1,720,983 research outputs found
Effects of Dietary Oral Creatine Supplementation as an Ergogenic aid for resistance training
No full textGriffith Health, School of Medical ScienceNo Full Tex
Sports from the Perspective of Peer Groups. Intersectional Results of a Qualitative Study
No full textSports from the Perspective of Peer Groups. Intersectional Results of a Qualitative Study
No full textPhysical Education from the Perspective of Adolescent Peer Groups: A Study on the Reconstruction of Collective Orientations regarding Physical Education
No full textDoing and saying content – a comparative analysis of the practical knowledge in PE classes
No full textPhysical Education from the Perspective of Adolescent Peer Groups: A Study on the Reconstruction of Collective Orientations regarding Physical Education
No full textDoing and saying content – a comparative analysis of the practical knowledge in PE classes
No full textAISEP International Conference 2024 Book of abstracts
No full textIn recent decades, the development of the school subject of physical education (PE) has in some countries led to that various movement activities (e.g., sports) are no longer seen as synonymous with the notion of ‘content’, although such activities still appear during lessons. Instead, content is now considered to refer to the knowledge and capacities that are integral in movement practice, or which are necessary to fulfil the purpose of the activity (be it recreative, competitive, exercise-related, or else). Partly, this development is related to a greater focus in physical education curriculaon generalised rather than specialised knowledge in movement. Partly, the develop-ment is also spearheaded by assumptions that too great focus of specialised knowledge in movement contributes to marginalisation and exclusion of some groups of students (among other things because specialised knowledge is often as-sociated with set standards, competition and elimination). However, it has proven difficult to articulate what the generalised knowledge in movement consists of. Even if knowledge in movement is mainly embodied (i.e., there is not necessarily any need to be able to verbalise it in order to be able to solve movement tasks), it is nevertheless important within educational contexts to be able to put it into words in order to also be able to, for example, problematise – and possibly critique – it. Not only is generalised knowledge in movement hard to conceptualise, it has also proven difficult to identify a) the primary source of this knowledge, or where it is developed and refined, and b) which ‘parts’ or aspects of the knowledge are selected for teaching purposes in PE. The purpose of this symposium is to present insights from recent and ongoing research that aims to explore, verbalise, and problematise generalised knowledge in movement in PETE. How can this knowledge be systematised and codified, if not in terms of sports and various other movement activities? Or in simpler terms, how can generalised knowledge in movement be described? What are its primary sources and based on what principles is the knowledge to be recontextualised within PETE selected? What happens to the knowledge in the process of recontextualization? How can generalised knowledge in movement become powerful for students in their general education? We perceive that there is significant value in including a symposium about knowledge in movement. The development within PETE over several decades has meant that knowledge in movement more generally is getting less and less space in the education. This can have many reasons. Knowledge in movement is not valued in an academic context. Unlike in most other subjects, future PE teachers are assumed to already know large parts of their subject content. Sometimes, PE is not even perceived to aim at developing knowledge in movement among students and therefore future teachers do not need to be trained in that aspect either.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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