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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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Julia Walsh and Fraser Carson

with appropriately structured situational learning experiences that are similar across the world. For example, in the education of future lawyers Socratic questioning is a pedagogical approach that teaches students to think like a lawyer, in medicine the bedside teaching in clinical rounds teaches

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Maureen Connolly and William J. Harvey

.g., DePauw, 1997 ; Reid & Prupas, 1998 ). In this manuscript, we wish to address and unsettle the relative lack of research and pedagogic attention given to participants typically assigned to “low functioning” or “severe” locations on various disability spectra, be they physical, developmental, cognitive

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Terese Wilhelmsen, Marit Sørensen and Ørnulf N. Seippel

& Dillon, 2012 ; Pan, Tsai, Chu, & Hsieh, 2011 ; Valentini & Rudisill, 2004 ). In this study, we employ tenets from achievement goal theory (AGT) and self-determination theory (SDT) to explore what motivational pathways support social inclusion (SI) and pedagogical inclusion (PI) in PE as perceived by

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Anne M. Merrem and Matthew D. Curtner-Smith

amount of research on sport pedagogy doctoral students ( Casey & Fletcher, 2012 ; Dodds, 2005 ; Lee & Curtner-Smith, 2011 ; Napper-Owen, 2012 ). Again, the objective of such research has been to explain why prospective sport pedagogy faculty possess certain perspectives and beliefs and engage in

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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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Jenny McMahon, Camilla J. Knight and Kerry R. McGannon

parents from a gymnastics and swimming context where narrative pedagogy was implemented as an educational tool. The overarching research question that guided this study was; 1) what do parents identify in athletes’ stories of abuse as a result of engaging with narrative pedagogy? As outlined earlier