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Case studies of Finnish physical education teachers espoused and enacted theories of action /Romar, Jan-Erik, January 1995 (has links)
Thesis (Ph. D.)--Ohio State University, 1994. / Includes bibliographical references (p. [225]-239).
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Case studies of Finnish physical education teachers espoused and enacted theories of action /Romar, Jan-Erik, January 1995 (has links)
Thesis (Ph. D.)--Ohio State University, 1994. / Includes bibliographical references (p. [225]-239).
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Sources of knowledge acquisition : perspectives of the high school teachercoachWilson, Laurie M. January 2008 (has links)
The purpose of this study was to investigate sources of knowledge acquisition of high school team sport coaches. Six teacher/coaches were interviewed using a semi-structured open-ended interview format. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the data. Results revealed three higher-order categories: (a) sources of knowledge acquisition, which highlighted the different ways coaches acquired their knowledge, including their physical education teacher training, observations and interactions with other coaches, as well as clinics and books; (b) personal and contextual factors, which included the internal and external factors influencing coaches' motivation and commitment to coach, including the challenges faced when teaching and/or coaching; (c) coaching tasks and duties which highlighted coaches' interactions with athletes, as well as their approach to training and competition. Interestingly, many of the findings in the current study were similar to those highlighted in previous studies pertaining to elite coach development, regardless of their undergraduate physical education teacher education (PETE) program or the fact that this sample was coaching high school athletes. However, results provided evidence to support the relative importance of practical coaching experience and interactions with other coaches as central in the development of these coaches. From a practical perspective, these findings could potentially enhance the quality and standard of formal coach education and PETE programs by incorporating more practical elements into the training of coaches and teacher/coaches.
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Ready to teach? examination of physical education teachers' perceived preparation and perceived competence to teach /Colón, Geffrey. January 2005 (has links)
Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 104-112). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Individualized laboratory experiences in an introductory course to professional preparation in physical educationRimnac, Vera Zdenka, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 136-147).
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The role expectations for the physical education supervisorJackson, Aquine. January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 365-376).
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Ready to teach? examination of physical education teachers' perceived preparation and perceived competence to teach /Colón, Geffrey. January 2005 (has links)
Thesis (Ph. D.)--Michigan State University, 2005. / Includes bibliographical references (leaves 104-112)
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Sources of knowledge acquisition : perspectives of the high school teachercoachWilson, Laurie M. January 2008 (has links)
No description available.
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The effects of an inservice education program on the academic learning time of selected students in physical education /Beamer, David W. January 1982 (has links)
No description available.
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The effects of inservice education on the teaching effectiveness of experienced physical educators /O'Sullivan, Mary M. January 1983 (has links)
No description available.
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