1,721,712 research outputs found
Swimming: The second kick in butterfly
No full textAlthough there is a tactical element in long distance swimming events, developing correct technique is of central importance when coaching young swimmers but mechanistic coaching is not the only way to do this with this chapter providing an example of how to do this. Based on the belief that learning to swim and improving performance is a process of interpretation and adaptation on an individual basis the session Richard Light reflects on provides an example of how swim coaching can move beyond the limitations of direct instruction. In this chapter he reflects on his experience of teaching junior swimmers competing at national level in the UK using a Positive Pedagogy for sport coaching approach with a very technical focus on making swimmers aware of, and improving the second kick in butterfly
Teaching javelin in a Singapore secondary school
No full textThis chapter focuses on Richard Light’s experience of teaching junior secondary students in Singapore as part of a four-day seminar he delivered on Positive Pedagogy for sport coaching to physical education teachers. To demonstrate to the teachers how PPed can be applied in physical education classes he taught three classes with this chapter considering them all but focused on the javelin class taught to a ‘difficult’ class. In it he reflects upon the challenges involved in teaching PPed to classes of 40, fourteen-year old students with whom I had no relationship, no knowledge of their skills or dispositions, and who were not accustomed to being empowered. In this chapter he explains how he adjusted the progression of activities he had planned to meet the challenges facing me as well as the questioning strategy he used and his expectations of their learning. He found this session very challenging but there were enough sections of sustained, engagement, enthusiasm, joy and moments that approached flow to provide satisfaction for him. This experience also reminded him of the challenges facing teachers when implementing innovation such as PPed in physical education
The influence of school context on the implementation of TGfU across a secondary school physical education department
No full textOver the past decade Teaching Games for Understanding (TGfU) has enjoyed a sustained revival of interst from researchers and practitioners across the globe that is strong enough to be described as a 'movement' (see, for example, Light 2005). Along with other game-based approaches (GBA) it has come to form one of the more prominent areas of research interest in physical education with a well-attended series of international conferences on TGfU established from2001, and with the most recent one held in TGfU's 'birthplace' at Loughborough University in the UK in July 2002. Research consistently confirms the effectiveness of this approach to teaching in terms of developing better games players, generating positive affective experiences of learning and promoting a range of positive social, moral and personal learning (see, for example, Butler and Griffin 2010; Holt, Ward and Wallhead 2007; Light 2013 and Chapter 6 by Jarrett and Harvey). Despite these positive developments, the uptake of TGfU and other game-based approaches (GBA) by physical education teachers across the globe remains limited. Even in Singapore, where a variation of TGfU, the games concept approach (GCA), was mandated by the Ministry of Education, a sustained body of research conducted over the past decade suggests that it is yet to make a significant impact upon practice (see Chapter 3 by Fry and McNeill)
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Implementing TGfU in an Australian independent school : an affective journey
No full textAmong a range of factors influencing the adoption of game-based approaches (GBA) pedagogy in schools, teacher’s personal and professional responses and ways in which they adapt to student-centred pedagogy figures significantly. Studies that have inquired into teacher experiences of GBA have all been limited to relatively short-term interventions that have been unable to provide adequate understanding of how previous beliefs and experiences shape interpretation of GBA and how teachers can adapt over time. This chapter redresses this gap in the literature by drawing on a two and a half-year ethnographic study on the implementation of Teaching Games for Understanding (TGfU) in an Australian Independent School aimed at providing quality teaching in physical education. It provides insight into the ways in which individual teachers adopted, embraced or alternatively resisted TGfU as an innovative pedagogy. The findings highlight the complexity of the challenges involved in changing teachers’ practice while identifying the importance of contextual factors such as established beliefs about, and dispositions towards teaching, the school’s profile, history and tradition, and the ways in which the management of the implementation of GBA can influence teacher responses and uptake
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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