ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484116

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

The purpose of this paper is to synthesize research on teaching expertise from physical education and other fields, although this is not an exhaustive review of the literature. After an introductory section about expertise in general and teaching expertise in particular, two examples of expertiserelated topics in physical education are discussed (the importance of personal performance skills and the importance of observational skills). The principal portion of the paper presents major findings about teaching expertise. Finally, methodological problems in undertaking research on teaching expertise are explained.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484117

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

Curricular expertise is reflected in teachers' abilities to select and convey content appropriate to the learner within a particular contextual setting and situation. Teachers' knowledge and beliefs are instrumental in the curriculum decision-making process. Knowledge is often defined as factual information that has been agreed upon by scholars within a discipline. Beliefs are more personal and experiential in origin and appear to influence what and how knowledge will be used. Beliefs may also play a part in knowledge disavowal. Disavowal occurs when individuals choose to reject information that might otherwise change current practice. The acceptance or rejection of new knowledge is instrumental in curriculum innovation and in the enhancement of student learning in physical education.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484118

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

The purpose of this paper is to present guideposts for thinking about teaching and teacher education in light of the recent research on expertise in teaching in general and physical education in particular. The concept of expertise is critiqued, and the substitution of the termvirtuosois discussed as a more appropriate term to describe those who engage expertly with students in the teaching–learning process. Teachers who are virtuosos are described as not only having sophisticated content knowledge and pedagogical content knowledge structures but also demonstrating a commitment to the social, political, and moral agendas of teaching physical education. Implications of this redefinition are presented for what it might mean to teach expertly and to prepare prospective teachers to do so. A critique of the efforts and limitations of current directions, methods, and findings of the expertise literature is presented. Implications for teacher education in terms of research and teaching are discussed.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484119

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

Current approaches to examining the nature of expert performance in motor skills have been derived almost entirely from approaches to expertise used in cognitive psychology and, in general, have been influenced only minimally by theoretical advances in the motor control and learning field. In this paper the view is presented that future investigations of motor expertise should be tied more closely to conceptual developments in the motor control and learning field and that the selection of methods for studying motor expertise should be guided by a thorough consideration of the philosophical underpinnings of prevailing and emerging approaches. Attention is directed to current paradigmatic debates between cognitive and ecological/dynamical approaches to motor control and learning and to the philosophical bases of this debate. Assumptions and limitations in each approach are briefly considered, and the implications of each approach for methods of studying motor expertise are examined.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484120

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

The contributions of motor skill and cognition (decision making and knowledge) to sport performance change across age, expertise, and sports. Knowing how to execute a skill is a prerequisite for efficient and effective execution. As skill execution improves, the cognitive aspects of motor execution become automated. For low-strategy sports (e.g., swimming) variables such as physical size and ability combine with motor skill to determine expertise. In highstrategy sports (e.g., basketball) cognition remains an important variable in game performance. The performer must know what to do and then be able to execute the plan. Knowledge and decision making should not limit the development of expertise. Specific strategies for coaches and teachers may facilitate the development of expertise in children and adolescents.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484121

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

The potential for training perception and cognition in sport through video simulation of game situations is discussed. Perceptual training studies are reviewed and data from two studies involving slide and video training in basketball are presented. Although video training may enhance the accuracy and speed of decision processes, difficulties arise when the trained processes are assessed by on-courst transfer tasks. Issues that arise in the creation of simulations and assessment of transfer are discussed, and future directions for research are proposed.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484122

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

摘要:

This article explores issues and research relevant to sport tactical knowledge development and expertise. A discussion of the controversies concerning methodological tools is accompanied by a presentation of the possible levels of analysis (continua) in sport research. Theories of knowledge development and a protocol structure model for sport tactical knowledge are included. Knowledge development trends based on expert-novice cross-sectional research are presented, followed by longitudinal research exploring issues of instruction and player development. A concluding discussion concerns the role of tactical knowledge in contemporary motor skill theory and limitations of learning and instruction theory.

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484123

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1994.10484124

出版商:Taylor&Francis Group    

年代:1994

数据来源: Taylor