摘要:

Action research is now part of the official discourse of the physical education profession. However, the phraseaction researchis not understood in the same way by all those who use it. This paper argues that action research can be considered as a text that is read differently by different individuals as a result of their different biographies. Importantly, different readings represent different positions with respect to valued forms of knowledge and the human interests they reflect and support. Three different examples of action research from the physical education literature are presented and analyzed from the perspective of knowledge and human interest, and a plea is made to recognize and explicate the assumptions implicit in our own interpretations of action research.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484038

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Many research paradigms are currently competing for acceptance in teacher effectiveness research, all striving to lend greater insight into the subtle intricacies of expert instruction. One alternative, called field systems analysis, is presented from conceptual and technical perspectives in providing an alternative to traditional behavior-analytic approaches. This method primarily focuses upon thetemporal relationshipsamong organismic behaviors and context-specific setting elements in classroom settings, providing a more exhaustive, and hence more accurate, description of what actually occurs in particular gymnasium settings. The methodology includes (a) verbal description, (b) inductive category system construction, (c) alternative forms of data presentation, and (d) alternative dimensions of data interpretation. Selected results of an exemplary study with one teacher are provided to demonstrate the nature and benefits of the paradigm. Several contiguous relationships among instructional behaviors were apparent, with insight gained into the conditional relationships in time among encouraging, instructional, feedback, and interpersonal teacher behaviors.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484039

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

The hidden cumculum has served the very useful purpose in educational discourse of alerting educators to the complexity of physical education teaching and learning. However, the ambiguity of the phenomena the term attempts to describe has led to a certain notoriety, and there is now considerable confusion over the meaning of the termhidden curriculum. This paper reviews selected studies of the hidden curriculum in physical education and other literature. The aim of this review is to assess its potential for helping us to better understand physical education as a cultural practice. Building on this review, it is suggested that the termsdiscourseandideologylocate the hidden agendas of physical education teaching and learning within the realm of communication and meaning making. The implications of this perspective for physical education teaching and research are examined. It is suggested in conclusion that the more precise identification of the hidden curriculum as an aspect of communication and meaning making is important, given new pressures deriving from mass media and popular culture that impact on physical education teaching and learning in subtle ways.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484040

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

It has recently been suggested that background knowledge, expectations about success and failure, motivation for learning, and the ability to understand instruction play a central role in determining how much a student learns. The purpose of this paper is to examine the literature for evidence that student thought processes mediate achievement in physical education. A cognitive conception of learning is presented, and the notion that students play an active role in the learning process is explored.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484041

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Researchers in sport psychology have devoted much energy to understanding the elusive relationship between anxiety and athletic performance. As new theories are being forwarded in the sport anxiety literature, it is important that they be tested in conceptually and methodologically sound environments. The present review examines conceptual and methodological issues in sport anxiety research, especially focusing on the inverted-U hypothesis, multidimensional anxiety theory, and catastrophe theory. Issues discussed include the correlational versus causal nature of the inverted-U hypothesis; the lack of differentiation among anxiety-related terms such asanxiety, arousal, andstress; the need for a multidimensional conception of anxiety; the assumption that perceived physiological arousal is typically considered negative affect by researchers; the need to utilize appropriate measurement and operational definitions of performance; and the use of intraindividual anxiety scores. Statistical issues related to investigation of multidimensional anxiety and catastrophe theories are also addressed.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484042

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Physical education has a rich tradition of concern for the development of fully functioning individuals, but this tradition is in danger of being marginalized by the dominant technocratic and competitive structures of today's physical education. The purpose of this paper, in seeking to readdress the value of the experiential dimensions of sport, is to provide the instructor with insight into a specific domain of sport—challenging outdoor activity, or risk sport—that holds particular value for Bain's (1988) alternative approach for humanistic physical education. Employing the model of risk-sport involvement (Robinson, 1992) as an analytical framework, the paper attempts to promote an understanding of the complex nature of the risk-sport experience and the potential value such experiences hold for personal growth, meaningful social interaction, and social change.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484043

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Several academic fields in colleges and universities have claimed jurisdiction over research and practice regarding human health or specialized facets of it. Occasionally cooperating, but more frequently competing among themselves, these fields have been driven by underlying assumptions about a free-market, economic approach to health delivery systems and a still-dominant idea that health is merely a personal quality or state of being. With societal interest in health at an unprecedented high level, it is appropriate to examine critically this dominant conception of health and the market-oriented, competitive relationship that exists among these academic fields. The ensuing analysis begins with such a critique and then presents an alternative conception of health. This socioecological conception retains an emphasis upon individuals but expands the definition of health to include societal and environmental phenomena. Such a broad conception of health appears timely, and some of its implications are identified to support this observation.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484044

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

Until recently, physical education and the liberal arts have taken divergent courses. The resurgence of the field as a cross-disciplinary study of human movement may revitalize the position of kinesiology in the liberal arts college. This paper assesses the nature of the liberal arts in higher education and suggests ways a kinesiology curriculum may be honed to the specifications of that model. The question of curricular centrality is a vital issue, particularly in times of recessionary budgets. Until a program of study reflects the knowledge objectives and imparts the skills dear to its parent institution, it will remain endangered. As the American Academy of Physical Education and others succeed in pushing open the window of opportunity, we may be greeted by a fresh breeze of intellectual integrity; institutions, each espousing their unique goals, may seek common ground and mutual growth.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484045

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor

摘要:

The field of physical education/kinesiology is facing unique challenges. There are ongoing pressures for change and adaptation forcing us to look to our past as we face an uncertain future. In the past, we have been blessed with all-encompassing categories that may be called“umbrellas.”The American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) has offered us an umbrella that some of us appear to be rejecting. We do so at our peril. Disciplinary development became energized in the 1960s; we now appreciate more fully that our field entails the study of human movement particular to physical activities such as exercise, sport, games, play, aquatics, dance, and athletics. As a profession, we need the undergirding knowledge that our disciplinarians are gradually providing. This knowledge should come from both the disciplinary and professional wings of our field. There is a continuing need for the services that physical education/kinesiology can provide. We will survive if we cooperate with our colleagues in the allied professions under the overarching umbrella of AAHPERD, if we achieve consensus about what it is we do under our own umbrella, and if we devise ways and means of keeping the struts of our own umbrella strong enough to fight off the strong winds that are presently tending to tear it out of our hands.

ISSN:0033-6297    

DOI:10.1080/00336297.1992.10484046

出版商:Taylor&Francis Group    

年代:1992

数据来源: Taylor