The purpose of this study was to examine various influences that contribute to Black golfers engaging in golf as a physical activity and competing in it as a sport at an elite-level (i.e., college ...and professional levels). Given that Blacks are underrepresented as golf participants in general and at the elite-level in particular, it is important to gain insights from those who have excelled at golf beyond the recreational levels. Utilizing a basic interpretive qualitative design, semi-structured interviews with 9 Black males and 1 Black female who were collegiate or professional golfers were conducted. Questions regarding how the participants became involved and interested in golf as a recreational and physical activity, and what contributed to their ability to compete beyond these beginning levels were asked. Findings suggest the following five factors contributed greatly to these participants’ participation and success in golf: 1) Familial Involvement, 2) Grass Roots Golf Programs, 3) Golf as a Means to College Scholarship, 4) Black Golfers as Role Models, 5) Black Golfer as Unique. Future research directions as well as practical implications for increasing racial minority participation in golf as a physical activity and sport at the elite-levels are also provided.
The Exercise Motives and Gains Inventory (EMGI) was developed by Strommer, Ingledew, & Markland (2015) to explore the influence that participatory motives may elicit on perceived gains. The EMGI was ...completed by REFIT® dance fitness class participants (N = 359) in order to investigate the application of the tool to dance fitness, examine the perceived motivations and gains of REFIT® participants, and test the usefulness of the EMGI in a faith-based exercise program setting. The data was analyzed for internal reliability, correlations were computed between corresponding motives and gains, and differences between means were calculated. The results of the study found that there was no statistically significant correlation between any corresponding motives or gains for a given construct. Discussion concerning the EMGI as a poor fit for this specific exercise population and recommendations for future research are also provided.
Recently, two leading organizations on student experiences in colleges and universities (i.e., NACA and NIRSA) issued a call for increased scholarship in the area of transferable work skills ...(identified by NACE) in student employees within campus recreation programs. An exploratory case study was conducted to provide insight into what student employees learn and what campus recreation staff teach (in regards to these transferable skills) at a campus recreation program at a midsized regional university in the southwestern United States. Data were collected via a survey of both student employees and professional staff concerning the opportunities to learn these skills. Focus groups were also conducted. The results demonstrate that student workers learn through doing. Aquatics was one key area identified where staff clearly teach and student employees must learn transferable skills. The results suggest that student employees need to be provided with opportunities to critically reflect on skills gained.
"FORE!" Those four letters are often the only thing that alerts spectators attending golf tournaments of danger heading their way. With professional golfers swinging the golf club at upwards of 120 ...mph, sending the ball an average of 295 yards (Wilco, 2018), and with professional long drive competitors swinging up to 150 mph, a small hard golf ball can become a dangerous projectile with serious potential for catastrophic injury. In this article, I examine the courts' stance on assumption of risk for spectators, provide real-world examples of injuries within golf, and provide potential safeguards for minimizing risk for spectators.
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Helps educators to design assignments and rigorous rubrics that truly measure student learning objectives. The ability of students to pass an examination does not necessarily reflect or guarantee ...their ability to apply knowledge in practice, nor are traditional exams a sufficient means to evaluate all learning objectives. Written for both new and seasoned nurse educators, this book is unique in its provision of rigorous rubrics that fully take into account learning objectives and the teaching-learning process, and promote objective grading. It examines a variety of time-tested, alternative evaluation methods, discusses how to design them, and includes best practices for using them. The book provides an overview of how evaluation and rubrics play an integral part within the larger nursing education teaching-learning process. It helps educators clearly define learning objectives and desired outcomes, and how to evaluate them. The book describes how to formulate a variety of teaching strategies, design effective assignments, and examine in detail specific evaluation methods including best practices for their use and exemplar analytic scoring rubrics. Also available are detailed, modifiable grading rubric templates for each assignment presented. Evaluation methods covered include papers, presentations, participation, discussion boards, concept maps, case studies, reflective journals, and portfolios. The book will assist both new and seasoned nurse educators in their quest to graduate competent, safe nurses at all levels of nursing education. Key Features:.: Provides rigorous, modifiable rubrics for learning objective grading; Includes time-tested alternative evaluation methods; Describes best practices for designing a variety of teaching-learning evaluation tools; Includes guidelines for writing clear assignment descriptions; Discusses papers,
presentations, concept maps, case studies, portfolios, and more.
Connecting teaching and learning Rosselli, Hilda; Girod, Mark; Brodsky, Meredith Morgan
Rowman & Littlefield Publishers, Inc,
2011, 2011., 2011-01-00, 2011-01-16
eBook, Book
As accountability in education has become an increasingly prominent topic, teacher preparation programs are being asked to provide credible evidence that their teacher candidates can impact student ...learning. Teacher Work Samples, first developed 30 years ago, have emerged as an effective method of quantifying the complex set of tasks that comprise effective teaching and documenting the effectiveness of preservice teachers' impact on student learning. Hilda Rosselli, Mark Girod, and Meredith Brodsky, editors of Connecting Teaching and Learning, have assembled case studies from ten universities and insights from key policy leaders. Now implemented in more than 200 colleges and universities across the country as well as in Scotland and Chile, a preponderance of new evidence is evolving from the use of Teacher Work Samples in various venues that is expanding the field's knowledge in areas of practice, research, and policy. This volume also includes a chapter by the forerunner of Teacher Work Sample theory, Del Schalock, with his thoughts about remaining theory development needed to effectively link teacher preparation and student learning. Furthermore, Connecting Teaching and Learning provides practical advice on implementing Teacher Work Samples and is a must-have resource for all educators alike.
Illustrates how Harry Passow's views on curriculum and talent development are similar to those of Howard Gardner and how both theorists' views were used to develop a student-centered curriculum ...planning model. Describes how the model creates a stimulating learning environment to nurture students' talents. (Author/CR)
Objetivos: Diferenciar las presentaciones de displasia de la cadera en desarrollo (DCD); proponer un tamizado universal para el diagnóstico y tratamiento oportuno que disminuyan secuelas. Métodos: Se ...trata de una revisión narrativa con herramientas de revisión sistemática. La búsqueda se hizo en MEDLINE (incluido PUBMED), Embase, Ovid, Proquest, COCHRANE, LILACS, la biblioteca virtual en Salud BVS, Redalyc y Google académico. Sin límite de tiempo de publicación; esta búsqueda se hizo entre enero y junio de 2022 e incluyó guías de práctica clínica, revisiones sistemáticas, metaanálisis y revisiones de tema que evaluaron epidemiología, etiología, fisiopatología, diagnóstico y tratamiento de DCD. Las referencias duplicadas fueron descartadas. La calidad fue evaluada por el método Delphi, sustentado en la experiencia de los consultores (Doctores Rodriguez-Alvira y Rosseli-Cock), para unificar el diagnóstico oportuno de la DCD en Colombia por médicos generales, pediatras, ortopedistas y ortopedistas infantiles. Resultados: El diagnóstico de la DCD es recomendado antes de los 4 meses con ecografía dinámica de cadera y entre los 4 a 6 meses de edad con radiografía de cadera. Cabe señalar que no contar con ecografía debe emplearse la radiografía y debe ser evaluada por el médico desde la clínica hacia la imagenología con remisión oportuna a ortopedia infantil para iniciar tratamiento y realizar seguimiento. Conclusiones: La detección temprana de DCD reduce la necesidad de procedimientos quirúrgicos invasivos, debido al potencial de remodelación del acetábulo en el primer año de vida. El no diagnostico oportuno de la DCD aumento la morbimortalidad y la carga de la enfermedad a corto plazo y en la vida adulta
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