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Children, Young Adults, and Older Adults Choose Different Fast Learning Strategies

Dalia Mickeviciene, Renata Rutkauskaite, Dovile Valanciene, Diana Karanauskiene, Marius Brazaitis, and Albertas Skurvydas

that our task had three aspects: reaction time (RT), speed of movement, and accuracy of movement. Thus, the main aim of the study was to establish whether there were differences in speed–accuracy movement task adaptation-based learning strategies between children, adults, and older adults. Methods

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Innovative Teaching and Learning Strategies in Kinesiology

Peter F. Bodary and M. Melissa Gross

Although the use of active-learning strategies in the classroom is effective, it is underutilized due to resistance to change from the traditional classroom, a limited evidence base for optimizing engaged learning, and limited support for faculty to overhaul their course structure. Despite these barriers, engaged learning is highly relevant, as the expected job skills of graduates continue to grow and are biased away from rote memorization and toward critical thinking and communication skills. The STEM (science, technology, engineering, and math) disciplines continue to accrue evidence demonstrating that different engaged-learning formats provide for better learning and preparation for careers. This article describes 2 innovative course formats the authors have used to increase student engagement and enhance competence in the areas of critical thinking, evidence gathering, and scientific communication. Furthermore, the authors discuss what they have learned while applying these teaching approaches to the development of new courses and the enhancement of established courses.

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Examining the Interrelations among Knowledge, Interests, and Learning Strategies

Bo Shen and Ang Chen

Guided by the Model of Domain Learning (MDL), the study was designed to explore the extent of interrelations among prior knowledge, learning strategies, interests, physical engagement, and learning outcomes in a sixth-grade (N = 91) volleyball unit. Pearson product-moment correlations and a path analysis were conducted for the research purpose. The results showed that students’ prior knowledge, learning strategies, and interests were interrelated. Physical engagement and learning outcomes were directly influenced by the interactions among prior knowledge, interests, and learning strategies. The findings in the study support that learning in physical education is domain-specific and a progressive process that encompasses both cognitive and affective components.

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An Examination of Learning Profiles in Physical Education

Bo Shen and Ang Chen

Using the model of domain learning as a theoretical framework, the study was designed to examine the extent to which learners’ initial learning profiles based on previously acquired knowledge, learning strategy application, and interest-based motivation were distinctive in learning softball. Participants were 177 sixth-graders from three middle schools. A hierarchical cluster analysis was conducted to determine what kinds of learning profiles would result from the interactions among prior knowledge, learning strategies, and interest. The results revealed that individual learners could be classified into subgroups with distinctive learning characteristics. It is supported that learning in physical education is a progressive process that involves both cognitive and affective dimensions. An effective physical education curriculum should address both knowledge and skill acquisition and motivation simultaneously.

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Exploring Different Forms of Technology-Enhanced Learning Strategies in a Handball Coach Education Program

Eoin Murray, Kirsten Spencer, and Blake Bennett

, A.P. , & Gould , D.R. ( 2014 ). Evaluating a problem-based group learning strategy for online, graduate-level coach education . Kinesiology Review, 3 ( 4 ), 227 – 234 . Erickson , K. , Bruner , M.W. , Macdonald , D.J. , & Côté , J. ( 2008

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Students’ Help Seeking during Physical Education

Susan B. Nye

Seeking help with academic tasks has been regarded as an important strategy to enhance student learning (Newman, 1994; Ryan, Gheen, & Midgley, 1998; Zimmerman & Martinez-Pons, 1986). Seeking help is conceptualized as student-initiated efforts to secure task information or solicit advice when a deficiency in their understanding of the content exists (Newman & Schwager, 1995; Zimmerman & Martinez-Pons, 1986). An interpretive qualitative research design utilizing a case study approach was used to explore middle school students’ help-seeking instances during their physical education classes. Ten students (6 females and 4 males) were selected from two middle schools. The students’ participated in two semistructured interviews regarding their help-seeking behaviors. Constant comparative analysis was used to analyze the interview data. Results indicated students would seek help to clarify or enhance understanding of an activity or to get a good grade and cited reluctance to seek help owing to their desire for independent mastery or the perceived risk of embarrassment in front of their peers.

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Evaluating a Problem-Based Group Learning Strategy for Online, Graduate-Level Coach Education

Andrew P. Driska and Daniel R. Gould

Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.

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Effectiveness of a Global Learning Strategy Practiced in Different Contexts on Primary and Transfer Self-Paced Motor Tasks

Robert N. Singer, Charmaine DeFrancesco, and Lynda E. Randal

(Singer, 1986) on achievement in laboratory and simulated self-paced sport tasks were investigated. Forty undergraduates were randomly stratified according to gender into four treatment groups: (a) a strategy group that initially practiced the strategy while learning the laboratory task (SL), (b) a laboratory control group that began the experiment by learning the task without the strategy (CL), (c) a strategy group that initially applied the strategy to the learning of an applied sport task (SA), and (d) a control group that initially learned the sport task without the strategy (CA). Following the completion of 48 trials with the primary task, all groups performed 50 trials on a transfer task. ANOVAs indicated that both strategy groups performed significantly better than their respective control groups in the primary tasks. Results of the transfer task indicated that the SA group performed at the same level as the SL group but outperformed both control groups. It was concluded that the strategy facilitates achievement in laboratory as well as applied self-paced tasks.

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Coach Development: In Situ Examples of Translating Research Into Practice Within Strength and Conditioning

Andy Gillham and Christoph Szedlak

account highlights how my philosophy guides what I do. Moreover, we hope it showcases how what often is considered an academic, difficult-to-understand and implement pedagogical learning strategy can become an integrated, valuable part of S&C coach development. Consequently, we highlight how in situ

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Goal-Directed Self-Talk Used During Technical Skill Acquisition: The Case of Novice Ultimate Frisbee Players

Alexander T. Latinjak, Marc Masó, and Nikos Comoutos

experience sampling [ Dickens, Van Raalte, & Hurlburt, 2017 ]), to verify and expand on the results of this study. Despite its limitations, this study has illustrated a self-regulated learning strategy, employed by novice Ultimate Frisbee players: goal-directed self-talk. Our results shed light on internal