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Paul Baar and Theo Wubbels

Internationally, very little research has been done into peer aggression and victimization in sports clubs. For this exploratory study, 98 coaches from various sports were interviewed in depth about their views on peer aggression and victimization and their ways of handling these issues. To put the coaches’ views and practices in perspective, they were contrasted with those of a reference group of 96 elementary school teachers and analyzed qualitatively. The interviews demonstrated that sports coaches currently were unaware of the construct of peer aggression, were unable to estimate the actual extent of peer aggression and victimization at their clubs, and were likely to overestimate their own impact, control, and effectiveness in handling the issue. This study underlines the need for coaches to develop their skills in recognizing and handling peer aggression and victimization and the need to develop sports-club-specific observation instruments and peer aggression programs.

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Ben D. Kern, Paul Malinowski, Kim Hunt, Shawna McIlnay, Brian Powell, and Deb Stephenson

regular sampling of U.S. schools/districts by the Centers for Disease Control through School Health Policies and Practices Study (SHPPS) support this notion ( USDHHS, 2017 ). For example, the 2014 SHPPS revealed that only 3.7% of U.S. schools offer daily PE for a whole school year, and weekly minutes of

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Kellie Baker

Quite disturbingly and frustratingly, I’ve realized that MBP [Models-Based Practice] does not seem to resonate with pre-service teachers . . . . What am I doing wrong? How am I not getting through to them? (Reflective journal entry) This reflection exposes the feelings of inadequacy I was

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Phillip Ward

content knowledge (PCK). Given this description of teaching, teacher educators face a daunting task to help novices learn to teach within the limits of a curriculum defined by a set of fixed credit hours. In recent years, core practices have been proposed both as a strategy to help novices successfully

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Phillip Ward, Fatih Dervent, Erhan Devrilmez, Peter Iserbyt, Insook Kim, Bomna Ko, José A. Santiago, Emi Tsuda, and Xiuye Xie

where new teachers teach influences teacher practice more than what they learned in their preparation programs. • New teachers tend to leave their first schools quickly and migrate from school to school. Though this review was focused on new teachers’ experiences in urban schools, similar concerns have

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Mark Urtel, Sara F. Michaliszyn, and Craig Stiemsma

Internships in higher education are not a new practice. In fact, it is generally noted that the first formal internship program occurred in 1889 at Johns Hopkins Medical School ( Wentz & Ford, 1984 ). Prior to this, medical school faculty were developing ways for medical “apprentices” to acquire

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Boris Dugonjić, Saša Krstulović, and Goran Kuvačić

adverse effect on health, physiological, and psychological status of athletes, there are important ethical implications of RWL that are often neglected ( Artioli et al., 2016 ). For example, some researchers question if it is ethically justified to tolerate athletes practicing RWL, when facing

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Niek Pot, Margaret E. Whitehead, and Elizabeth J. Durden-Myers

both policy and practice in the fields of sport, health, education, and recreation in several countries around the globe ( Haydn-Davies, 2010 ; Higgs, 2010 ; Jurbala, 2015 ; Pot & van Hilvoorde, 2013 ). Physical literacy probably appeals to practitioners and policymakers in these fields because the

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Steve M. Smith, Hazel Brown, and Stewart T. Cotterill

Athletes spend a considerable amount of time preparing for competition, which emphasises the need to understand the influences impacting performance from environments outside of direct competition ( Douglas & Carless, 2006 ). The psychological factors that influence performance within the practice

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Niki Tsangaridou, Mikaela Pieroua, Ermis Kyriakides, and Charalambos Y. Charalambous

participate. It is also emphasized that the proper skill development of children depends on the quality of instruction and the teaching practices of the teachers ( Ennis, 2010 ; Goodway et al., 2014 ; McEvilly et al., 2013 ; Rink & Hall, 2008 ; Tsangaridou, 2017 ). Theoretical Background Evidence suggests