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Learning to teach: The development of teaching knowledge in trained and untrained physical education teachersRosenberg, Daniel Z 01 January 1990 (has links)
The primary purpose of this study was to further the understanding of how people learn to teach. The central research question focused on differences in teaching knowledge that may be associated with training and experience. Eight teachers were selected to participate in this study. They represented a wide range of teaching experience, formal training, professional certification and sport participation. The common criterion for selection was previous experience in the teaching of volleyball. Data were collected from both questionnaires and transcribed interviews which followed the viewing of a twenty-minute videotaped volleyball lesson. Results indicated differences among the participating teachers in content knowledge (the skills of playing volleyball), pedagogical knowledge (general teaching principles), and pedagogical content knowledge (content-specific teaching knowledge). The comments of trained teachers displayed a greater awareness of and concern for general teaching principles. In contrast, untrained teachers devoted most of their comments to lesson content. Experienced teachers, whether trained or untrained, demonstrated a superior understanding of the relationship between the nature of content and the needs of learners at different levels of skill development. In that regard, they had a more elaborately developed sense of pedagogical content knowledge. Untrained teachers cited their experience as students and athletes as major sources of information about teaching, while trained teachers pointed to experiences associated with their formal training. Members from both group indicated that they had learned from role models and early teaching experiences. Among trained and untrained teachers the sources for the differences in knowledge, and how that knowledge was processed, included the following: varied teaching contexts such as public high schools and university classes, the extent of teaching experience which ranged from one to eighteen years, and views about teaching that were influenced by previous experience in either coaching or teaching roles. Implications for teacher education and staff development include a need for training experiences that will integrate various forms of teaching knowledge. In addition, it is clear that teacher preparation programs must deal much more explicitly with the differences between coaching and teaching contexts.
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Physical education teachers' perceptions of moonlighting: Patterns of multiple employment in the careers of secondary school teachersWilliams, Jacqueline Ann 01 January 1991 (has links)
The purpose of this study was to investigate the phenomenon of public school physical education teachers holding multiple jobs. Data were collected through interviews in which 17 secondary physical education teachers described their motives and perceptions concerning the combination of teaching with other forms of employment. Each teacher was interviewed twice. In the first, unstructured interview, participants were encouraged to identify what they regarded as the realities of moonlighting, the purpose being to identify questions, problems, and issues not previously encountered or understood. Prior to the second interview, participants were asked to read through an abbreviated transcript of the first interview which documented primary areas of interest and items which required amplification or exploration. Profiles developed from the participants' own words provide a description of their moonlighting experiences and the impact of multiple employment on personal and professional lives. The profiles make clear that moonlighting is a highly individual phenomenon. Nevertheless, analysis of the transcripts served to yield a number of themes which were common to most of the participants' career patterns. Three particular themes appear to be both common and powerful in the professional lives of physical education teachers: (1) dissatisfactions with teaching and conditions in the school workplace often push teachers out into second jobs, (2) certain kinds of second jobs are regarded as part of professional responsibility, (3) some teachers spend more time in second jobs because limited time commitments in their personal lives leave a surplus of uncommitted time. For some teachers moonlighting simply is an economic necessity. Gender, marital status and age-related life cycle factors all serve to shape the importance of supplementing teaching income through additional employment. Finally, teachers hold mixed views concerning the impact of holding second jobs on their ability to function effectively in the school.
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The prediction of power and economy during near-maximal rowingJensen, Randall Lee 01 January 1991 (has links)
This study investigated the relationship of power and economy during near maximal rowing with physiological measures of strength, power, aerobic, and anaerobic capacities and United States Rowing Association (USRA) performance tests. Criterion measures of rowing power and economy were measured in a moving water rowing tank, using an oar instrumented with strain gauges and a potentiometer to assess oar position. Bivariate correlation analysis (n = 28) indicated no relationship between the independent variables and rowing economy (p $>$.05). Rowing power (X = 483.4 $\pm$ 34.75W) was significantly related to left leg extension strength (LLS) r =.63, right leg extension strength r =.45, combined leg extension strength r =.45, and time to complete the USRA 2000 m simulated rowing race r = $-$.52 (p $<$.05). Stepwise regression using a bootstrap analysis of fifteen random samples (21 subjects per sample selected from a total group of 28 intercollegiate oarsmen) indicated that predictors of rowing power were LLS and blood lactate following a rowing VO$\sb{\rm 2max}$ test. The first variable entering the equation for 12 of the 15 random samples was LLS. Maximal blood lactate was the second variable in eight of the 15 equations. When entry of these two variables was forced, bootstrap analysis of 15 equations revealed significant multiple correlations of R =.61 to.86 (X =.71 $\pm$.071) (p $<$.05). The standard error of estimate (SEE) ranged from 18.05 to 29.85W (X = 25.74 $\pm$ 3.593) or 5.3 $\pm$.77% of the criterion value. Cross validation with a holdout group (seven subjects per sample) was performed for each equation and resulted in correlations that ranged from R =.14 to.97 (X =.61 $\pm$.232). The range of SEE for the 15 holdout groups was from 7.95 to 38.87W (X = 25.40 $\pm$ 10.316). Comparison of mean estimated to mean observed rowing power revealed significant differences for two of the 15 holdout groups (p $<$.05). These two groups also displayed a significant difference from the corresponding developmental group's mean rowing power 496.9 $\pm$ 11.62W vs 476.1 $\pm$ 44.70W and 489.1 $\pm$ 11.06W vs 477.2 $\pm$ 46.34W (p $<$.05). In conclusion, data from this study would indicate that to increase rowing power, training should emphasize leg strength and metabolic training to decrease the level of lactate accumulated during rowing. There are also indications that when VO$\sb{\rm 2max}$ exceeds a threshold of approximately 4.0L $\cdot$ min$\sp{-1}$, further increase in VO$\sb{\rm 2max}$ do not enhance rowing power.
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Neural coordination mechanisms and adaptations following rapid movement practice and unlearning in young and elderly malesIves, Jeffrey C 01 January 1992 (has links)
Several factors, including the role of practice, have confounded the results of various strategies to counteract adverse aging effects on human motor control. Additionally, the biological degeneration that accompanies aging may result in elderly neuromuscular control mechanisms that are different from those in younger persons; mechanisms that need to be accounted for to effectively implement other rehabilitation methods. Neuromuscular control mechanisms, and the nature and extent of practice-related effects, were examined in sixteen older males (mean age = 61.4 years) and sixteen younger males (mean age = 20.0 years). Neuromuscular coordination was assessed by the triphasic electromyographic (EMG) pattern and corresponding kinematics from a maximally fast and accurate elbow flexion movement. Practice effects were examined over days 1 to 4 under loaded and unloaded inertial load conditions, and extended practice effects under a single load condition over days 5 to 8. Retention effects were assessed one month after day 8 (days 9 and 10). The results and conclusions were as follows: (1) Learning in younger and older individuals progressed with different strategies; after the initial day the young subjects concentrated on refining movement accuracy while the elders improved in speed; (2) Kinematic and EMG improvements with practice were limited to the unloaded conditions. The addition of external load saturated the neuromuscular control mechanisms, resulting in a neuromuscular control system that had little room for adaptations in the practice time provided; (3) Overall, the elders performed poorer than the young group with respect to kinematics, and differentially poorer when the movement was performed in the unloaded condition. Data from the present investigation suggested that the elders were at a disadvantage when rapid phasic muscle activation was necessary in the inherently faster unloaded movements; (4) Neither age group showed much evidence of performance decrement over the retention interval, and hence, there was no evidence of age-related forgetting; (5) Neither EMG or kinematic performance in either load condition was affected to a different extent by extended, load-specific practice. Thus, load-specific practice, at least after a baseline period of practice, can be considered equivalent with respect to transfer effects.
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Examining the feasibility of prescribing a 12 week exercise intervention for advanced chronic kidney disease patients: a pilot studyYan, Xin Wei January 2017 (has links)
No description available.
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Using a think-aloud protocol to explore affective experiences during exercise in an insufficiently physically active populationMarien, Martina January 2017 (has links)
No description available.
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Contractile properties of diaphragm muscle fibres isolated from rabbit containing the R403Q mutation in heartPhilip, Anju January 2017 (has links)
No description available.
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Talking your way to record times: instructional vs. motivational self-talk and 10 km time-trial performanceRebner, Jamie January 2017 (has links)
No description available.
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Lower extremity torque predicts functional performances in Multiple Sclerosis patientsFontaine, Shawn January 2017 (has links)
No description available.
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Gender-specific links in motor and sensory adaptations to repetitive motion-induced fatigueWeber, Zachary January 2016 (has links)
No description available.
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