1,721,021 research outputs found
The Game Sense approach as play with purpose
No full textGame-based pedagogical approaches for games and sport teaching have been distinguished by some authors through the more prominent emphasis on guided discovery teaching and player reflective thinking than what occurs in the more historically common sport-as-sport techniques approach, which is exemplified by a ‘transmission’ method of instruction. In this chapter, we suggest that rather than be seen as competing approaches, game-based approaches can be viewed as a ‘toolkit’ of instructional styles governed by a fundamental proposition – pedagogical decision making. We examine a game-based coaching episode and identify the decisions being made between the coach and players using the Spectrum of Teaching Styles (Mosston & Ashworth, 2008). By doing this, we detail important pedagogical concepts and unify pedagogical decision making that takes place when sport coaching is aimed across the ‘discovery barrier’ and into an intentionally designed space to develop ‘thinking players’
Introduction
No full textThis introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book discusses issues common with sport coaching, such as inconsistent use of terminology and idiosyncratic approaches to coaching, leading to misconceived pedagogical applications to coaching as teaching. It explains the philosophy of deliberate teaching and traces The Spectrum to the work of Bruner, Bloom and others to locate teaching as deliberate actions to structure the learning environment, the nature of subject matter and the style of teaching. The book then explores Convergent Discovery Style G or coaching by problem solving. It also illustrates Player Designed—Coach Supported Style I. The book explains Player Initiated—Coach Supported Style J. It then explains Player Self-Coaching Style K, where the defining feature is that the player/s assumes responsibility for both the coaching and learning decision-making. The book also examines Self-Check Style D or Coaching by Individual Programming
Volleyball: Play with Purpose to Develop Game Sense (Australia)
No full textChapter 6 described Play with Purpose and detailed how to apply it to a middle school physical education (PE) unit on touch football. We refer the reader to Chapter 6 for a more detailed explanation of the Play with Purpose approach. In this chapter, we will look in little more detail at Play with Purpose as explicit teaching and deliberate practice. Explicit teaching involves the PE teacher ensuring that students have a clear understanding in four areas: why they are learning something; how what they are learning connects to what they already know; what is expected (learning outcome/s); and how to achieve the expectations (clear achievement standard). Explicit teaching also requires the PE teacher to provide students the opportunity to inquire about their learning and provide them with clear feedback about their performance in relation to meeting the learning expectation/s. This chapter applies a Play with Purpose approach to teaching volleyball for an upper-primary (elementary) school unit of work. Specifically, the unit of work is for a year 6 class mixed-ability class
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
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
Teaching Games and Sport for Understanding as a Spectrum of Teaching Styles
No full textIn this chapter, the authors use The Spectrum of Teaching Styles to identify the teaching styles used to implement the six-step Teaching Games for Understanding (TGfU) model as a cluster of teaching styles, to show that teaching games for understanding require use of more teaching styles than guided discovery, problem solving or discovery teaching. The authors clarify TGfU as a model directed at student understanding by explaining that asking students questions may not be guided discovery, or any other type of discovery process. To identify the possible teaching styles which emerged from this game scenario, they will presume that there are students who have minimal knowledge of striking and fielding games, and some who have a large amount of experience, and therefore knowledge of the game. They will use The Spectrum to view the episode and identify the potential teaching styles
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
- …
