A Conceptual Framework for Tiered Intervention in Physical Education

2017 ◽  
Vol 88 (8) ◽  
pp. 39-45
Author(s):  
Brian Dauenhauer ◽  
Xiaofen Keating ◽  
Dolly Lambdin ◽  
Robert Knipe
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Tiered Intervention

A Review of Fidelity of Implementation in Intervention Research Published in JTPE and RQES

2021 ◽  
pp. 1-5
Author(s):  
Weidong Li ◽  
Lian Ma ◽  
Ping Xiang ◽  
Yan Tang
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Intervention Studies ◽  
Intervention Research ◽  
Fidelity Of Implementation ◽  
Program Delivery ◽  
Program Adherence ◽  
C 30 ◽  
Program Differentiation

Purpose: The purpose of this study was to review and evaluate the quality of fidelity of implementation (FOI) reported in experimental research in physical education pedagogy published in the Research Quarterly for Exercise and Sport and the Journal of Teaching in Physical Education using a five-component conceptual framework. Methods: Thirty-five intervention studies were coded using a five-item FOI checklist with indicators. For each of the five items, frequencies and percentages were calculated. Results: Authors of intervention studies reported components of FOI including (a) 35 studies assessing program adherence, (b) eight studies assessing dosage/program durations, (c) 30 studies assessing program delivery quality, (d) eight studies assessing participant responses to program interventions, and (e) 19 studies assessing program differentiation. The most frequently reported FOI components were program adherence, program delivery quality, and program differentiation. Conclusions: Researchers have begun to realize the critical importance of FOI in intervention research. Most researchers selected certain FOI components to assess and report at their own discretion. Researchers may need to pay more attention to FOI. The five-component conceptual framework is one method for doing this assessment.

Applying Principles of Coordination in Adapted Physical Education

1990 ◽  
Vol 7 (2) ◽  
pp. 126-142 ◽  
Author(s):  
Allen W. Burton
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Specific Activity ◽  
Intervention Strategies ◽  
Adapted Physical Education ◽  
Movement Coordination ◽  
Coordination Problems ◽  
Lack Of Information ◽  
Overhand Throwing ◽  
Adapted Physical Education Specialists

Adapted physical education specialists must design and carry out programs for students with movement coordination problems, but intervention strategies for such students are rarely included in adapted physical education textbooks. In response to the lack of information available to practitioners, the purpose of this paper is to provide a conceptual framework for better understanding movement coordination, to briefly review some of the methods used by both researchers and practitioners to assess coordination, and to present some possible strategies for addressing movement coordination deficits. Two types of coordination solutions are discussed—neuromotor and mechanical—and specific activity progressions are given for jumping jacks and overhand throwing.

scholarly journals Can the Games Solve the Problems?

2008 ◽  
Vol 14 (2) ◽  
pp. 26-39
Author(s):  
Alberto CRUZ
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Research Methodology ◽  
Student Perception ◽  
Teaching Evaluation ◽  
Physical Education Teachers ◽  
Variation Theory ◽  
Physical Educators ◽  
Skill Test ◽  
Secondary Teaching

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study examined the effect of the application of games on students' interest and learning in volleyball lessons. Two experienced secondary physical education teachers involved in the Secondary Teaching Evaluation and Mentoring Project (STEM) were purposely invited to take part in the study. They were trained with the skills and knowledge of mentorship as well as the application of variation theory in designing lessons for learning. The study was premised on a conceptual framework of variation theory and employed an action research methodology. The study lessons were taught in three cycles by the two teachers to three S. 2 classes of students in their own schools. Games were specially adopted to address the students’ interest and learning in the lessons. Pre and post conferences were arranged for reviewing and improving the effectiveness of the lessons. Questionnaire and a volleyball skill test were developed to evaluate the student perception and learning in the lessons. The results revealed that there was an increase in the number of students showing interest in participating in volleyball lessons as well as the students had improved significantly in the application of volley pass skill. Findings of the present study hold implications of the instructional practice for physical educators. 本研究探討遊戲學習模式影響學生學習排球及興趣。兩位曾參加教學啟導與中學課堂教學評估計劃的經驗體育教師被邀參與是次研究。本研究設計建基於變易理論及行動研究模式。兩位教師以遊戲形式設計課堂活動，利用三循環周對三班中二生進行研究，在課前課後會議檢討反思課堂教學效能，並利用問卷及技巧測試評估學生學習。結果顯示學生參與排球課興趣的人數明顯增加。學生於上手傳球技巧應用亦顯著改善。結果對體育教學有多方面啟示。

scholarly journals Sport literacy: it’s not just about learning to play sport via ‘textbook techniques’

2011 ◽  
Vol 4 (2) ◽  
pp. 32 ◽  
Author(s):  
Shane Pill
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Learning Experiences ◽  
Education Programs ◽  
Teaching Environment ◽  
Substantive Content ◽  
The Core ◽  
School Subjects ◽  
Unit Of Work

Physical education (and sport teaching in particular) is often viewed as a marginal subject of less importance than other more ‘academic’ school subjects. While most physical education programs continue to emphasise mastery in sport skill, many students are unable to develop the expected competencies in the time provided by the unit of work. Those students with pre-developed ability prosper at the expense of less experienced, less skilled students (O’Connor 2006) in a teaching environment grounded on textbook techniques. As sport constitutes the substantive content for most middle and secondary years physical education programs this paper will present sport literacy as a conceptual framework for learning through, about and for sport in physical education (Pill 2009). This framing is designed to improve the core learning experiences of all students in physical education through more educationally valid and socially equitable sport teaching in physical education. It contains the ambitious agenda of creating discussion about the place and purpose of sport as a substantive site of and for learning in physical education by challenging the normative paradigm of textbook technique teaching.

Health and Physical Education

2012 ◽  
Author(s):  
Debra Callcott ◽  
Judith Miller ◽  
Susan Wilson-Gahan
Keyword(s):  
Physical Education ◽  
Health And Physical Education

Evaluating research in developmental disabilities: a conceptual framework for reviewing treatment outcomes

1999 ◽  
Vol 41 (1) ◽  
pp. 55-59 ◽  
Author(s):  
Charlene Butler ◽  
Henry Chambers ◽  
Murray Goldstein ◽  
Susan Harris ◽  
Judy Leach ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Conceptual Framework ◽  
Treatment Outcomes
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