Falcon Commons (Univ. of Texas Permian Basin)
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Students gather at the Housing Rec Room
No full textStudents gather and interact at the housing rec room.https://falconcommons.utpb.edu/utpb-life/1031/thumbnail.jp
Students In Free Enterprise (SIFE) club at Club Day
No full textThe Students In Free Enterprise (SIFE) pose during Club day.https://falconcommons.utpb.edu/utpb-life/1034/thumbnail.jp
Teacher cognition during monitoring behavior: A case study
No full textPhysical education teachers spend a significant amount of time silently observing the learning environment. This behavior is referred to as monitoring. Little is known about what instructors are doing cognitively as they monitor. The purpose of this study was to establish a means by which an instructor\u27s thoughts could be sampled during monitoring behavior and to classify those thoughts. Data were collected over an eleven-week period during twenty-two classes. The subject was a twenty-three year old male. Two hundred and seventy-eight thoughts were sampled. The subject of this study was found to be very active cognitively while engaging in the behavior of monitoring. Most often the subject\u27s thoughts were concerned with the Behavior of students (29%) and Performance (25%). The subject evaluated and planned Teaching (11%), was concerned with Motivation (8%) as well as the Management/Organization (8%) of the class. The subject thought about Other Teachers (6%) working in the school. Personal thoughts (8%) were generally related to some aspect of the learning environment. Observations were also made concerning the physical attributes (4%) of students. The subject was not cognitively active one percent of the time
1999 Athlete Award Winners
No full textGroup photo of the 1999 student athlete award winners.https://falconcommons.utpb.edu/utpb-sports/1013/thumbnail.jp
Women\u27s Volleyball Team 1999
No full textGroup photo of the women\u27s volleyball team of 1999 taken on the rocks of the Mesa building.https://falconcommons.utpb.edu/utpb-sports/1000/thumbnail.jp
The Effects of Repetition Speed on the Development of Skeletal Muscle Strength
Get PDFTaylor, K. D. Effect of repetition speed on the development of muscle strength. 1999. The purpose of this study was to determine the effects of repetition protocols on strength. Training was conducted 3 times per week for 8 weeks using 1 set of the free weight bench press in the fast (1 second concentric and 1 second eccentric contractions, N = 15) or slow (2 second concentric and 4 second eccentric contractions, N = 7) speed repetition protocol. Training weight increased from 50% 1 RM weeks 1-2, 75% 1 RM weeks 3-6, and 85% weeks 7-8. Subjects completed 10 repetitions weeks 1-2, and as many as possible weeks 3-8. Testing was done in the protocol used in training (training protocol pre and posttest) and in the protocol not used in training (velocity specificity pre and posttest). Neither group was significantly stronger than the other when tested in the training protocol (F = .220 p \u3e .05). A. velocity specificity effect was not demonstrated (F = .167 fast testing p \u3e .05, F = .055 slow testing p \u3e .05). Female subjects did improve significantly over male subjects in 1 RM strength by percentage. Fast group males = 14,15% increase, fast group females = 23.02% increase (F = 4.51, p \u3c .05 after BMI adjustments). Slow group males = 14.87% increase, slow group females = 25.93% increase (F = 9.25, p \u3c .05 after BMI adjustments). In conclusion, neither fast or slow speed repetitions are superior in developing strength in untrained subjects
Attitudes of Elementary Classroom Teachers Toward Physical Educators and Physical Education
Get PDFElementary classroom teachers, who were members of the Texas Classroom Teachers Association, were surveyed regarding their opinions and beliefs toward elementary physical education specialists and elementary physical education programs. A total of 122 surveys were used in the results from a mailing of 500. Classroom teachers ranked professional positions in the elementary setting from most important (1) to least important (11). Classroom teachers then responded to questions about the physical education specialist and the physical education program on their campuses. Survey results indicated widespread support for students to receive daily physical activity, with an emphasis on health and wellness in addition to sport oriented activities. Classroom teachers believed that physical education should not be TAAS tested, but should be part of the core curriculum. Keeping the classroom teacher informed about the physical education programs and activities on their campus was strongly suggested, along with the recommendation that this communication would serve to support the classroom teacher in the quest of educating the student. Classroom teachers indicated that physical education specialists were an important part of teaching the whole child. The results of the survey also indicated that classroom teachers believed that the physical education specialist and their program was an essential part of the total educational system and had a bright future in the elementary setting
Designing Effective Instruction for Secondary Social Studies
No full textCompletely rewritten to provide a solid theoretical base in social studies education at the secondary level. Incorporates the national standards through numerous examples and guides teachers in the design, development, and implementation of appropriate social studies education. Addresses the issues and problems associated with designing, developing, and executing instruction according to the principles of scope, sequence, continuity, integration, focus, and balance. Instructors of Social Studies at the high school level.https://falconcommons.utpb.edu/utpb-facbooks/1018/thumbnail.jp