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Delivering Engaging Content for Online Education: Key Principles and Solutions

Todd A. Gilson and Jinhong Jung

The present state of higher education is in a period of transition as alternative forms of content dissemination via blended learning and exclusively online class models continue to expand. In addition, traditional universities face increased pressure to deliver content “on-demand” for the learner from an increasing number of nonprofit and for-profit organizations. In this article, key principles for creating and distributing content for online education are discussed. Furthermore, solutions used by the authors in their own teaching are shared as an additional resource for the reader. Finally, the benefits and drawbacks of two widely known software platforms are explored as they relate to the functionality of delivering content online to students.

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Evaluation of Agreement Between Participant and Expert on Jump-Landing Characteristics During a 4-Week Intervention

Hayley M. Ericksen, Brian Pietrosimone, Phillip A. Gribble, and Abbey C. Thomas

traditional feedback group was shown a PowerPoint (Microsoft Corp, Redmond, WA) presentation explaining the major goals of jump-landing prior to each set of 6 jumps off a 30-cm-high box placed 50% of their height away from the target landing area. In addition to the PowerPoint presentation, participants in

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Females Decrease Vertical Ground Reaction Forces Following 4-Week Jump-Landing Feedback Intervention Without Negative Affect on Vertical Jump Performance

Hayley M. Ericksen, Caitlin Lefevre, Brittney A. Luc-Harkey, Abbey C. Thomas, Phillip A. Gribble, and Brian Pietrosimone

feedback group were first given instruction prior to the start of the intervention using a PowerPoint presentation (Microsoft Corp, Redmond, WA) and a standardized verbal explanation of the major goals of the jump-landing task (Table  2 ). This PowerPoint presentation was modified from the checklist for

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Understanding Disability: Biopsychology, Biopolitics, and an In-Between-All Politics

Dan Goodley

is a taste of what I do (borrowing from Jill). PowerPoint Slide 1 As we learned in Week 1, autism is currently diagnosed based on observed impairments in three areas. PowerPoint Slide 2 “Triad of Impairments” ( Wing, 1981 ) • Language and communication • Social and emotional development

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Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms

Emily Dane-Staples

nine active learning techniques listed, one nonactive learning technique (lecture with PowerPoint), and two open-ended options where students could write in other activities that they felt were part of their learning. Gender and Sport had the same number of pedagogical prompts, but five were different

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Digital Development and Technology in Sport: A Course to Improve Digital Literacy in the Sport Management Curriculum

Nicholas Swim, Regina Presley, and Erica Thompson

need for entry-level job candidates to understand basic digital literacy across core digital platforms (Microsoft: PowerPoint and Excel; Adobe: Photoshop, InDesign, and Premiere Pro). The development of this course content focused on exposing students to several identified sport industry

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Action Sports and the Olympic Games: Past, Present, Future

Douglas Booth

groups. Their account of the presentation to a closed session of the IOC executive illuminates the politics of research and how they defended their positions and maintained their scholarly integrity: [T]he PowerPoint that we had prepared was “checked over” several times by [staff from the IOC’s sport

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Expanding Learning Opportunities in Kinesiology Through the Use of Flipped Instruction

Chad M. Killian and Amelia Mays Woods

learning. Negative Perceptions Negative student perceptions related to the online content are also reported. A pattern of difficulties emerged related to the preclass, preparatory requirements of the flipped learning approach (i.e., watching videos, viewing PowerPoints, identifying areas of confusion

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Sports Ethics for Sports Management Professionals (2nd Edition)

Andy Gillentine

potential ethical situations they will be faced with during their careers. The authors also supply a useful instructor’s manual and a test bank with a variety of questions (objective and subjective) for each chapter. A set of basic PowerPoint slides is also available to adopters of this text, which are

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Developing Coaches’ Knowledge of the Athlete–Coach Relationship Through Formal Coach Education: The Perceptions of Football Association Coach Developers

Andrew Newland, Colum Cronin, Gillian Cook, and Amy Whitehead

Coach Developer 7 years 13 Note. FA = Football Association; UEFA = Union of European Football Associations. Table 3 Documents Analysed UEFA B License syllabus UEFA A Licence syllabus The FA UEFA B License workshop PowerPoint slides The FA UEFA A License PowerPoint slides containing all course tasks The