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.
Surveying the landscape five years on : An examination of how teachers, and the teaching of Australia's shared-history, is constructed within Australian academic literature
- Authors: Weuffen, Sara
- Date: 2019
- Type: Text , Journal article
- Relation: Teaching and Teacher Education Vol. 78, no. (2019), p. 117-124
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- Description: The purpose of this paper is to conduct a literature review of academic debates relating to the Australian Curriculum: History (ACH), in particular subjective constructions of teachers, and the teaching of Australian History and Aboriginal peoples' and Torres Strait Islanders’ histories. The literature reviewed from a socio-political lens, examines functions of power/knowledge operating in discourses of education to illuminate how teachers, Aboriginal peoples, and Torres Strait Islanders, take up and/or resist subjectivities constructing them. Drawing from the toolbox of post-structuralism, this literature review troubles the notion of the non-Indigenous perspective as dominant, and the teacher as an active, non-critical participant in the process.
Classroom assessment as a reciprocal practice to develop students’ agency : A social cognitive perspective
- Authors: Fletcher, Anna
- Date: 2018
- Type: Text , Journal article
- Relation: Assessment Matters Vol. 12, no. (2018), p. 34-57
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- Description: The links among theory, teaching practice, and evidence of student learning have increasingly gained traction in the public discourse in much of the Western world, as educational policy makers seek to bring together accountability demands with the push for improvements in student learning. This article draws on the notion of teaching and assessment as generations informed by diverse theoretical viewpoints. The article pursues three goals. First, it identifies distinct elements of social cognitive theory and the concept of triadic reciprocality in relation to the concepts of student agency and reciprocity between teachers and students’ in-classroom assessment as a learning process. Secondly, the article outlines the transformation of assessment practice over three generations of pedagogical theory. Thirdly, it argues that social cognitive theory offers a recalibrated understanding of assessment as a student-centred learning process.
Lived experiences and insights into the advantages important to rural recruitment and retention of general practitioners
- Authors: Terry, Daniel , Nguyen, Hoang , Schmitz, David , Baker, Ed
- Date: 2018
- Type: Text , Journal article
- Relation: Rural and remote health Vol. 18, no. 3 (2018), p. 1-16
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- Description: INTRODUCTION: Despite existing studies in this field, community factors behind recruiting and retaining rural general practitioners (GPs) are not fully understood. To address this issue, the Community Apgar Questionnaire (CAQ) was developed to extend the understanding of communities' assets and capabilities that impact GP recruitment and retention. However, more in-depth insights are vital to develop a comprehensive approach. METHODS: This mixed methods study was administered using face-to-face structured interviews with a total of 40 health service representatives. All interviews lasted 35-40 minutes and were audio-taped. Qualitative data were generated from the extended responses to the structured questions of the CAQ and later transcribed. Thematic analysis was conducted in relation to explanations, elaborations, and relevant strategic approaches to improving workforce retention. RESULTS: The qualitative findings illuminated the most important advantages of recruiting and retaining GPs were linked to medical support, hospital and community support, and economic factors, while the challenges were related to geographic factors. The underlying reasons for and nature of those advantages and challenges reinforce that health professionals' decisions to stay or leave are complex and multifactorial. CONCLUSION: The originality of the study rests on the administration of the CAQ accompanied by the opportunity for participants to provide extended responses, which gives critical insights into the complexities of rural recruitment and retention. As such, the results confirm the need for a flexible multifaceted response to improving rural GP workforce and informs decision-making in terms of addressing workforce issues within the scope of available resources and capacity.
Pathway to success : Using students’ insights and perspectives to improve retention and success for university students from low socioeconomic (LSE) backgrounds
- Authors: Sadowski, Christina , Stewart, Margaret , Pediaditis, Mika
- Date: 2018
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 22, no. 2 (2018), p. 158-175
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- Description: In an increasingly complex landscape of diversification and massification, universities are grappling with challenges of student attrition. This paper presents findings from a project investigating how students from low socio-economic backgrounds at a regional Australian university perceive challenges and supports associated with retention and success. Twenty-seven students received intensive one-to-one support from a Faculty-embedded ‘academic advisor’, and reflected on this support, their overall student experience, and strategies to enhance student success. Students identified a range of challenges that they experienced across an academic year (personal circumstances, lack of preparedness for university study, timely access to support, course/programme difficulties) and what worked well for them (academic advisor, University support services, growing confidence in self as competent student, peer support). A range of strategies for enhancing student success were identified by students, namely consistency across teaching design and delivery, transparency of delivery modes, mandatory orientation, access to a dedicated academic advisor, and increased peer connectedness. The applicability and viability of the proposed strategies within current higher education settings are explored. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Selection and rejection in teacher education: qualities of character crucial in selecting and developing teacher education students
- Authors: McGraw, Amanda , Fish, Tim
- Date: 2018
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 46, no. 2 (2018), p. 120-132
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- Description: The focus of recent Australian political and media reports on the selection of candidates for initial teacher education programs has focused on the Australian Tertiary Admission Rank (ATAR) score as one of the key indicators of worth. This narrative study conducted in an Australian regional university focuses on the life stories of twelve pre-service teachers (PSTs) who received lower ATAR scores and who may well have been rejected by other universities. The PSTs’ narratives highlight that low achievement levels in the final years of schooling did not prevent them from being able to succeed in teacher education programs. We argue that high stakes tests as gatekeeping devices are simplistic measures that fail to recognise important qualities of character crucial to effective teaching. We suggest that qualities of character such as these are hard to quantify but are central to both selecting entrants to, and developing PSTs during, their teacher education programs.
Towards sustainability in Australian social work field education
- Authors: Neden, Jeanette , Townsend, Rob , Zuchowski, Ines
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Social Work Vol. 71, no. 3 (2018), p. 345-357
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- Description: The educational framework of Australian social work field education has remained static over the past few decades. Emerging challenges are creating a compelling case for change. These include increasing demand for placements, declining capacity of organisations to provide placement requirements, reduction in practitioners’ incentives and capacity to support student placements and to facilitate a work integrated learning context, and an interrelated web of policies and regulations that constrain adaptation to these changes. In a critical exploration of multiple levels of regulation and policy contexts, we argue that conventional approaches to social work field education are not sustainable given significant changes to the funding arrangements for universities and within the welfare service system. To futureproof integrative learning in social work, we advocate transformation of educational culture, policies, and design toward sustainability. IMPLICATIONS Supervised placements are designed to integrate practice and academic learning but their future use as the single means for achieving this integration will be unsustainable. Drawing on an ecological orientation enables social work educators to position sustainability as a key consideration and response to current constraints in higher education and the field. Focusing on sustainability across policy, practice, and regulation contexts has potential to generate transformative change that enhances our effectiveness in futureproofing the design of integrative learning in social work. © 2018,
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.
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.)
Control and resilience : The importance of an internal focus to maintain resilience in academically able students
- Authors: Kronborg, Leonie , Plunkett, Margaret , Gamble, Nicholas , Kaman, Yvette
- Date: 2017
- Type: Text , Journal article
- Relation: Gifted and Talented International Vol. 32, no. 1 (2017), p. 59-74
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- Description: This article reports one component of a longitudinal multilayered research project originating from a unique partnership between a university and a selective secondary school in Victoria, Australia. One hundred and twenty-five Year 10 academically able students at the school completed a survey at two different times to investigate a range of motivational constructs, including locus of control and resilience. Students were grouped according to their locus of control (LoC) focus (either internal or external), and, subsequently, scores from their resilience profiles were compared using multivariate analysis of variance. Findings illustrated that students with a more internally focused locus of control were more resilient at two time points. These findings have important implications for educators, as resilience is recognized as an important attribute to be developed in all students, including academically able students.
Enhancing care for older people living in nursing homes in rural Australia using action learning as a catalyst for change
- Authors: Penney, Wendy , Meyer, Julienne , Cash, Penelope , Clinnick, Lisa , Martin, Louise
- Date: 2017
- Type: Text , Journal article
- Relation: Action Learning: Research and Practice Vol. 14, no. 1 (2017), p. 62-71
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- Description: The implementation of action learning workshops in three nursing homes in rural Victoria, Australia has been critical in the re-visioning of how care can be enhanced for residents. The workshops were designed with the intent of improving quality of care for residents by providing health care staff with opportunities to learn together and effect cultural change. Valuing what was accomplished well in these nursing homes was the starting point. The project was funded by a Commonwealth Government Rural Education Grant and was based on ‘My Home Life’ a popular programme that promotes quality of life and delivers positive change in care homes for older people across the United Kingdom. This paper provides an account of the project including key components of the action learning workshops and subsequent evaluation of the programme conducted in Australia. The lessons learnt throughout this project have provided the impetus to continue using appreciative inquiry and action learning to involve participants in reflecting on their practice, valuing what they do well while identifying areas that require change. Working together in a safe and respectful space provides participants with opportunity to harness their own collective wisdom and as the health professionals in this project experienced, also learn valuable skills that support progressive action that makes a difference to older people’s lives. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Health justice partnerships: Initial insights into the delivery of an integrated health and legal service for youth in regional Victoria
- Authors: Ollerenshaw, Alison , Camilleri, Marg
- Date: 2017
- Type: Text , Journal article
- Relation: Rural and Remote Health Vol. 17, no. 2 (2017), p. 1-6
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- Description: Introduction: This article presents interim findings from research examining the implementation of a health justice partnership (HJP) focusing on the legal and health needs of regional young people. HJPs provide an innovative service model offering an integrated health and legal service for the community. HJPs are a relatively new service model for Australia, yet the program is well suited to meet the needs of particular population cohorts, including young people and those in regional locations experiencing complex legal issues. Methods: Funded by the Victorian Legal Services Board and Commissioner, an HJP in partnership with three organisations was established in a large regional area in Victoria, Australia. Research is being conducted alongside the program to examine its impact on young people, and the implications on practice for staff in the partner organisations. Results: Findings provide preliminary support for the HJP model with a number of young people - from predominantly disadvantaged backgrounds and with varying legal issues - having been referred to the program in the first 6 months. Referrals were received from both partner agencies and external agencies. Initial client and staff survey responses indicate that the legal problem of the young people was affecting how they feel. Conclusions: While these findings provide preliminary support for the HJP further research will offer longer term insights about HJPs within the Australian context, particularly rural and regional settings. © A Ollerenshaw, M Camilleri, 2017.
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.
Taking a return to school : Using self-study to learn about teacher educator practice
- Authors: McDonough, Sharon
- Date: 2017
- Type: Text , Journal article
- Relation: Studying Teacher Education Vol. 13, no. 3 (2017), p. 241-256
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- Description: The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
The continuum of tendon pathology : Current view and clinical implications
- Authors: Cook, Jill , Rio, Ebonie , Purdam, Craig , Girdwood, Michael , Ortega-Cebrian, Silvia , Docking, Sean
- Date: 2017
- Type: Text , Journal article
- Relation: Apunts Medicina de l'Esport Vol. 52, no. 194 (2017), p. 61-69
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- Description: Cook and Purdam first proposed the Continuum model in 2009, with the aim of improving the understanding of the complexity of tendon pathologies. The Continuum is based on three states of tendon structure: reactive tendon, tendon disrepair and degenerative tendon. In contrast to other proposals, the Continuum model describes continuous changes in tendon structure. Each state of tendon structure represents a particular clinical presentation and requires a particular type of management. Evidence seen in histopathological studies, imaging and clinical studies all support the Continuum model for the analysis of tendon pathologies. © 2017 Consell Català de l'Esport. Generalitat de Catalunya
The impact of work-integrated learning experiences on attaining graduate attributes for exercise and sports science students
- Authors: Hall, Melinda , Pascoe, Deborah , Charity, Megan
- Date: 2017
- Type: Text , Conference proceedings
- Relation: Australian Collaborative Education Network 2016 Annual Conference; Sydney, Australia; 28th-30th September 2016; published in Asia-Pacific Journal of Cooperative Education Vol. 18, p. 101-113
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- Description: Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students. From a larger study cohort (N=80), semi-structured interviews (n=4) delved into participant perceptions of graduate attributes and the impact of positive and negative WIL experiences. Using constant comparative analysis, interviews were coded and arranged into lower and higher order themes using the Graduate Employability Skills publication as a framework and the process validated by a WIL colleague. Results showed three out of four essential graduate attributes were developed during all WIL experiences regardless of whether they were positive or negative. These findings have implications for E&SS higher education providers and WIL agencies in ensuring the development of key graduate attributes during all WIL experiences.
University students' perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university
- Authors: Sadowski, Christina , Pediaditis, Mika , Townsend, Robert
- Date: 2017
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 33, no. 5 (2017), p. 77-90
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- Description: Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration – both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students; deliberate and distinct variation between personal and educational use of SNSs; resistance to external SNSs within education settings; and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in diverse learning contexts, are considered.
“Struck by the way our bodies conveyed so much:” A collaborative self-study of our developing understanding of embodied pedagogies
- Authors: Forgasz, Rachel , McDonough, Sharon
- Date: 2017
- Type: Text , Journal article
- Relation: Studying Teacher Education Vol. 13, no. 1 (2017), p. 52-67
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- Description: Embodied pedagogies offer methodological and pedagogical possibilities for exploring and understanding the emotional and embodied dimensions of teaching and learning to teach. In this paper we present a collaborative self-study that examines what we have learned about the nature, value and facilitation of embodied pedagogies through our experiences as both facilitators and participants. Through engaging in this self-study we have deepened our understanding of three aspects of embodied pedagogies: the nature of embodiment as a process of learning and coming to know, the challenges associated with engaging learners in embodied pedagogies, and some of the factors that contribute to skilful facilitation of embodied pedagogies. Articulating these understandings offers insight for ourselves and for other teacher educators looking to engage preservice teachers in embodied explorations and understandings of teaching and learning. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
'Low income doesn't mean stupid and destined for failure' : challenging the deficit discourse around students from low SES backgrounds in higher education
- Authors: McKay, Jade , Devlin, Marcia
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Inclusive Education Vol. 20, no. 4 (Apr 2016), p. 347-363
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- Description: The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a 'problem' in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. "More Students in Higher ed, But it's no more Representative." The Conversation 28: 1-4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a 'problem', students from low SES backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.
'Power, regulation and physically active identities' : the experiences of rural and regional living adolescent girls
- Authors: Casey, Meghan , Mooney, Amanda , Smyth, John , Payne, Warren
- Date: 2016
- Type: Text , Journal article
- Relation: Gender and Education Vol. 28, no. 1 (2016), p. 108-127
- Relation: http://purl.org/au-research/grants/arc/LP0990206
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- Description: Drawing on interpretations of Foucault's techniques of power, we explored the discourses and power relations operative between groups of girls that appeared to influence their participation in Physical Education (PE) and outside of school in sport and physical activity (PA) in rural and regional communities. Interviews and focus groups were conducted in eight secondary schools with female students from Year 9 (n = 22) and 10 (n = 116). Dominant gendered and performance discourses were active in shaping girls' construction of what it means to be active or sporty', and these identity positions were normalised and valued. The perceived and real threat of their peer's gaze as a form of surveillance acted to further perpetuate the power of performance discourses; whereby girls measured and (self) regulated their participation. Community settings were normalised as being exclusively for skilled performers and girls self-regulated their non-participation according to judgements made about their own physical abilities. These findings raise questions about the ways in which power relations, as forged in broader sociocultural and institutional discourse-power relations, can infiltrate the level of the PE classroom to regulate and normalise practices in relation to their, and others, PA participation.