Search Results

You are looking at 1 - 10 of 1,890 items for :

  • Physical Education and Coaching x
Clear All
Restricted access

Luke Oldridge, Lee Nelson, Kenny Greenough and Paul Potrac

This paper examines how the learning biography of Jack (pseudonym), an experienced track and field athletics coach, shaped his thoughts about coaching practice. Data were collected through seven in-depth, semistructured, narrative-biographical interviews that formed part of a cyclical and iterative data analysis process. Our analysis of Jack’s narrative revealed how his understanding of two distinct features of his coaching practice (i.e., implementation of periodization and pedagogical delivery style) developed in contrasting ways. Jack’s story was primarily, although not exclusively, interpreted using Alheit’s concepts of biographical learning and biographicity, Biesta and Tedder’s writings on agency and learning in the life-course, and Jarvis’ discussion of learning as a process of becoming. The findings of this study raise significant questions for how the field of sports coaching seeks to understand coach learning.

Restricted access

Elizabeth J. Durden-Myers and Margaret E. Whitehead

The concept of physical literacy is increasing in popularity in both policy and practice in the fields of sport, health, education, and recreation in several countries around the globe ( Lundvall, 2015 ; Jurbala, 2015 ). With this increased popularity, so too are the calls for research in relation

Restricted access

Rafael A. B. Tedesqui and Bradley W. Young

Research on athletes’ personalities has always been of interest to coaches. In fact, some of the earliest work in sport psychology concerned itself with aligning coaching and leadership practices with athletes’ personalities to ensure best performance in competition (e.g.,  Griffith, 1925 ). This

Restricted access

Cara Shearer, Hannah R. Goss, Lowri C. Edwards, Richard J. Keegan, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers and Lawrence Foweather

, researchers have endeavored to elaborate on what the concept means and how it can be applied in practice. Nevertheless, research published on the concept of physical literacy has provided a diverse array of perspectives ( Dudley, Cairney, Wainwright, Kriellaars, & Mitchell, 2017 ; Edwards et al., 2017

Restricted access

Philippe Crisp

concerning how coaches can best achieve and meet wider social policy objectives through their practice. The issue then is that we know that sporting programs are not always effective ( Coalter, 2013 ), so we need to find out what makes successful programs. In short, if community projects work, we should also

Restricted access

Andrew E. Alstot

Token economies have a long research and applied history within clinical settings and classroom education (Kazdin, 1982). However, despite reported successes in improving physical activity behaviors (Alstot, 2012), research examining token reinforcement implemented specifically in physical education is virtually nonexistent. Therefore, the purpose of the current study was to examine the effects of a peer-administered token economy on the jump rope behaviors of elementary physical education students. An alternating treatments design was used to assess the effects of the intervention. Participants were alternated between five baseline and five token economy sessions while response differentiation between the two phases was assessed. Results indicated that nine out of ten participants showed an increase in the number of successful jump rope practice trials during token reinforcement sessions as compared with baseline sessions. Based on the results of the study, it was concluded that peer-administered token economies can be useful tools for physical educators.

Restricted access

Boris Dugonjić, Saša Krstulović and Goran Kuvačić

adverse effect on health, physiological, and psychological status of athletes, there are important ethical implications of RWL that are often neglected ( Artioli et al., 2016 ). For example, some researchers question if it is ethically justified to tolerate athletes practicing RWL, when facing

Restricted access

Phillip Ward

content knowledge (PCK). Given this description of teaching, teacher educators face a daunting task to help novices learn to teach within the limits of a curriculum defined by a set of fixed credit hours. In recent years, core practices have been proposed both as a strategy to help novices successfully

Restricted access

Niek Pot, Margaret E. Whitehead and Elizabeth J. Durden-Myers

both policy and practice in the fields of sport, health, education, and recreation in several countries around the globe ( Haydn-Davies, 2010 ; Higgs, 2010 ; Jurbala, 2015 ; Pot & van Hilvoorde, 2013 ). Physical literacy probably appeals to practitioners and policymakers in these fields because the

Restricted access

Reid Reale, Gary Slater and Louise M. Burke

weight divisions between combat sports affect these recovery efforts. Factors aside from competition regulations and physiological requirements influence weight loss practices, including psychology, level of competition, sporting culture, as well as the wider environment. 1 , 15 For example, differences