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Louisa R. Peralta, Claire L. Marvell and Wayne G. Cotton

explore the short-term influence of a sustainable service-learning program on first-year PETE preservice teachers’ knowledge and skills. Specifically, this research study is a precursor to a broader study that will invite service-learning communities to provide insights into the influence of the service

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Alessandro Quartiroli, Sharon M. Knight, Edward F. Etzel and Rebecca A. Zakrajsek

viewed as fundamentally positive. Previous literature has investigated various approaches that psychology practitioners have employed to foster and sustain their careers by counteracting negative aspects of their professional work and promoting their professional well-being (e.g.,  Ganey, 2005 ; Rupert

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Teri Todd, Greg Reid and Lynn Butler-Kisber

Individuals with autism often lack motivation to engage in sustained physical activity. Three adolescents with severe autism participated in a 16-week program and each regularly completed 30 min of cycling at the end of program. This study investigated the effect of a self-regulation instructional strategy on sustained cycling, which included self-monitoring, goal setting, and self-reinforcement. Of particular interest was the development of self-efficacy during the physical activity as a mediator of goal setting. A multiple baseline changing criterion design established the effectiveness of the intervention. The results suggest that self-regulation interventions can promote sustained participation in physical activity for adolescents with severe autism.

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Hermann-J. Engels, John C. Wirth, Sueda Celik and Jodee L. Dorsey

This study assessed the influence of caffeine on metabolic and cardiovascular functions during sustained, light intensity cycling and at rest. Eight healthy, recreationally active adults participated in four randomly assigned, double-blind experimental trials of 60 min upright seated cycle exercise (30% VO2max) or equivalent rest with caffeine (5 mg ⋅ kg−1) or placebo consumed 60 min prior to data collection. Gas exchange was measured by open-circuit spirom-etry indirect calorimetry. Global blood flow was evaluated by thoracic impedance cardiography and arterial blood pressure by auscultation. A repeated measures ANOVA indicated that pretrial caffeine increased oxygen uptake and energy expenditure rate (p < 0.05) but did not change respiratory exchange ratio. Systolic, diastolic, and mean arterial blood pressure were elevated following caffeine intake (p < 0.05). Cardiac output, heart rate, stroke volume, and systemic vascular resistance were not significantly different between caffeine and placebo sessions. For each of the metabolic and hemodynamic variables examined, the effects of caffeine were similar during constant-load, light intensity cycling and at rest. These data illustrate that caffeine's mild thermogenic influence can be mediated without a major shift in substrate oxidation mixture. Caffeine at this dosage level alters cardiovascular dynamics by augmenting arterial blood pressure.

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Paul Salmon, Scott Hanneman and Brandon Harwood

We reviewed and summarize the extant literature on associative/dissociative cognitive strategies used by athletes and others in circumstances necessitating periods of sustained attention. This review covers studies published since a prior publication by Masters and Ogles (1998), and, in keeping with their approach, offers a methodological critique of the literature. We conclude that the distinction between associative and dissociative strategies has outlived its usefulness since initially proposed in an earlier era of ground-breaking research by Morgan and Pollock (1977) that was influenced to some extent by psychodynamic thinking. In recent years there has been an evolutionary shift in concepts of sustained attention toward mindfulness—moment-by-moment attention—that has had a significant impact on conceptual models and clinical practice in diverse areas including stress management, psychotherapy, and athletic performance. We propose that future research on cognitive activity in sustained performance settings be embedded in a mindfulness-based conceptual model.

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Michelle Flemons, Fiona Diffey and Dominic Cunliffe

established school expectations ( Tinning, 1988 ). These future teachers will then have the opportunity to become sustainable practitioners who will employ authentic teaching approaches in line with promoting physical literacy and hopefully also influence the socialization process of future generations

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Juan Andrés Merino-Barrero, Alfonso Valero-Valenzuela, Noelia Belando Pedreño and Javier Fernandez-Río

Purpose: To assess the impact of a sustained Teaching for Personal and Social Responsibility program in Physical Education. Method: There were 72 primary and secondary education students (11–13 years), enrolled in two different schools, and their four teachers were randomly distributed into an experimental group (n = 35) and a nonequivalent group (n = 37) by their schools’ administration. A pre-/posttest, repeated-measures nonequivalent group design was used. The two teachers of the experimental group implemented a Teaching for Personal and Social Responsibility program, whereas the two teachers of the nonequivalent group used Direct Instruction in their classes over four consecutive learning units (29 sessions, 5 months). Results: Students in the experimental group significantly increased their personal and social responsibility (p < .01), self-determined motivation (p < .01), basic psychological needs satisfaction (competence, autonomy, and relatedness; p < .01), sportsmanship (p < .05), and intention to be physically active outside school (p < .05). Conclusion: The Teaching for Personal and Social Responsibility program was more able to increase students’ self-determined motivation and to generate positive psychosocial consequences than the Direct Instruction approach.

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Guro Strøm Solli, Espen Tønnessen and Øyvind Sandbakk

of helping an overtrained athlete to regain sustainable high performance. In a recent study, we investigated the longitudinal training characteristics of the world’s best female XC skier. 4 After being the world’s highest ranked female XC skier from 2004 to 2006, the athlete experienced a critical

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Christoph Rottensteiner, Niilo Konttinen and Lauri Laakso

The main purpose of this study was to examine the links of coach-athlete relationship (CAR) and perceived coach-created motivational climate to persistence in youth sport. A total of 1692 persistent and 543 withdrawn football, ice hockey, and basketball players, aged 15–16 years, completed the Coach-Athlete Relationship Questionnaire and the Perceived Motivational Climate Sport Questionnaire. Results indicated that persistent players reported higher scores in CAR and task-climate than withdrawn players. Persistent players also represented higher competition level, higher amount of training, and more years of involvement in sport than withdrawn players. Cluster analysis identified three profiles: 1) High CAR, high task climate, and moderate ego climate, 2) Moderate CAR, moderate task climate, and moderate ego climate, and 3) Low CAR, low task climate, and high ego climate. Differences between profiles were found in terms of relative proportion of continuing players, competition level, and amount of training. In all, Profile 1 appeared to be the most beneficial from the perspective of sport persistence. The present findings lend support for the view that coach-athlete relationship and motivational climate together can have implications for young athletes’ maintenance in organized sports.

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Inez Rovegno and Dianna Bandhauer

This case study tells the story of an in-service elementary physical education teacher, who made a large-scale change from an activities approach to a movement approach based, initially, on “Every Child a Winner” (Rockett & Owens, 1977). Five psychological dispositions facilitated the development of the teacher’s knowledge: (a) the disposition to understand the approach accurately and deeply and to do the job right, (b) the disposition to accept that the approach was difficult to learn and to persist in seeking clarification, (c) the disposition to justify and develop a practice in keeping with a sound educational philosophy and theoretical foundations, (d) the disposition toward change and to learn and implement new ideas, and (e) the disposition to suspend judgment of new ideas. Dispositions can be important aspects of teacher thinking and can help to explain successful knowledge development and teacher change.