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Jeroen Koekoek and Annelies Knoppers

& Jarret, 2014 ). This approach to group activities implies that children develop more than only fundamental motor skills in PE. The social interactions involved in learning in a group also contain relational or affective elements ( Barker et al., 2015 ). The nature of these interactions suggests that

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Fallon R. Mitchell, Sara Santarossa and Sarah J. Woodruff

; Pegoraro, 2010 ). Research suggests that there are two main interactions that occur through media: parasocial interactions and social interactions ( Frederick et al., 2016 ). Parasocial interactions are one-sided interactions that occur between spectators (i.e., fans) and performers (i

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Amparo Escartí, Ramon Llopis-Goig and Paul M. Wright

, 2011 ) that characterize and distinguish it from others. One such element is a set of responsibility-based teaching strategies that promote or foster personal and social responsibility. These strategies include but are not limited to modeling respectful behavior, fostering social interactions

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Ralph Appleby, Paul Davis, Louise Davis and Henrik Gustafsson

will naturally empathize with their teammates and reflect commonly held team-based beliefs ( Shearer, Holmes, & Mellalieu, 2009 ). Athletes’ social interactions can influence how they cope with the physical and mental demands of participating in sport ( Gustafsson et al., 2011 ; Smith, 1986 ; Udry

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Marianne Jover, Mathilde Cellier and Celine Scola

, Adamson, Wise, & Brazelton, 1978 ), subjected the infants’ movements to microanalysis and described movement patterns associated with the social context. They provided a large volume of detailed descriptions of the qualitative aspects of infants’ motor behaviors during social interactions. Few

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Kelly P. Arbour-Nicitopoulos, Viviane Grassmann, Krystn Orr, Amy C. McPherson, Guy E. Faulkner and F. Virginia Wright

disabilities into the same activities; promoting social interactions and play (opportunities for fostering friendships and social acceptance) PedsQL 4.0 (Health-related Quality of life); Piers-Harris 2 Children’s Self Concept Scale (self-concept); Peer Sociometric Nomination Assessment (peer acceptance

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Melissa Bittner

and therapists alike ( Horvat, Block, Kelly, & Croce, 2019 ). Chapter 10 reviews common assessment tools and practices used to measure students’ behaviors, social skills, self-concept, play, and attitudes. Too often, many referrals for APE are based on behavior or social interaction challenges

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Lindley McDavid, Meghan H. McDonough, Bonnie T. Blankenship and James M. LeBreton

programs create contexts, where there are opportunities for high-quality social interactions and learning experiences and, as a result, participation in these programs has the potential to make meaningful contributions to the overall well-being of young people ( Damon, 2004 ). The opportunity to

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Haichun Sun and Tan Zhang

. Social constructivists argue that a learning environment with positive social interaction can facilitate students’ knowledge construction. According to social constructivism, learning relies heavily on social interactions and cultural influences. Yet, knowledge cannot exist without individuals

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Breanna E. Studenka and Kodey Myers

) peers do ( Baron-Cohen, 2001 ; Phillips, Baron-Cohen, & Rutter, 1998 ), leading to deficits in social interaction and communication. One explanation for this difficulty has been that children with ASD have an underdeveloped theory of mind, defined as the ability to understand the perspectives of