摘要:

Many physical educators and exercise scientists lack the professional commitment and passion that could be generated were they only to identify and embrace objective, shared values. The general absence of firm value commitments places our profession at risk and may shorten its lifespan. The source of the“value problem”lies outside physical education in contemporary society itself. Features of our value-free or value-relative culture can be seen in fictional literature, and they are detailed by current social scientists. By way of contrast, other selections from literature, sociology, and philosophy show how objective values produce a more“brightly colored”world, one that could engender a sustained and well-directed passion for important goals. The rediscovery of values could lead to a different, stronger, and more durable profession.

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483981

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483982

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

摘要:

I attempt to provide a framework for the subsequent position papers by offering perceptions about the nature of motor learning research and various factors affecting its focus, quality, and depth. Historical antecedents and present conditions help to explain the course that the motor learning specialization is taking, with implications for the potential meaningfulness of the research to pedagogy and to the advancement of a body of knowledge. A number of variables confound the analysis, including the identification and growth of specializations referred to as motor control and sport psychology (and their interpreted relationship to motor learning), the ability to determine what in fact constitutes motor learning research, the judgment as to what research is user friendly (of potential benefit to physical educators), and the question as to who is responsible for making practical sense of the literature: the scholar or the practitioner.

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483983

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

摘要:

Teaching physical education involves many decisions concerning the planning, carrying out, and evaluation of instruction of motor skills. The argument is forwarded here that research in motor learning provides information that the physical educator can use to develop an effective basis for making these decisions. This decision-making base develops from knowledge concerning factors that influence motor skill learning. To illustrate that this knowledge can be obtained from motor learning research, examples of research studies concerned with three different issues relevant to teaching motor skills are discussed. The first example concerns the influence of externally presented feedback on skill learning. The second addresses the issue of the length and spacing of practice sessions. The third concerns organizing practice sessions when skill variations are being learned. Results from these examples establish that evidence from motor learning research can be used to develop effective guidelines to aid teacher decision making in physical education instruction settings.

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483984

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

摘要:

The question, What is, or ought to be, the relationship between motor learning research and the teaching of motor skills in sport and physical education? has been the subject of three decades of inconclusive discussion. After setting aside a number of topics as related, but not immediately relevant, the boundaries for the present effort were drawn at Why is there no evidence that teachers or teacher educators use knowledge based on motor learning research? A series of hypotheses are then entertained and rejected. Inadequacies in the theoretical base, research designs, undergraduate courses, teacher intellect, teacher educator effort, and workplace conditions do not adequately account for the neglect of motor learning. A more likely explanation is that knowledge based on motor learning research is ignored by teachers because it is irrelevant to their work. If motor learning scholars will accept that this conclusion does not diminish the legitimacy of their discipline, they will coexist more comfortably with their professional colleagues. Motor learning research is not a waste of time, but it does not happen to have a substantial part to play in the design and conduct of instruction for school settings.

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483985

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

摘要:

This paper advances the argument that motor learning research is not relevant to the needs and interests of motor skill teachers. The principal reason is that motor learning researchers in university departments of physical education have responded to calls for paradigmatic shifts that were intended for experimental psychologists, not necessarily for researchers from departments of physical education. As a result, motor learning researchers have concentrated their efforts on studying the mechanisms underlying motor performance rather than on devising and testing ways to improve motor performance. The body of knowledge produced by this approach has been based on experiments employing laboratory tasks and treatment conditions that lack fidelity to those appropriate or even possible in real-world teaching environments. Consequently, little knowledge has been produced that can be directly applied to the technical aspects of teaching. It also is argued that progress toward an applied thrust has been hindered because energies of the most capable researchers have been spent on attempts to develop a grand theory of motor skills, a theory that can never emerge until researchers attend to the essential preliminary task of defining motor skills.

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483986

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

摘要:

Undergraduate professional education programs are supposed to mediate the relationship between research and practice. The positivist conception of the curriculum and the research-practice relationship remain dominant today. Unfortunately, this positivist conception carries flawed views of the undergraduate curriculum and its mediating role. Research is inevitably incomplete and“silent”on aspects of practice. The positivist view ignores the necessity for problem-setting and the uncertainty, complexity, and diversity that are embedded in work practices. This view also brings unfounded assumptions about the effectiveness of courses and programs, the language of practice, the work epistemologies of practitioners, and practitioners' work organizations. An alternative conception is founded upon the realities and demands of practice. Rather than assuming that research can and should drive both undergraduate curricula and work practices, practice should serve as the source of coherence for both. Practitioners' work epistemologies, together with practice's uncertainty, complexity, and variability, require changes in research and undergraduate programs. Examples of these changes are explored, together with selected challenges for higher education in the 1990s.

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483987

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483988

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483989

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor

ISSN:0033-6297    

DOI:10.1080/00336297.1990.10483990

出版商:Taylor&Francis Group    

年代:1990

数据来源: Taylor