Johnson

values, objectives for coaching, and coaching philosophy. This type of coaching knowledge also emphasizes coaches’ capacity for engaging in continuing professional development throughout their careers and propensity for systematic and ongoing self-reflection. In order to continue their own development

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Artur Poczwardowski, Mark Aoyagi, Thomas Fritze and Mark Laird

knowledge of the sport; and delivering presentations to coaches and athletes as an important aspect of gaining entry. Second, SPP consultants need to continually invest in their own professional development (postgraduation, postcertification), reflective practice, and peer consultations to become more

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Niki Tsangaridou and Mary O’Sullivan

This study was motivated by the need to understand the role and function of teachers’ reflection as it “is” rather than as it “ought” to be. The focus of the study was to describe teachers’ reflection within the teaching and learning environment, as well as the role of reflection in their professional development. Participants were four experienced elementary and secondary physical education teachers from urban and suburban school districts. Data were collected through observations, interviews, and journals. Case analysis and crosscase analysis were employed in analyzing the data. Findings indicated that the participants’ microreflection, the type of reflection that informs teachers’ day-to-day practices, addressed pedagogical, content, ethical, moral, and social issues. Their reflections were situationally driven and contextually bound. Macroreflection, the type of reflection that informs teachers’ practices over time, influenced changes in the teachers’ classroom practice and professional development.