10 tips for using video analysis more effectively in physical education
- Authors: Beseler, Brad , Plumb, Mandy
- Date: 2019
- Type: Text , Journal article
- Relation: Journal of Physical Education, Recreation and Dance Vol. 90, no. 1 (2019), p. 52-56
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- Description: In order for video replay to be an effective assessment and teaching tool, a number of steps need to be followed. This article provides some useful tips for physical educators to ensure they are implementing this video technology effectively when teaching the overarm throw.
Academic leaders' perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education
- Authors: Holt, Dale , McGuigan, Nicholas , Kavanagh, Marie , Leitch, Shona , Ngo, Leanne , Salzman, Scott , Watty, Kim , McKay, Jade
- Date: 2016
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 32, no. 5 (2016), p. 1-18
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- Description: This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through ePortfolios does not have strong traction in business education courses and disciplines. The status of ePortfolio use in business education in the sector is profiled through the perspectives of academic business leaders. The reasons why ePortfolio use is limited are explored, along with the possible benefits through greater and more systematic use in the curriculum. Various technological, training and support implementation issues are highlighted. The framing of key elements of effective implementation are summarised at the end of the paper. © 2016 Australasian Journal of Educational Technology.
All over, red rover? The neglect and potential of Australian adult education in the community
- Authors: Golding, Barry , Foley, Annette
- Date: 2011
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 51, no. SPEC.ISS.1 (2011), p. 53-71
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- Description: Consistent with the 'looking back, moving forward' conference theme, in this paper we undertake a critical, research-based appraisal of the current, arguably neglected state of adult education in Australia in 2010, and proceed to paint a picture of how a different and potentially more positive future might be realised. Firstly, we emphasise situations (including states and territories) in Australia in which adult education is seen to be lacking or missing for particular groups of adults. Secondly we emphasise research evidence confirming the demonstrable value of learning for purposes other than those that are immediately vocational. We identify links between lifelong and life wide learning on one hand, and health and wellbeing on the other. Part of the paper involves international comparisons with other forms of adult learning that Australia might learn from, adapt or borrow. We make particular reference to research underpinning the recent Inquiry into the Future of Lifelong Learning by NIACE in the United Kingdom. Our first main conclusion has to do with equity. Adult and community education (ACE) in Australia is currently seen to be least available or accessible to those Australians with the most limited and most negative experiences of school education, but the most need to learn in non-vocational domains. These groups include older Australians, some men and women, people not in paid work, and rural, isolated and Indigenous people. Our second main conclusion is that, to realise adult learning's future potential, we need changes to government policies, research and practice that acknowledge and actively support the broader nature and value of learning for life across all age groups. To paraphrase research from Belgium by Sfard (2008), based around Beck's (1986) exploration of reflexive modernity, the adult education function of ACE is in dire straits, unless education is seen as being much more valuable than the sum of individual vocational competencies, and particularly unless it is also recognised, valued and supported as one of many valuable outcomes of social, lifelong and lifewide learning throughout the community.
Balancing the equation : Mentoring first-year female STEM students at a regional university
- Authors: Reid, Jackie , Smith, Erica , Iamsuk, Nansiri , Miller, Jennifer
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Innovation in Science and Mathematics Education Vol. 24, no. 4 (2016), p. 18-30
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- Description: Due to changes to Australia's economic landscape (e.g., falling productivity and the end of the mining boom) and the emergence of disruptive digital technologies, the shape of the Australian workforce is rapidly changing and the development of STEM skills is an imperative. There has been a decline, however, in the number of students studying STEM subjects in senior secondary school, and the underrepresentation of females in many STEM disciplines further compounds the problem. The University of New England is a regional Australian university where a large proportion of students are from rural and regional areas, are mature-aged, and come from low SES backgrounds. Many commence their tertiary studies in STEM with diverse backgrounds, often without the necessary assumed knowledge. A mentoring program was designed to assist female students develop STEM-related study and career goals. Important components of the program included: face-to-face and online training and professional development for participants, two mentors (one academic and one industry-based) per student, accessibility for students studying at a distance, guest speakers, and outreach activities promoting STEM to the wider community. This program could be readily adapted for other cohorts of students (e.g., indigenous students) and expanded (e.g., for all students embarking on STEM studies). The program helped students recognise and address potential roadblocks to a sustained and successful STEM-based career, build confidence in pursuing study and career goals, and develop sound decision-making skills in career planning. For mentors, the program offered STEM-related professional development opportunities. Furthermore, academic mentors reported a positive impact on their approach to STEM teaching as a result of participation in the program.
Caution regarding exergames : A skill acquisition perspective
- Authors: Pedersen, Scott , Cooley, Dean , Cruickshank, Vaughan
- Date: 2017
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 22, no. 3 (2017), p. 246-256
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- Description: Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.Participants and setting: Thirty children (boys=15, girls=15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30min and one 30min treatment session in a university laboratory.Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n=10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30min treatment session.Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus-response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).Data analysis: A 3 (treatment group)x2 (age group)x2 (test)x3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper.
Chinese teachers' views of teaching culturally related knowledge in school science
- Authors: Ma, Hongming
- Date: 2011
- Type: Text , Book chapter
- Relation: The Professional Knowledge Base of Science Teaching p. 153-171
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- Description: Cultural studies in science education have been gaining more attention in recent years. One much-debated theme in this area is teaching culturally related knowledge in modern school science. Within the context of science education, “culturally related knowledge” refers to the knowledge that can be treated as science, but has different cultural origins from that of Western Modern Science (WMS) or Euro-centric science (Aikenhead and Ogawa 2007). Different points of view about the nature of science and the relationship between science education and culture have a direct influence on people’s opinions of the content and pedagogy of science teaching in school. "From introduction"
Comparison of health and physical education policies with practices : an evaluation of school responses within three Brisbane Catholic Education (BCE) primary schools (2005)
- Authors: Lynch, Timothy
- Date: 2008
- Type: Text , Journal article
- Relation: ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport and Dance Vol. 3, no. 2 (2008), p. 8-18
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Constructing narratives in later life : Autoethnography beyond the academy
- Authors: Golding, Barry , Foley, Annette
- Date: 2017
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 57, no. 3 (2017), p. 384-400
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- Description: Learning through life experiences as distinct from learning through the academy and courses have become increasingly important themes in later life adult education research and practice. Whilst the dominant discourse for most younger people is still about education and training for students in standardised and accredited courses, there is increasing concern to find ways of giving voice to empower people otherwise excluded, disempowered or missing from mainstream education, learning, research and the community. This paper specifically explores and actively mirrors ways of using techniques developed through academic autoethnography to empower older people to share and make sense of the lives they have lived by exploring some of the unexamined assumptions that govern everyday life, behaviour and decision making including in the many, often very informal contexts well beyond educational institutions, the academy and paid work. In essence, like autoethnography, our paper seeks to identify, interrogate and celebrate ways of revealing and displaying multiple layers of consciousness connecting the personal to the cultural for sharing and celebrating diversity in later life. [ABSTRACT FROM AUTHOR] Copyright of Australian Journal of Adult Learning is the property of Copyright Agency Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Cyber-relations in the field of home computer use for leisure : Bourdieu and teenage technological experts
- Authors: Johnson, Nicola
- Date: 2009
- Type: Text , Journal article
- Relation: E-Learning and Digital Media Vol. 6, no. 2 (2009 2009), p. 187-197
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- Description: This article highlights the practice of a group of New Zealand teenagers who are considered by their family and themselves to be technological experts. Drawing on Pierre Bourdieu’s key concepts of habitus, field and capital, this text identifies and discusses the cyber-relations that constitute the practice in the field of home computer use for leisure. The purpose of this article is to claim that though this field is predominantly a field of leisure, these are valid sites of informal learning. As almost all of the experts in the study gained their expertise through independent means, with minimal input from their schooling, discussion focuses on what these informal trajectories to technological expertise might mean for pedagogy and formal learning within schools.
Dispositions of elite-level Australian rugby coaches towards game sense : Characteristics of their coaching habitus
- Authors: Light, Richard , Evans, John
- Date: 2013
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 18, no. 3 (2013), p. 407-423
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- Description: Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article redresses this oversight by drawing on a larger study that inquired into how the 'coaching habitus' of elite-level Australian and New Zealand rugby coaches structured their interpretation and use of the Game Sense approach to coaching to illustrate how habitus can be operationalised. It focuses on the identification of characteristics of the individual coaching habitus of four elite-level Australian rugby coaches and how they shape their interpretation and use of Game Sense. Drawing on suggestions made by Lau, we identify the characteristics of four individual 'coaching habitus' by examining their views on: (1) the characteristics of good coaches; (2) characteristics of great rugby players and how to develop them; and (3) their dispositions towards innovation in coaching. © 2013 Copyright Taylor and Francis Group, LLC.
- Description: 2003011104
Examining the satisfaction levels of continual professional development provided by a rural accounting professional body
- Authors: Halabi, Abdel
- Date: 2014
- Type: Text , Journal article
- Relation: Australian and International Journal of Rural Education Vol. 24, no. 2 (2014), p. 59-70
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- Description: The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting professional body. Prior research has noted that rural accountants are disadvantaged when completing CPD because professional accounting bodies are city centric, and cost is prohibitive. Results of this study show that when CPD is locally provided this led to high levels of satisfaction. Implications for professional accounting bodies and rural accountants are discussed, as well as limitations and areas for further research.
Explaining Newton's laws of motion : Using student reasoning through representations to develop conceptual understanding
- Authors: Waldrip, Bruce , Prain, Vaughan , Sellings, Peter
- Date: 2013
- Type: Text , Journal article
- Relation: Instructional Science Vol. 41, no. 1 (2013), p. 165-189
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- Description: The development of students' reasoning and argumentation skills in school science is currently attracting strong research interest. In this paper we report on a study where we aimed to investigate student learning on the topic of motion when students, guided by their teacher, responded to a sequence of representational challenges in which their representational claims functioned as both process and product for reasoning about this topic. This qualitative case study entailed collection of data through classroom observation, transcripts of student/teacher interactions, and interviews with teacher and students. We found that students participated in various reasoning processes in generating and critiquing their own and other students' representations on the topic of motion, contributing to positive engagement with the topic and conceptual understanding. We identified several pedagogical principles that support this learning. © 2012 Springer Science+Business Media B.V.
Food gardens : Cultivating a pedagogy of place
- Authors: Green, Monica
- Date: 2008
- Type: Text , Conference proceedings
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- Description: Place-based education attempts to position the individual in relationship with the human and non-human elements of the life-world, at a place that is welcoming of educational experience and a knowledge base from which to construct a more ecologically sustainable culture. Food gardens, along with ecological restoration projects within schools are experiencing a significant renaissance and are important sites for place-based education. Many of these places are located in and around the immediate environment of a school ground and become significant educational portals through which children explore their world. This paper reports on the literature reviewed for a study on how a pedagogy of place is cultivated within garden experiences. There is limited research about the use of school gardens as an educational tool and the specific pedagogies that support learning in this context. A number of themes emerge from various bodies of literature that provide a conceptual framework for the study of food garden pedagogies. These themes include placebased education, ecological literary, and nature as teacher. It is useful to think about primary school gardens in the light of this literature because it helps frame a research question for a study into how pedagogies of place can be cultivated within food gardens. [Author abstract, ed]
How can the expansion of the apprenticeship system in India create conditions for greater equity and social justice?
- Authors: Smith, Erica , Kemmis, Ros Brennan , Comyn, Paul
- Date: 2014
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 54, no. 3 (2014), p.
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- Description: This paper reports on aspects of a recent project carried out for the International Labour Organization (ILO) and the World Bank, which was designed to feed into the process of updating and expanding India’s apprenticeship system. The apprenticeship system in India is extremely small for the country’s population, even taking into account the high proportion of jobs that are in the informal economy, and is subject to very rigid regulation. Expansion of the system has been seen as vital in order to improve the supply of skills to the rapidly expanding economy, and also to address issues of disparity in labour market participation and equity for certain groups in Indian society. The paper firstly explains how findings about apprenticeship systems from ten other countries, together with analysis of the Indian situation, were used to present options for consideration by the Indian government. It then analyses these options for their social justice and equity implications.
How do preservice teachers learn to become quality teachers? Factors to consider in addressing the issues facing 'new teachers'
- Authors: Dyson, Michael , Hutchinson, Steve
- Date: 2008
- Type: Text , Journal article
- Relation: International Journal of Practical Experiences in Professional Education Vol. 11, no. 1 (2008 2008), p. 44-56
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How the Men's Shed idea travels to Scandinavia
- Authors: Ahl, Helene , Hedegaard, Joel , Golding, Barry
- Date: 2017
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 57, no. 3 (2017), p. 316-333
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- Description: Australia has around 1,000 Men’s Sheds – informal community- based workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men's learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men’s Shed is typically self- organized and 'bottom-up', which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men's Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men's Shed travelled to Denmark, a country with considerably more 'social engineering' than in Australia, where Sheds were opened in 2015, via a 'top-down' initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish 'Shed' organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men's sheds, we describe how the idea of the Men's Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as exist in Australia may result, provided that local ownership is emphasized.
Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat
- Authors: Smith, Jeremy , Gervasoni, Ann , Howard, Peter
- Date: 2013
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 53, no. 2 (2013), p. 253-279
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- Description: his paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the impact that university study had on their lives. Their responses suggest that Clemente Ballarat was life-giving. The student insights identified the critical importance of: providing a supportive learning environment for people lacking life opportunities and routine; students feeling better and happier with themselves resultant from personal learning achievements; doing something that was about ‘me’; support from others including Learning Partners and the program’s counsellor; students appreciating their academic and inner strengths; rekindling dreams and hope; seeking ways out of poverty for their family; finding friendships and connection; appreciating the academic disciplines; improvements in well-being and mental health; and pride in achievements. Students also were apprehensive about what the future may hold after completion and graduation. These insights highlight the treasures that students found when engaged in humanities education based upon community embedded socially supported structures that enable learning. Further, these insights provide contextual outcomes for the Clemente program, which could be implemented across regional and rural Australia for people experiencing multiple disadvantages or social exclusion.
Improving 'at-action' decision-making in team sports through a holistic coaching approach
- Authors: Light, Richard , Harvey, Stephen , Mouchet, Alain
- Date: 2014
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 19, no. 3 (April 2014 2014), p. 258-275
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- Description: This article draws on Game Sense pedagogy and complex learning theory (CLT) to make suggestions for improving decision-making ability in team sports by adopting a holistic approach to coaching with a focus on decision-making 'at-action'. It emphasizes the complexity of decision-making and the need to focus on the game as a whole entity, where players, individually and collectively, attempt to manage disorder in the face of an opposition. It rejects the complicated, mechanistic approach to learning and cognitivist views that dominate the literature on decision-making in team sports that see it as being a linear process of conscious thinking limited to the individual mind. It offers an alternative, holistic view grounded in a practical example of how this might be achieved in coaching rugby union football and theorized within a CLT framework.
Interpersonal behaviour styles of primary education teachers during science lessons
- Authors: Fisher, Darrell , den Brok, Perry , Waldrip, Bruce , Dorman, Jeffrey
- Date: 2011
- Type: Text , Journal article
- Relation: Learning Environments Research Vol. 14, no. 3 (2011), p. 187-204
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- Description: This study reports the first development in Australia of primary science teacher typologies of teacher–student interpersonal behaviour, which was measured by students’ perceptions using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary-school teachers and which were similar to types found with Australian secondary-school science teachers. The present study investigated the extent to which typologies found in earlier studies also apply to primary teachers. A cluster analysis was used to determine Australian typologies and to compare these with earlier findings. Prior typologies could only be partially confirmed, and the found typology of six styles was able to explain variance in both student outcomes and perceptions of cultural elements of the learning environment.
Learning the business of teacher education research: Editorial work as capacity building
- Authors: Reid, Joanne , McDonough, Sharon , Bown, Kathryn , Santoro, Ninetta , Mayer, Diane , Singh, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 41, no. 4 (November 2013), p. 345-349
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- Description: C4