It’s hard to imagine, but as late as the 1950s, athletes could get kicked off a team if they were caught lifting weights. Coaches had long believed that strength training would slow down a player. ...Muscle was perceived as a bulky burden; training emphasized speed and strategy, not “brute" strength. Fast forward to today: the highest-paid strength and conditioning coaches can now earn $700,000 a year. Strength Coaching in America delivers the fascinating history behind this revolutionary shift. College football represents a key turning point in this story, and the authors provide vivid details of strength training’s impact on the gridiron, most significantly when University of Nebraska football coach Bob Devaney hired Boyd Epley as a strength coach in 1969. National championships for the Huskers soon followed, leading Epley to launch the game-changing National Strength Coaches Association. Dozens of other influences are explored with equal verve, from the iconic Milo Barbell Company to the wildly popular fitness magazines that challenged physicians’ warnings against strenuous exercise. Charting the rise of a new athletic profession, Strength Coaching in America captures an important transformation in the culture of American sport.
The role of athletics in ancient Greece extended well beyond the realms of kinesiology, competition, and entertainment. In teaching and philosophy, athletic practices overlapped with rhetorical ones ...and formed a shared mode of knowledge production. Bodily Arts examines this intriguing intersection, offering an important context for understanding the attitudes of ancient Greeks toward themselves and their environment. In classical society, rhetoric was an activity, one that was in essence "performed." Detailing how athletics came to be rhetoric's "twin art" in the bodily aspects of learning and performance, Bodily Arts draws on diverse orators and philosophers such as Isocrates, Demosthenes, and Plato, as well as medical treatises and a wealth of artifacts from the time, including statues and vases. Debra Hawhee's insightful study spotlights the notion of a classical gymnasium as the location for a habitual "mingling" of athletic and rhetorical performances, and the use of ancient athletic instruction to create rhetorical training based on rhythm, repetition, and response. Presenting her data against the backdrop of a broad cultural perspective rather than a narrow disciplinary one, Hawhee presents a pioneering interpretation of Greek civilization from the sixth, fifth, and fourth centuries BCE by observing its citizens in action.
Within the overlapping fields of the sociology of sport, physical education and health education, the use of critical theories and the critical research paradigm has grown in scope. Yet what social ...impact has this research had?This book considers the capacity of critical research and associated social theory to play an active role in challenging social injustices or at least in ‘making a difference’ within health and physical education (HPE) and sporting contexts. It also examines how the use of different social theories impacts sport policies, national curricula and health promotion activities, as well as the practices of HPE teaching and sport training and competition.Critical Research in Sport, Health and Physical Education is a valuable resource for academics and students working in the fields of research methods, sociology of sport, physical education and health.
Want an innovative way to get young children moving--and support development across multiple domains? Discover CHAMPPS, the fun, effective, and research-based motor program for inclusive preschool ...classrooms. Filling the need for a school-based motor program designed for children with diverse abilities, CHAMPPS uses universal design for learning strategies to increase all children's physical activity while supporting key school readiness skills, including social, language, and pre-academic skills. Why CHAMPPS?: (1) Builds essential motor skills. Through fun motor play activities, CHAMPPS teaches and reinforces key skills that are building blocks for many areas of development; (2) Strengthens school readiness. CHAMPPS builds in suggestions for developing school readiness skills across multiple academic and social-emotional domains.; (3) Engages every child. CHAMPPS uses UDL strategies to support the participation of all children--including children with disabilities, who often have motor delays; (4) Reflects evidence-based practices. CHAMPPS is rigorously researched and informed by guidelines from NAEYC, DEC, SHAPE America, and other leading organizations; (5) Fits into any classroom or program. CHAMPPS is flexible and adaptable, with sample 21- and 28-week schedules that help you adjust lesson frequency and length to suit your needs and the needs of the children in your care; and (6) Complements other curricula that are widely used in early childhood settings, including AEPS-3. Practical supports include: (1) Charts with ideas for incorporating UDL strategies and school readiness skills; (2) Activity variations to support inclusion and child engagement; (3) Home Activities that enable families to do CHAMPPS activities at home; (4) Walk-Around Cards that summarize activities for quick reference during lessons; (5) Visual Support Cards with illustrations that model key movements; (6) Skill Leveling Guide for determining a child's skill level and modifying instruction; (7) Wall posters that list the activities and songs in each CHAMPPS unit for easy reference; and (8) Guidelines for choosing books, videos, and classroom materials for motor activities.
Self-Determination Theory (SDT) is amongst motivational frameworks the most popular and contemporary approach to human motivation, being applied in the last decades in several domains, including ...sport, exercise and physical education (PE). Additionally, Achievement Goal Theory (AGT) has presented evidence of how contextual factors may influence student's behavior in this particular context. The main purpose of this study was to analyze the motivational climate created by the teacher in the classroom, students' satisfaction of Basic Psychological Needs (BPN), and how their behavioral regulation could explain PE grades and intention to practice sports in the future.
A total of 618 students (290 female; 328 male) from the 6th to the 9th school level, aged between 10 and 18 years (M = 13.3; SD = 1.7) participated in this study. The following surveys were used for the proposed variables: Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ); the Basic Psychological Needs in Exercise Scale (BPNESp); and the Perceived Locus of Causality (PLOCp). Intentions to practice sport/physical activity in the future were assessed through a single item. Students' PE grade was obtained through his/her teacher final assessment. Structural Equation Analysis was performed via AMOS 23.0.
After analyzing modification indices and model adjustment, the final model emerged: learning climate > BPN > autonomous motivation > intentions/PE grade. Results interpretation seems to indicate that i) the satisfaction of BPN are influenced by motivational climate (i.e., learning climate), ii) the individuals' motivation is influenced by the satisfaction of three basic psychological needs (i.e., particularly competence), and iii) the motivational regulations have direct and significant effects with intention to practice sports outside school in the future and PE grades.
The main results showed that a climate oriented for learning has a positive impact on basic psychological needs satisfaction of students. However, only competence satisfaction had a significant positive relationship with students' autonomous motivation, which in turn had a significant positive relation with PE grade, as well as for intentions for leisure-time sport/physical activity practice.
The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies ...have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher's utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students' perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.
Abstract Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an ...escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward.
Embodied Nation Creak, Simon
2014, 20150115, 2015, Letnik:
59
eBook
Viewing the country's extraordinary transitions-from French colonialism to royalist nationalism to revolutionary socialism to the modern development state-through the lens of physical culture, Simon ...Creak's incisive narrative illuminates a nation that has no reputation in sport and is typically viewed, even from within, as a country of cheerful but lazy people. Creak argues that sport and related physical practices-including physical education, gymnastics, and military training-have shaped a national consciousness.
Combining cultural and intellectual history, Creak draws on a creative array of Lao and French sources from previously unexplored archives, newspapers, and magazines, and from ethnographic writing, war photography, and cartoons. More than an "imagined community" or "geobody," he shows that Laos was also a "body at work," making substantive theoretical contributions not only to Southeast Asian studies and history, but to the study of the physical culture, nationalism, masculinity, and modernity in all modern societies.
The modern-day athlete participating in elite sports is exposed to high training loads and increasingly saturated competition calendar. Emerging evidence indicates that inappropriate load management ...is a significant risk factor for acute illness and the overtraining syndrome. The IOC convened an expert group to review the scientific evidence for the relationship of load—including rapid changes in training and competition load, competition calendar congestion, psychological load and travel—and health outcomes in sport. This paper summarises the results linking load to risk of illness and overtraining in athletes, and provides athletes, coaches and support staff with practical guidelines for appropriate load management to reduce the risk of illness and overtraining in sport. These include guidelines for prescription of training and competition load, as well as for monitoring of training, competition and psychological load, athlete well-being and illness. In the process, urgent research priorities were identified.
Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to ...improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention.
The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome.
A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review.
The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was difficult to ascertain which teacher training characteristics were most important in relation to intervention effectiveness.
It is clear that whilst teachers are capable of making substantial improvements in student outcomes in PA and FMS, the findings of this review suggest the teacher training component of school-based PA and/or FMS interventions is not only under-reported but is under-studied, and, perhaps as a result, the value of teacher training is not widely understood. What remains unclear, due to poor reporting, is what role teacher training is having on these outcomes.
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