This paper reports on a cross-cultural study aiming to determine and to compare constraints relating to participation in recreational sporting activities. Data were collected from two student surveys at Manchester (England) and Esfahan (Iran) Universities. Both sets of samples were divided into participation and non-participation groups. In the light of indicators from previous studies (Jackson and Dunn, 1991; Crawford and Godbey, 1987 and McGuire et al., 1989), constraints were subjected to factor analysis. They were then classified into three categories: intra-personal, interpersonal, and structural constraints and analysed to determine the differences between the English and Iranian students and between the participation and non-participation groups. The study found that structural constraints (money, facilities, time, and transportation) were rated significantly higher than intrapersonal and interpersonal constraints amongst both English and Iranian samples. However, all the mean scores for the constraint factors for the Iranian samples were higher than the English samples. For participants and non-participants in both English and Iranian samples, the investigation provided support for the hierarchical model of leisure constraints (Crawford, Jackson and Godbey, 1991), and the "hierarchy of importance" (Crawford et al., 1991), "negotiation" and "balance" (Jackson, Crawford and Godbey, 1993) propositions, which followed the introduction of this model. The implications of these findings are discussed in terms of the planning, provision and management of sport-related services in the area of the study, and a cross-cultural comparison. The paper also discusses methodological and theoretical considerations and implications.

Made available in DSpace on 2014-06-11T19:28:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-11-27Bitstream added on 2014-06-13T19:57:10Z : No. of bitstreams: 1 borges_c_me_rcla.pdf: 874280 bytes, checksum: 1538bfc8a4822fbc24bfbeb0020f6b83 (MD5) / Universidade Estadual Paulista (UNESP) / A massificação do ensino superior e a sociedade do conhecimento exigiram um aumento significativo na demanda de docentes universitários. Formar um profissional capacitado no ensino superior passa pela atividade didáticopedagógica de um docente universitário competente, responsável por intercambiar o conhecimento produzido e o aluno. Mas a quem cabe a formação didáticopedagógica do docente? O artigo 66 da LDBEN n.º 9.394/96 define que os cursos de pós-graduação stricto sensu são responsáveis pela preparação do docente para o magistério superior. E os Planos Nacionais de Pós-Graduação (PNPG) que em sua primeira versão objetivavam a formação do docente universitário na pósgraduação stricto sensu transferiram essa responsabilidade para a pós-graduação lato sensu. Assim, a pós-graduação stricto sensu passou, prioritariamente, a formar pesquisadores a fim de alcançar a autonomia e o desenvolvimento nacional. Defende-se, como hipótese, que a pós-graduação stricto sensu não prepara didática e pedagogicamente seus alunos para atuarem como docentes no ensino superior. A partir desse contra-senso a presente pesquisa, de natureza qualitativa, tratando-se de um estudo de caso investigou um grupo de docentes, oriundos do curso de pós-graduação (mestrado) da EEFEUSP, os quais vivem o cotidiano universitário objetivando analisar: a) as conceituações de didática desses docentes; b) se o Curso de Pós-Graduação Stricto Sensu (mestrado) da EEFEUSP preparou didática e pedagogicamente seus alunos para atuar no ensino superior e c) como ocorreu a sua formação didático-pedagógica. Realizou-se revisão da literatura e documental referente à didática, à docência universitária, aos saberes docentes, aos planos nacionais de pós-graduação e ao curso de pósgraduação da EEFEUSP. / The higher education expansion and the knowledge society demanded a significant increasing on lecturer demand. Preparing a capacitated professional in higher education goes through the pedagogical-didactic activity of one competent higher education teacher who is responsible to exchange the produced knowledge and the student. But who should be responsible for the pedagogical-didactic preparing of this teacher? The article 66 from LDBEN n.º 9.394/96 defines that the post-graduation programmes stricto sensu are responsible to prepare the lecturer on teaching in higher education. The Post-Graduation National Plans (PNPG) which its first edition had objectived the higher education teacher formation on post-graduation stricto sensu transferred this responsibility to the post-graduation lato sensu. In this way the post-graduation stricto sensu has passed forming, priority, researchers to reach the autonomy and the national progress. The hypothesis of this study is that the post-graduation programme doesn t prepare pedagogically the post-graduation student to teach on higher education. Considering this nonsense, this study, from qualitative nature, has investigated one lectures group, from post-graduation course (mastered) EEFEUSP, who lives the university quotidian focusing to analyse: a) the lectures didactic concepts; b) if the post-graduation course stricto sensu (mastered) EEFEUSP has prepared its students to teach on higher education and c) how its pedagogical-didactic formation occurred. It was realized the literature and documental revision referring to didactic, higher education teacher, lectures knowledge, post-graduation national plans and the post-graduation programme of EEFEUSP.

<p> Personal narrative and literature review was used to explore the historical and current contexts of embodied knowing, embodied inquiry, and embodied teaching. Methods of embodied inquiry from phenomenology, somatics, and transpersonal research are described and compared. Ten common elements of embodied inquiry practices are distilled, including a dialogue between witnessing and felt sense aspects of awareness, as a tool for facilitating embodied understanding and integration. The application of embodied inquiry to teaching is explored, and the proposal that teaching and learning as a participatory embodied inquiry practice facilitates embodied understanding and transformation. </p><p>

Over the last 40 years, there has been an expansion, what some have termed an “explosion” (Green, 2001) in the provision of Physical Education (PE) related qualifications, both academic and vocational, in English Secondary schools. In the context of the emergence and rapid growth of the 14-19 PE curriculum, a number of issues have emerged for both PE teachers and their pupils (Green, 2008). It is important to consider these issues and the implications for PE teachers and their pupils. This research study explored the perspectives of secondary school PE teachers towards the subject of PE within the 14-19 curriculum. Specifically, the research focused on PE teachers’ perceptions relating to (i) the broader social processes which have influenced the development of 14-19 PE, and (ii) the impact of the development of 14-19 PE for the subject of PE, PE teachers themselves, and their pupils in English secondary schools. 52 semi-structured interviews were completed over a 14 month period. The research participants, from 22 different secondary schools, consisted of both male and female PE teachers who held varying positions in schools, from PE teachers through Heads of PE to Assistant Headteachers and Headteachers. The research participants were aged between 23 to 59 years of age. The level of teaching experience ranged from between 3 months to 38 years, with 616 years of teaching experience between them. The primary data collected from the interviews were analysed both inductively and deductively. That is to say, first, using a ground theory methodology, emerging themes were identified that were ‘grounded’ within the data itself. Second, the sensitizing concepts offered by a figurational sociology perspective were used to interpret and ‘make sense’ of the themes emerging from the data. The key findings from this study have been broken down into two main themes. With regard to the first theme – PE teachers’ perspectives on the development of the 14-19 PE curriculum (in general, and in their schools in particular) – it was evident that there had been an expansion, over the last decade, of the accreditation opportunities available to more pupils, across more schools, through 14-19 PE, with the ‘drivers’ of such change being located within both ‘local’ and ‘national’ contexts. In terms of the second theme – PE teachers’ perspectives of the impact (both intended and unintended outcomes) of the development of PE within the 14-19 curriculum – it was evident that PE teachers’ views centred initially on the benefits of 14-19 PE for their pupils, and their departments and schools. However, it was evident that there were benefits to be had from 14-19 PE for PE teachers themselves, which meant a change in their ‘working climate’, although there were unplanned consequences also. For PE teachers this meant a change in their ‘work demands’. Sociologically speaking, it is suggested that 14-19 PE may be seen to have developed within a context of complex developmental processes, more specifically through networks of interdependency, characterised by power balances/ratios, and which have led to outcomes both intended and unintended. Specifically, it was suggested that the nature and purposes of PE and the role of PE teachers has markedly changed, indeed transformed. From the findings of this study, recommendations are proposed that focus upon policy implications and future developments, particularly in relation to the unintended outcomes of the development of 14-19 PE.

<p> Many U.S. adolescents struggle with obesity and a lack of motivation to be healthy and physically active, which affects individual as well as public health. The purpose of this mixed-method study was to evaluate students&rsquo; motivation to participate in physical education class and better understand the teaching strategies currently used by physical education teachers who participated in an interview and 2 observations. Self-determination theory framed the research questions, which focused on students&rsquo; intrinsic motivation to participate in physical education class and physical education teachers&rsquo; use of autonomy supportive teaching strategies. Learning Climate and Basic Need surveys were administered to 6^th&ndash;8^th grade students (<i>n</i> = 261). Analysis of descriptive statistics revealed students felt the strongest fulfillment of relatedness from their teacher (<i>M</i> = 5.6) and autonomy support to be the least (<i>M</i> = 4.6). Overall inferential statistics revealed similar results when teachers were compared. Analysis of variance resulted in no significant differences between the teachers as related to competence, relatedness, autonomy, and perceptions. Qualitative data was coded and revealed similar themes; all data revealed relatedness scores were the highest for all the teachers, and autonomy support was the lowest for all the teachers. Positive social change provides an updated 9-week curriculum plan with new units that have been designed to enhance their motivation and create awareness of lifelong physical activities; autonomy supportive teaching strategies have been incorporated in the curriculum.</p><p>

In springboard diving the effect of the fulcrum setting on height generated by the backward press has not been determined. The purpose of this study was to model the springboard and diver as an oscillating spring system as well as to determine a prediction equation in order to predict the fulcrum setting at which the diver generates the most amount of height. 11 male and 9 female collegiate divers participated in the study. Video data were sampled at 60 Hz with a shutter speed of 1/250 sec. Data were digitized using a Motion Analysis VP-110 processor interfaced to a Sun minicomputer. Reflective markers were placed on the diver and on the springboard. Divers were filmed oscillating in laboratory and pool sessions. Divers were also filmed oscillating at fulcrum settings of 1, 3, 5, 7, 9 on the springboard and their preferred fulcrum setting as well as on the ground. The results from the study indicated that it was possible to model the springboard and diver as an oscillating spring system with the weight and spring located at the tip of the board. It was also possible to predict the fulcrum setting at which divers generated the most height by performing a bootstrap stepwise regression analysis including the variables obtained in the study. The results indicated that preferred fulcrum setting, diver mass and oscillation rate on the ground were good predictors of fulcrum setting explaining 82% of the variance in the equation. The final prediction equation for optimal fulcrum setting is: $$\rm Y = 10.458 + 1.242(B1) - 4.501(B2) + -.026(B3)$$where(UNFORMATTED TABLE OR EQUATION FOLLOWS)$$\vbox{\halign{#\hfil&&\enspace#\hfil\cr &\rm Y&= \rm predicted\ fulcrum setting\cr\cr&\rm B1&= \rm preferred fulcrum setting\cr\cr&\rm B2&= \rm post pool Hz (frequency of oscillation on the ground)\cr\cr&\rm B3&= \rm weight of the diver (in pounds)\cr}}$$(TABLE/EQUATION ENDS) The correlation between actual and predicted values for each individual was r = 0.90 and the mean difference between predicted and actual values was $-$0.005. The equation seems to be good at predicting fulcrum setting for this particular group of subjects; however, the equation still needs to be tested on other groups of divers. The equation may also differ for different springboards with different stiffnesses.

Over the past decade, evaluating the relative strength of brand names, or "brand equity," has received significant attention in marketing academic and trade literature. However, brand equity has thus far received minimal attention in the team sport setting. In contrast, much more attention has been directed toward determining the positive marketplace outcomes that result from winning. Such an emphasis ignores the possibility that the sport manager can impact the realization of increased revenues, increased awareness, or an enhanced image if the team is not successful. In an effort to apply the concept of brand equity to the team sport setting, a conceptual framework is created building on Aaker's (1991) model. This framework suggests antecedent conditions create brand equity which in turn leads to desired marketplace consequences. Through feedback loops, the consequences then impact the various antecedents thus continually modifying brand equity. In order to evaluate selected links suggested by the conceptual framework, regression and logistic regression analyses were run using secondary data from the four major North American professional sport leagues (baseball, basketball, football, and hockey). Within these analyses, efforts were made to account for a team's history of success as well as differences that may occur by league. Results support the notion that sport managers should approach their teams as brands. Antecedent conditions such as a star player can positively increase a team's ability to sell merchandise and generate revenues above and beyond gate receipts and media revenues. Further, once brand equity is created, it is important to the realization of positive marketplace outcomes such as merchandise sales, ticket sales, and national television appearances. Success in competition was also found to be a significant predictor of brand equity. The results of this study suggest winning games is not the only means of achieving positive marketplace outcomes. While success is very important and definitely enhances such outcomes, brand equity is also important. As such, sport managers should begin treating their teams as brands and managing them accordingly. Thus, rather than focus solely on attaining success, the sport manager should coordinate their marketing activities such that they are consistent with a long-term strategic marketing vision.

Originally conceptualized by Hambrick and Mason (1984), the upper echelons perspective (UEP) has become a dominant theme in the study of strategic decision making across a great number of disciplines. Over the past two decades, the work of these authors has been cited in over 500 refereed journal publications, lending credence to the applicability of the UEP when studying top management teams (TMTs) (Carpenter, 2005; Carpenter, Geletkanycz, & Sanders, 2004). To compensate for shortcomings in accessibility and instrumentation, the UEP uses demographic variables as proxies for the underlying psychological constructs that shape TMTs' interpretations of business situations in formulating and implementing appropriate strategic alternatives (Cannella & Holcomb, 2005a; Carpenter et al., 2004). In the context of Major League Baseball (MLB), the selection and development of player resources are critical to organizational performance (Olson & Schwab, 2000). Perhaps more than any other professional sport, the selection of MLB player talent is amenable to influence by the decision making of clubs' front office executives. Policies and decisions regarding whom to scout, whom to draft, whom to promote, whom to demote, whom to acquire, whom to trade away, whom to play in which positions, and whom to hit in which slot in the batting line-up are all elements that are managed to some degree by the club's TMT (Gamson & Scotch, 1964). Consistent with the UEP, it was believed that the cognitions, values and perceptions of MLB TMT members, along with their undeniable influence on the process of strategic choice, would be associated with significant player selection outcomes. Drawing upon theory and literature related to the UEP, the researcher employed fixed-effects regression models to explore the effects of TMT composition on the quality of player selection in MLB between 1990 and 2002. Using a linear run estimation model of offensive performance called Extrapolated Runs Basic (Furtado, 1999) as the basis for measuring player selection quality, the findings from this study suggested that basic TMT characteristics had a limited capacity to affect the overall quality of player selection decisions in MLB between 1990 and 2002. Specifically, the overall regression results suggested that these variables cumulatively accounted for between 2.5% and 3% of the variance in the offensive run productivity of players that were promoted to major league rosters during this time period. Furthermore, the results suggested that the longer TMT members worked together, and the more highly-educated they were, the better they were at making player selection decisions. Taken together, these findings have considerable implications for both theory and practice.

No description available.

The almost universal acceptance of physical education as an integral part of education has resulted in state legislation throughout the United States requiring the teaching of physical education in the public schools. Because of this legislation, it has become necessary to better prepare teachers to carry on a worthwile physical education program. Efficient teaching cannot be expected to result from lack of training and inadequate preparation; therefore, the college graduate who holds a degree with no specialized training is not adequately prepared to teach effectively and efficiently in our shcool systems of today. This study presents the "Teaching Combinations of the Men Physical Education Teachers in the Public High Schools of Utah for the School Year 1945-46." The main problem of this study is to determine the type of teaching combinations used in the high schools of the State of Utah and to ascertain by comparison if the type used is in accord with the opinions of the superintendents and principals of these schools and the drectors of physcial education teacher training in the colleges of Utah. It is also a problem of this paper to determine what minors would be best for a man majoring in physcial education by obtaining the opnions of the superintendents, the principals of the high schools, and the directors of teacher training in the colleges of Utah. Another major problem of this paper is to find out whether some of the men teaching physical education are prepared to teach physcial education.