Impact of entry mode on students' approaches to learning: a study of accounting students
- Authors: Abhayawansa, Subhash , Tempone, Irene , Pillay, Soma
- Date: 2012
- Type: Text , Journal article
- Relation: Accounting Education: An International Journal Vol. 21, no. 4 (2012), p. 341-361
- Full Text: false
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- Description: This study examines the impact of prior learning experience on students' approaches to learning (SAL). It compares SAL of accounting students admitted to university in Australia on the basis of Institutes of Technical and Further Education (TAFE) qualifications (TAFE-to-university) and through direct entry mode (Year 12-to-university). The motivation for the study lies in the need to understand potential learning differences to inform learning interventions for optimal learning outcomes for all students—regardless of entry mode. The findings suggest that prior TAFE learning experience impacts SAL in university. However, the findings question the stereotypical view of the TAFE learning context as fostering surface approaches to learning, as higher scores on deep and achieving approaches were recorded by TAFE-to-university students. The level of adoption of a surface approach was found to be less among students undertaking predominantly third-year units regardless of entry mode. This study's findings have important implications for designing curricula and assessment for accounting units to cater for all students from different educational pathways, for university teachers to adopt an inclusive approach, and for higher education access policy.
Students’ conceptions of learning in the context of an accounting degree
- Authors: Abhayawansa, Subhash , Bowden, Mark , Pillay, Soma
- Date: 2017
- Type: Text , Journal article
- Relation: Accounting Education Vol. 26, no. 3 (2017), p. 213-241
- Full Text: false
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- Description: Students' conceptions of learning (CoL) play an important role in the learning process leading to the development of generic skills. This paper investigates whether CoL of accounting students can be developed by incorporating high-level cognitive skills progressively within the accounting curriculum. First, the study explored, using phenomenography, the variation in accounting students' CoL. The findings highlighted some nuances in accountings students' CoL and that lower-order CoL were prevalent among accounting students. However, more (less) third-year students than second-year students adopted higher- (lower-) order CoL. Upon examining the learning objectives, teaching methods and assessment of all units comprising the accounting major of the host university, evidence was found that CoL are progressively developed and shaped, albeit in a limited way, based on the levels of cognitive domain emphasised within the curriculum. The findings highlight the need for accounting educators to take a whole of the programme approach to developing higher-order CoL. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
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
- Full Text: false
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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.
Nurse educator knowledge, attitude and skills towards using high-fidelity simulation : a study in the vocational education sector
- Authors: Akhter, Zainab , Malik, Gulzar , Plummer, Virginia
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 53, no. (2021), p.
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- Description: High-fidelity simulation has become an essential educational approach in nurse education globally. Several studies have explored the experience of undergraduate nursing students and educators with high-fidelity simulation; however, none have explored the experience of students in the vocational educational sector. The aim of the study was to explore nurse educators’ knowledge, attitude and skills toward using high-fidelity simulation in the setting of vocational education. An anonymous on-line survey design was conducted at three campuses of a major Australian Technical and Further Education vocational education setting. Forty-eight nurse educators teaching into Diploma of Nursing program for at least six months were invited to participate, 29 participated in the study, a response rate of 60%. Participants expressed lack of knowledge in managing technological issues, simulation facilitation procedures and conducting scenarios. Most participants had positive attitude towards high-fidelity simulation and rated their skills as ‘novice’. An urgent need for nurse educator training was identified to enhance knowledge and skills in technical and scenario management of high-fidelity simulation. A program of supportive mentoring by nurse educator mentors experienced in high-fidelity simulation, engaging with existing simulation associations, will enhance and sustain nurse educator knowledge, attitude and skills in a protected environment further, so that they can optimise training they provide to students for safe quality care of patients in the future. © 2021 Elsevier Ltd
Openness to help-seeking for mental illness among Greek-Cypriots
- Authors: Alexi, Nektarios , Moore, Kathleen , Argyrides, Marios
- Date: 2018
- Type: Text , Journal article
- Relation: Health Promotion International Vol. 33, no. 6 (2018), p.990-998
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- Description: The aim of this study was to test a model of people’s willingness to seek help for mental illness whether currently diagnosed or not. A cross-sectional design was used to test this model in a non-clinical convenience sample of Greek-Cypriots. Participants were 196 Greek-Cypriots living in Cyprus (age M = 34.50 years, SD = 14.16). They provided demographic data on their age, gender, SES and whether diagnosed or not with a mental illness, from whom they have/would seek help for a mental illness, and their willingness to seek help. They completed the Inventory of Attitudes towards Seeking Mental Health Services, the Multidimensional Scale of Perceived Support, and the Practical Barriers in Seeking Mental Health Services Scales, translated into Greek for this study. Approximately 24% of the sample reported being diagnosed with a mental illness within the past 12 months, and around a third of these people were taking prescribed medication. Willingness to seek help across all participants was predicted negatively by stigma and positively by openness to help. The findings of the current study extend our previous limited understanding of the factors affecting people’s willingness to seek help or their intentions towards the use of mental health services among Greek-Cypriots. Future research should consider whether there are any differences in help-seeking behaviours and motivations across people experiencing different disorders. Despite this limitation in the current data, these results can, in general terms, be used to inform policy in Cyprus for mental health promotions and interventions especially with respect to fostering an open attitude towards mental illness.
Measuring students perceptions of interprofessional clinical placements: Development of the interprofessional clinical placement learning environment inventory
- Authors: Anderson, Amanda , Cant, Robyn , Hood, Kerry
- Date: 2014
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 14, no. 5 (2014), p. 518-524
- Full Text: false
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- Description: Pre-professional healthcare courses, including nursing, are increasingly focused on interprofessional learning and experimentation with clinical education in ‘training wards’. This involves students from at least two disciplines who, under supervision, are responsible for patients' care. There is no consensus on how students' clinical learning experiences in this context are evaluated. We report the development and testing of the Interprofessional Clinical Placement Learning Environment Inventory (ICPLEI) in the Australian context. A question set was developed to measure student's perceptions of key variables in an interprofessional clinical learning environment: orientation, supervision, roles, learning and autonomy. An expert nursing panel rated items for a Content Validity Index of .93. Reliability was tested with 38 students. After a 2-week interprofessional ward placement nursing, medical and allied health students (n = 38) rated their learning environment highly, with median responses 4 or 5 of five (mean total 83%). The scale was reliable with a Cronbach alpha of .80 and moderate item-to-total correlations for 22/26 items. The Interprofessional Clinical Placement Learning Environment Inventory is a reliable, feasible, fast to complete tool, suitable for use with pre-registration healthcare students in this setting. Further testing of the tool's psychometric properties is recommended.
Could targeted exercise programmes prevent lower limb injury in community Australian football?
- Authors: Andrew, Nadine , Gabbe, Belinda , Cook, Jill , Lloyd, David , Donnelly, Cyril , Nash, Clare , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 43, no. 8 (2013), p. 751-763
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Relation: http://purl.org/au-research/grants/nhmrc/565907
- Full Text:
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- Description: Background: Australian football is a popular sport in Australia, at both the community and elite levels. It is a high-speed contact sport with a higher incidence of medically treated injuries when compared with most other organized sports. Hamstring injuries, ligament injuries to the knee or ankle, hip/groin injuries and tendinopathies are particularly common and often result in considerable time lost from sport. Consequently, the prevention of lower limb injuries is a priority for both community and elite Australian football organizations. There is considerable literature available on exercise programmes aimed at reducing lower limb injuries in Australian football and other running-related sports. The quality and outcomes of these studies have varied considerably, but indicate that exercise protocols may be an effective means of preventing lower limb injuries. Despite this, there has been limited high-quality and systematic evaluation of these data. Objective: The aim of this literature review is to systematically evaluate the evidence about the benefits of lower limb injury prevention exercise protocols aimed at reducing the most common severe lower limb injuries in Australian football. Methods: The Cochrane Central Register of Controlled Trials, the Cochrane Bone Joint and Muscle Trauma Group Specialized Register, MEDLINE and other electronic databases were searched, from January 1990 to December 2010. Papers reporting the results of randomized controlled trials (RCTs), quasi-RCTs, cohort and case-control studies were extracted. Primary outcomes were injury reduction or risk factor identification and/or modification. Secondary outcomes were adherence to any trialled interventions, injury severity and adverse effects such as secondary injuries and muscle soreness. The methodological quality of extracted manuscripts was assessed and results were collated. Results: Forty-seven papers were identified and reviewed of which 18 related to hamstring injury, eight related to knee or ankle ligament injury, five related to tendon injury and four were hip or groin injury related. Another 12 papers targeted general lower limb injuries. Most (n = 27 [57 %]) were observational studies, investigating injury risk factors. Twenty reported the results of intervention trials. Of these, 15 were efficacy trials reporting the effects of an intervention in reducing injury rates, four were biomechanical interventions in which the impact of the intervention on a known injury risk factor was assessed and one reported changes in injury risk factors as well as injury rates. The strength of the evidence base for exercise programmes for lower limb injury prevention was found to be limited, primarily due to the research methods employed, low adherence to interventions by the study participants and a lack of statistical power. Limited evidence obtained from a small number of RCTs suggests that balance and control exercises might be efficacious in preventing ankle ligament injuries and a programme involving a combination of balance and control exercises, eccentric hamstring, plyometrics and strength exercises could be efficacious in preventing all lower limb injuries. Conclusions: Overall, the evidence for exercise programmes as an efficacious lower limb injury prevention strategy is predominantly restricted to studies addressing injury aetiology and mechanisms. The findings of this review highlight the need to develop and test interventions in well designed population-based trials with an emphasis on promoting intervention uptake and adherence and, hence, intervention effectiveness. The results of this review can inform the development of the components of a future lower limb injury prevention exercise protocol for community-level Australian football. © 2013 Springer International Publishing Switzerland. Funded by the NHMRC.
- Description: 2003011215
“Learner voice”: Who speaks? Who listens?
- Authors: Angus, Lawrence , Golding, Barry , Lavender, Peter , Foley, Annette
- Date: 2012
- Type: Text , Conference paper
- Relation: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All
- Full Text: false
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- Description: The paper will report on an ongoing research project being conducted by the authors, on behalf of the Australian National VET Equity Advisory Council (NVEAC), in which we are required to conduct “a review and analysis of effective models and underpinning principles for gathering and responding to feedback from learners, particularly disadvantaged learners”. The term “learner voice” is used throughout the NVEAC documentation to describe engagement with students of vocational education and training. But the “voice” that has unashamedly dominated the policy discourse in vocational and adult education and training in recent decades has been that of business and industry. Recently, however, particularly in England during the final term of the New Labour administration, and increasingly is some Scandinavian and European countries, a renewed emphasis on policies of social inclusion has introduced the notion of “learner voice” into policy considerations. Especially important are the voices of learners who are perceived to be disadvantaged or marginalised. In Australia, too, discourses of both inclusion and human capital have led to policies of involving students, their interests and their views in some way in the education project. The engagement of students with the tertiary education sector and institutions has come to be regarded as a way of promoting students’ learning by making their education and training more relevant to, and inclusive of, their “needs” while simultaneously contributing to the more efficient utilisation of human capital in an increasingly competitive national economy. Such inclusiveness, therefore, is promoted as facilitating the twin virtues of equity and efficiency, and is seen by some as having the potential to empower learners and transform their learning experience, and also to transform and expand Vocational Education and Training (VET) and Adult and Community Education (ACE). The paper will critically examine the dynamics of the vet policy framework and the range current practice in relation to learner voice. It will particularly emphasise contradictions in both practice and policy in relation to who speaks and with what authority, and who listens to what effect.
The digital divide : Differences in computer use between home and school in low socio-economic households
- Authors: Angus, Lawrence , Sutherland-Smith, Wendy , Snyder, Ilana
- Date: 2003
- Type: Text , Journal article
- Relation: Educational Studies in Language and Literature Vol. 3, no. (2003), p. 5-19
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- Description: This article examines information and communication technologies (ICTs) practices in the home and school settings of four disadvantaged families. It reports the findings of a year-long study that investigated the nexus between computer-mediated literacy practices at home and at school and whether this inter-connectivity could make a difference in school success. The findings indicate that there was disjunction between home and school use. The ``digital divide'' exists for the families of this study, not in terms of access but in the gap between ICT practices at home and school. Schools in this study did not integrate ICT skills learned and demonstrated in the home environment into ICT practices at school. The study concludes that constructing pedagogical connections between home and school ICT practices may begin to bridge the ``digital divide''.
- Description: C1
- Description: 2003000427
Narrative assessment: making mathematics learning visible in early childhood settings
- Authors: Anthony, Glenda , McLachlan, Claire , Lim , Rachel
- Date: 2015
- Type: Text , Journal article
- Relation: Mathematics Education Research Journal Vol. 27, no. 3 (2015), p. 385-400
- Full Text: false
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- Description: Narratives that capture children’s learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories—the preferred form of narrative assessment—currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children’s learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence ‘how’ and ‘what’ the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings. © 2015, Mathematics Education Research Group of Australasia, Inc.
Connecting literacy learning outside of school to the Australian Curriculum in the middle years
- Authors: Auld, Glenn , Johnson, Nicola
- Date: 2014
- Type: Text , Journal article
- Relation: Literacy Learning : the Middle Years Vol. 22, no. 2 (2014), p. 22-27
- Full Text: false
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- Description: The complexity of teacher's work is manifest in the divergent use of digital technologies in and out of school. This article explores the logical step of connecting students' out-of-school mediated literacy learning to the content descriptors of the Australian Curriculum. The study uses published evidence from four previous studies of young people to demonstrate the diverse ways that out-of-school practices can be linked to literacy learning in the Australian Curriculum. The authors frame this linking of informal literacy learning to the Australian Curriculum by highlighting the 'funds of knowledge' children bring through the school gate. [Author abstract]
Burnt at the Student Evaluation Stake – the penalty for failing students
- Authors: Backer, Elisa
- Date: 2012
- Type: Text , Journal article
- Relation: e-Journal of Business Education & Scholarship of Teaching Vol. 6, no. 1 (2012), p. 1-13
- Full Text: false
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- Description: Student Evaluations of Teaching (SET) are a common device for assessing units and teaching ability in higher education. Despite the wealth of research in the area of SETs, little has been done to examine student and academic perceptions of SETs. This research examined student (n=235) and academic (n=49) perceptions concerning SETs at one Australian regional university. Almost one-third of respondents felt that some students punish academics for failing their work by giving the lecturer low scores on the SET form. Thus, academics can essentially be burnt at the student evaluation stake as punishment for failing students.
- Description: C1
Injuries in field hockey players : A systematic review
- Authors: Barboza, Saulo , Joseph, Corey , Nauta, Joske , van Mechelen, Willem , Verhagen, Evert
- Date: 2018
- Type: Text , Journal article , Review
- Relation: Sports Medicine Vol. 48, no. 4 (2018), p. 849-866
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- Description: Background: To commence injury prevention efforts, it is necessary to understand the magnitude of the injury problem. No systematic reviews have yet investigated the extent of injuries in field hockey, despite the popularity of the sport worldwide. Objective: Our objective was to describe the rate and severity of injuries in field hockey and investigate their characteristics. Methods: We conducted electronic searches in PubMed, Embase, SPORTDiscus, and CINAHL. Prospective cohort studies were included if they were published in English in a peer-reviewed journal and observed all possible injuries sustained by field hockey players during the period of the study. Results: The risk of bias score of the 22 studies included ranged from three to nine of a possible ten. In total, 12 studies (55%) reported injuries normalized by field hockey exposure. Injury rates ranged from 0.1 injuries (in school-aged players) to 90.9 injuries (in Africa Cup of Nations) per 1000 player-hours and from one injury (in high-school women) to 70 injuries (in under-21 age women) per 1000 player-sessions. Studies used different classifications for injury severity, but—within studies—injuries were included mostly in the less severe category. The lower limbs were most affected, and contusions/hematomas and abrasions were common types of injury. Contact injuries are common, but non-contact injuries are also a cause for concern. Conclusions: Considerable heterogeneity meant it was not possible to draw conclusive findings on the extent of the rate and severity of injuries. Establishing the extent of sports injury is considered the first step towards prevention, so there is a need for a consensus on injury surveillance in field hockey. © 2018, The Author(s).
Teaching linear functions in context with graphics calculators : Students' responses and the impact of the approach on their use of algebraic symbols
- Authors: Bardini, Caroline , Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Journal article
- Relation: The International Journal of Science and Mathematics Education Vol. 2, no. 3 (2004), p. 353-376
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- Description: This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions.
- Description: 2003000925
Preparing student nurses for healthcare reform
- Authors: Barnett, Tony , Sellick, Kenneth , Cross, Merylin , Walker, Lorraine , James, Ainsley , Henderson, Tamie
- Date: 2012
- Type: Text , Journal article
- Relation: Focus on Health Professional Education Vol. 14, no. 1 (2012), p. 23-24
- Full Text: false
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- Description: This research aimed to determine how clinical agencies and universities can best prepare student nurses to develop the capability to contribute to healthcare reform. A list of desirable reform capabilities (graduate attributes) was developed and validated. A case study approach was used and interviews conducted with personnel at six clinical agencies in Victoria and South Australia to assess the extent to which student nurses achieved or were likely to achieve these capabilities and to identify strategies that would assist their development. As a significant component of the healthcare workforce, nurses are positioned to play a critical role in healthcare reform. A major challenge facing the profession is how best to prepare nurses and equip them with the skills and attributes necessary to contribute to the reform agenda. Nine reform capabilities were identified. Some were more likely to be achieved than others during undergraduate preparation. Strategies were identified to assist the development of each capability though a number of challenges were also identified by participants. These related to: university–agency relationships, the clinical learning environment, student–graduate transition, curriculum and organisational culture. The research concluded that graduate nurses are unlikely to demonstrate all nine capabilities on initial entry into the workforce. If these are regarded as desirable attributes for beginning practitioners, universities and clinical agencies need to develop and implement more effective strategies to support their development during undergraduate preparation. [Author abstract]
Left ventricular speckle tracking-derived cardiac strain and cardiac twist mechanics in athletes : A systematic review and meta-analysis of controlled studies
- Authors: Beaumont, Alexander , Grace, Fergal , Richards, Joanna , Hough, John , Oxborough, David , Sculthorpe, Nicholas
- Date: 2017
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 47, no. 6 (2017), p. 1145-1170
- Full Text: false
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Aerobic training protects cardiac function during advancing age : A meta-analysis of four decades of controlled studies
- Authors: Beaumont, Alexander , Grace, Fergal , Richards, Joanna , Campbell, Amy , Sculthorpe, Nicholas
- Date: 2019
- Type: Text , Journal article , Review
- Relation: Sports Medicine Vol. 49, no. 2 (2019), p. 199-219
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- Description: Background: In contrast to younger athletes, there is comparatively less literature examining cardiac structure and function in older athletes. However, a progressive accumulation of studies during the past four decades offers a body of literature worthy of systematic scrutiny. Objectives: We conducted a systematic review, meta-analysis and meta-regression of controlled echocardiography studies comparing left ventricular (LV) structure and function in aerobically trained older athletes (> 45 years) with age-matched untrained controls, in addition to investigating the influence of chronological age. Methods: Electronic databases were searched from inception to January 2018 before conducting a random-effects meta-analysis to calculate pooled differences in means, effect size and 95% confidence intervals (CIs). Study heterogeneity was reported using Cochran’s Q and I2 statistic. Results: Overall, 32 studies (644 athletes; 582 controls) were included. Athletes had greater LV end-diastolic diameter (3.65 mm, 95% CI 2.66–4.64), interventricular septal thickness (1.23 mm, 95% CI 0.85–1.60), posterior wall thickness (1.20 mm, 95% CI 0.83–1.56), LV mass (72 g, 95% CI 46–98), LV mass index (28.17 g·m2, 95% CI 19.84–36.49) and stroke volume (13.59 mL, 95% CI 7.20–19.98) (all p < 0.01). Athletes had superior global diastolic function [ratio of early (E) to late (A) mitral inflow velocity (E/A) 0.18, 95% CI 0.13–0.24, p < 0.01; ratio of early (e′) to late (a′) diastolic annular tissue velocity (e′/a′) 0.23, 95% CI 0.06–0.40, p = 0.01], lower A (−8.20 cm·s−1, 95% CI −11.90 to −4.51, p < 0.01) and a′ (−0.72 cm·s−1, 95% CI −1.31 to −0.12, p = 0.02), and more rapid e′ (0.96 cm·s−1, 95% CI 0.05–1.86, p = 0.04). Meta-regression for chronological age identified that athlete–control differences, in the main, are maintained during advancing age. Conclusions: Athletic older men have larger cardiac dimensions and enjoy more favourable cardiac function than healthy, non-athletic counterparts. Notably, the athlete groups maintain these effects during chronological ageing. © 2018, The Author(s).
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
- Full Text: false
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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.
Activity behaviors of university staff in the workplace : A pilot study
- Authors: Bird, Marie-Louise , Shing, Cecilia , Mainsbridge, Casey , Cooley, Dean , Pedersen, Scott
- Date: 2015
- Type: Text , Journal article
- Relation: Journal of Physical Activity and Health Vol. 12, no. 8 (2015), p. 1128-1132
- Full Text: false
- Reviewed:
- Description: Background: Sedentary behavior is related to metabolic syndrome and might have implications for the long-term health of workers in a low activity environment. The primary aim of this pilot study was to determine activity levels of adults working at a University during work hours. A secondary aim was to determine the relationship between actual and perceived activity levels. Methods: Activity levels of university staff (n = 15, male = 7, age = 53 ± 7 years, BMI = 26.5 ± 2.5kg•m2) were monitored over 5 consecutive workdays using SenseWear accelerometers, then participants completed a questionnaire of their perception of workplace sedentary time. Results: Each participant spent 71.5 ± 13.1% (358 ± 78 min) of their workday being sedentary (< 1.5 METs), 15.6 ± 9.0% involved in light activity (1.5-3 METs), 11.7 ± 10.0% in moderate activity (3-5 METs), and 1.1 ± 1.3% in vigorous activity (> 5 METs) (P <.0001). The mean difference between actual (SenseWear < 1.5 METs) and perceived sitting time was-2 ± 32%; however, perceived sedentary time was reported with a range of under-to-over estimation of-75% to 51%. Conclusion: This pilot study identifies long periods of low metabolic activity during the workday and poor perception of individual sedentary time. Interventions to reduce sedentary time in the workplace may be necessary to ensure that the work environment does not adversely affect long-term health. © 2015 Human Kinetics, Inc.
Swim instructor beliefs about toddler and preschool swimming and water safety education
- Authors: Blitvich, Jennifer , Moran, Kevin , Petrass, Lauren , McElroy, G. Keith , Stanley, Teresa
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 6, no. 2 (2012), p. 110-121
- Full Text:
- Reviewed:
- Description: To study the teacher component of the parent-teacher-learner triad in preschool aquatics and explore compatibility of instructor messages with current drowning prevention beliefs, 133 preschool aquatics instructors were surveyed. Instructors with basic swim teacher accreditation and those with a preschool/infant instructor extension ("Extension") were compared. More Extension instructors selected "safety" as an important outcome (
- Description: 2003010690