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.
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.
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.)
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.
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.
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.
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.
Mushin : learning in technique-intensive sports as a process of uniting mind and body through complex learning theory
- Authors: Light, Richard , Kentel, Jeanne
- Date: 2015
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 20, no. 4 (2015), p. 381-396
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- Description: Background: Interest in the use of learning theory to inform sport and physical-education pedagogy over the past decade beyond games and team sports has been limited. Purpose: Following on from recent interest within the literature in Eastern philosophic traditions, this article draws on the Japanese concept of mushin and complex learning theory (CLT) to propose a CLT-informed pedagogy for coaching the 'technique-intensive' sports of track running and swimming. Method: This article grounds theoretical discussion about learning in specific examples of practice to establish a dialectic relationship between theory and practice. The suggestions we make draw on first hand teaching/coaching experiences and CLT as a broad theoretical framework within which we draw on Eastern concepts of learning expressed in the Japanese concept of mushin as a state in which mind and body are united. Conclusion: The pedagogy we suggest challenges a dualistic view of theory and teaching and the mind/body binary that has long dominated physical education teaching and sport coaching. It offers a means of recognizing and accounting for the body in learning and of offering positive pedagogy for teaching technique-intensive sports. © 2013 Association for Physical Education.
Sustainability education : Researching practice in primary schools
- Authors: Green, Monica , Somerville, Margaret
- Date: 2015
- Type: Text , Journal article
- Relation: Environmental Education Research Vol. 21, no. 6 (2015), p. 832-845
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- Description: Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way. © 2014 Taylor & Francis.
The mirror of the sea : Narrative identity, sea kayak adventuring and implications for outdoor adventure education
- Authors: Miles, Beau , Wattchow, Brian
- Date: 2015
- Type: Text , Journal article
- Relation: Australian Journal of Outdoor Education Vol. 18, no. 1 (2015), p. 16-26
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- Description: This paper explores the complex and changing nature of adventure as a form of cultural practice. Borrowing from Joseph Conrad's memoirs The Mirror of The Sea (1907), sea kayaking is contextualized here as a journey that takes place just as much between 'landfall and departure' as it does between the paddler's ears (i.e., in the paddler's mind). That is to say, to gain useful insights into the experience of sea kayaking it is necessary to consider both the external and internal journey of the paddler, and the relationship that exists between these two phenomena. Using tenets of personality psychology which presents new ways of understanding narrative identity, we will 'waymark' textual vignettes from four modern day sea kayaking adventure narratives to explore ideas of self, narrative identity and meaning making. These key passages aim to reveal how the adventurer's story is influenced by "external factors that shape the public expression of stories about the self" (McAdams & McLean, 2013, p. 233). Summary discussion will address potential implications for contemporary outdoor adventure education, offering a way of stimulating reflective practice about the culturally and textually constructed nature of adventure.
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.
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.
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.
Reframing primary curriculum through concepts of place
- Authors: Power, Kerith , Green, Monica
- Date: 2014
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 42, no. 2 (2014), p. 105-118
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- Description: Australian curricula name "sustainability" as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers' pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study "beyond the classroom" to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville's three "enabling place pedagogy" categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places. © 2014 © 2014 Australian Teacher Education Association.
Student perceptions of personalised learning : development and validation of a questionnaire with regional secondary students
- Authors: Waldrip, Bruce , Cox, Peter , Deed, Craig , Dorman, Jeffrey , Edwards, Debra , Farrelly, Cathleen , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Prain, Vaughan , Sellings, Peter , Yager, Zali
- Date: 2014
- Type: Text , Journal article
- Relation: Learning Environments Research Vol. 17, no. 3 (2014), p. 355-370
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- Description: This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability. © 2014, Springer Science+Business Media Dordrecht.
What would you like? Identifying the required characteristics of an industry-wide incident reporting and learning system for the led outdoor activity sector
- Authors: Goode, Natassia , Finch, Caroline , Cassell, Erin , Lenne, Michael , Salmon, Paul
- Date: 2014
- Type: Text , Journal article
- Relation: Australian Journal of Outdoor Education Vol. 17, no. 2 (July 2014), p. 2-15
- Relation: http://purl.org/au-research/grants/nhmrc/565900
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- Description: The aim of this study was to identify the characteristics that led outdoor activity providers agree are necessary for the development of a new industry-wide incident reporting and learning system (UPLOADS). The study involved: 1) a literature review to identify a set of characteristics that are considered to be hallmarks of successful reporting and learning systems in other safety-critical domains; and (2) the presentation of these characteristics to 25 Australian led outdoor activity providers using a two round modified-Delphi technique to obtain consensus views on their relative importance in this domain. Thirteen out of 30 characteristics were endorsed as "essential" for developing an incident reporting and learning system for the led outdoor activity sector, and a further 13 were endorsed as "required". "Essential" characteristics primarily related to operational or practical characteristics of the system, while "required" characteristics primarily related to system infrastructure, data quality and the basis for developing of countermeasures to address identified injury risks. The findings indicate that although led outdoor activity providers are primarily concerned that the demands of reporting do not adversely impact on their day to day operations, they also recognise that data collection methods and countermeasure development need to be of high quality. The paper concludes by highlighting some potential strategies for implementing the characteristics considered "essential" and "required".
Where has class gone? The pervasiveness of class in girls' physical activity in a rural town
- Authors: Smyth, John , Mooney, Amanda , Casey, Meghan
- Date: 2014
- Type: Text , Journal article
- Relation: Sport, Education and Society Vol. 19, no. 1 (January 2014 2014), p. 1-18
- Relation: http://purl.org/au-research/grants/arc/LP0990206
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- Description: This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the paper questions the impact of class and how the girls experience the obstacles, impediments and interferences to participation in PA. These girls are portrayed as living multiple, complex and embodied subjectivities that shape and are informed by the relational geographies in which they are located, as they interact ‘with’, ‘to’ and ‘between’ the social, emotional and classed hierarchies that require them to access familial and other resources in making decisions about participation in PA.
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.
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