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Andy Vasily, Tim Fletcher, Doug Gleddie, and Déirdre Ní Chróinín

In order to make sustainable change efforts that better meet the diverse needs and interests of students, there has been increased advocacy for and implementation of a variety of pedagogical approaches in physical education. Many of these approaches take the form of models, such as Sport Education

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R. Douglas Manning, Margaret C. Keiper, and Seth E. Jenny

Pedagogical innovation involving smartphone technology paired with complementary applications may offer sport management faculty the opportunity to create an environment of engaging instruction. Technologically enhanced and innovative assignments have the potential to stimulate student interest and critical-thinking skills by presenting new experiences and active learning opportunities via participatory education. Through the discussion of technology integration and pedagogical innovation when teaching millennial students, the purpose of this paper is to provide a conceptual framework—namely, the concerns-based adoption model (CBAM)—to introduce mobile technologies, such as Socrative and Twitter, into the sport management classroom.

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Jimmy Sanderson and Blair Browning

This essay discusses how Twitter can be used as a pedagogical tool for sport communication and sport management courses. Given the prevalence with which Twitter has penetrated the sport industry and the frequency with which college students use social media, Twitter is a complementary and viable classroom component. The essay provides ways in which Twitter can be used for formal assignments in the sport communication and sport management classroom. The essay concludes by discussing some challenges to using Twitter in the classroom, describing strategies for overcoming these barriers, and encouraging sport communication and sport management educators to embrace the culture of convergence that Twitter affords. The appendix offers detailed guidelines for the assignments discussed in the essay.

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Shane Pill, Brendon Hyndman, Brendan SueSee, and John Williams

There have been many critiques of physical education (PE; e.g.,  Evans & Davies, 2010 ; Green, 2014 ; Kirk, 2010 ; Pill, 2016a ). Overall, it is claimed that there is questionable pedagogy, curriculum design, content relevance, low levels of physical activity in PE, struggles to maintain student

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Ben Dyson, Donal Howley, and Yanhua Shen

. Regardless of terminology, evidence-based research and recent systematic and scoping reviews affirm that when contemporary pedagogies are implemented appropriately in PE, it can lead to the accomplishment of affective outcomes aligning with SEL competencies ( Opstoel et al., 2020 ; Teraoka et al., 2020

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Senlin Chen and Alex Garn

pedagogy scholars have done tremendous work to advance the research agenda on learning. Dr. Catherine D. Ennis was one the leading experts in the past 3 decades (1984–2017), who had a monumental impact on learning-related research in physical education. She left behind a wealth of knowledge relevant to

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James Mandigo, Ken Lodewyk, and Jay Tredway

that the focus on the physical outcomes related to physical literacy has dominated the scholarly literature on student learning in PE, and the majority of the pedagogical practices have focused on identifying strategies to enhance these physical outcomes (e.g., motor skills, increased physical activity

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Paul Kinnerk, Stephen Harvey, Philip Kearney, Ciaran MacDonncha, and Mark Lyons

Research into coaching practice needs to gain a fundamental understanding of what coaches actually do ( Brewer & Jones, 2002 ). Research into coaches’ practice, and more specifically coaching pedagogies, has received increased attention over the past decade ( Vinson, Brady, Moreland, & Judge, 2016

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Mike Rayner and Tom Webb

sport management courses that offer online options, hybrid classes, and blended learning practices embedded within a campus program. These courses have been designed with clear pedagogical principles and without the urgency of design that COVID-19 has forced upon the majority of campus-based programs

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Leah K. May and Matthew D. Curtner-Smith

A good amount of research now exists indicating that the views of physical education teachers about the purposes of their subject, content, pedagogy, and curricula are influenced by one or several of six value orientations ( Curtner-Smith, Baxter, & May, 2018 ). These philosophical perspectives are