scholarly journals Katalyst Pilot Study: Using Interactive Activities in Anatomy and Physiology to Teach Children the Scientific Foundation of Healthy Lifestyles

Children ◽  
2018 ◽  
Vol 5 (12) ◽  
pp. 162
Author(s):  
Rebecca L. Hagedorn ◽  
Kathryn Baker ◽  
Sara E. DeJarnett ◽  
Tyler Hendricks ◽  
Melissa McGowan ◽  
...  
Keyword(s):  
Pilot Study ◽  
Experiential Learning ◽  
Knowledge Score ◽  
The Body ◽  
Fifth Grade ◽  
Learning Program ◽  
Post Intervention ◽  
Fifth Grade Students ◽  
State Educational ◽  
The Impact

This pilot study evaluated the impact of the Katalyst curriculum, a fifth-grade experiential learning program, on students’ knowledge of a healthy lifestyle’s impact on body functions. Katalyst’s interactive curriculum spans two days and includes four, 60-min stations on body systems: cardiovascular/endocrine, gastrointestinal, neurological, and respiratory/musculoskeletal. Three schools were recruited, and two schools completed the intervention sessions. Prior to beginning the stations, fifth-grade students completed a 37-item questionnaire to assess knowledge and perceptions. Students completed the same survey at the end of the Katalyst intervention. Teachers at the school also completed a survey post intervention to provide feedback on the program. Frequency and paired analyses were conducted on student responses and summative content analysis on teacher and volunteer feedback. The School 1 completer (n = 63) baseline mean knowledge score was 66.2%. The School 2 completer (n = 47) baseline mean knowledge score was 67.3%. Following the Katalyst intervention, both schools showed a statistically significant increase in the mean post score to 70.3% (p = 0.0017) and 78.4%(p < 0.0001) at School 1 (n = 63) and School 2 (n = 47), respectively. Teacher feedback (n = 7) revealed that Katalyst was effective in meeting state educational health standards and teachers perceived that the students benefitted from the program more than “reading about the body systems in a textbook or health magazine”. The Katalyst pilot study appeared to improve fifth-grade students’ knowledge of body systems and health. Katalyst aligned with state educational standards and is supported by teachers for an experiential learning opportunity. The Katalyst curriculum could be a potential avenue for health educators in Appalachia.

The impact of a multi-component physical activity programme in low-income elementary schools

2017 ◽  
Vol 76 (5) ◽  
pp. 517-530 ◽  
Author(s):  
William V Massey ◽  
Megan B Stellino ◽  
Megan Holliday ◽  
Travis Godbersen ◽  
Rachel Rodia ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Low Income ◽  
Training Programme ◽  
Fifth Grade ◽  
Positive Interactions ◽  
Post Intervention ◽  
Beneficial Effects ◽  
Fifth Grade Students ◽  
The Impact

Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students ( n = 21) and focus groups with fourth- and fifth-grade students ( n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students’ classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.

Brokering reflective spaces: Experiential learning in a summer opera program

2021 ◽  
pp. 147402222110074
Author(s):  
Kelly Bylica ◽  
Sophie Louise Roland ◽  
Laura Benjamins
Keyword(s):  
Experiential Learning ◽  
Critical Reflection ◽  
Music Performance ◽  
Theory And Practice ◽  
Learning Program ◽  
Musical Skills ◽  
Musical Engagement ◽  
High Level ◽  
Practice Framework ◽  
The Impact

Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

scholarly journals THE IMPACT OF PILATES EXERCISES ON THE POSTURAL ALIGNMENT OF HEALTHY ADULTS

2016 ◽  
Vol 22 (6) ◽  
pp. 485-490
Author(s):  
Bruna Krawczky ◽  
Míriam Raquel Meira Mainenti ◽  
Antonio Guilherme Fonseca Pacheco
Keyword(s):  
Sagittal Plane ◽  
Positive Impact ◽  
Healthy Adults ◽  
The Body ◽  
Exercise Session ◽  
Post Intervention ◽  
Horizontal Alignment ◽  
Postural Alignment ◽  
Pilates Method ◽  
The Impact

ABSTRACT Introduction: Exercises of Pilates method have been widely used to improve postural alignment. There is strong evidence favoring their use in improving flexibility and balance, as well as some evidence of improvement in muscle strength. However, the benefits related to posture are not well established. Objective: To investigate in healthy adults, the impact of the Pilates method in the postural alignment through some angles in the sagittal plane and the occurrence of pain before and after an exercise session, and after the completion of a 16-session program. Methods: This is a quasi-experimental study of pre and post-intervention type. Healthy adults (n = 37) interested in starting Pilates were evaluated for acute effects on posture after a Pilates session (n = 37) and after a 16-session program, for a period of 10 weeks (n = 13). Using the postural assessment software (SAPO), six angles were analyzed: head horizontal alignment (HHA), pelvis horizontal alignment (PHA), hip angle (HA), vertical alignment of the body (VAB), thoracic kyphosis (TK), and lumbar lordosis (LL). The occurrence of pain was investigated to control adverse effects. Results: Statistically significant (p<0.05) differences found after one session include increased HHA (left view), decreased VAB (left view) and TK (both side views). After 16 sessions, we observed an increase of HHA, and a decrease of TK, LL (both side views) and HA (right view). All the differences point to an improvement of postural alignment. A significant reduction of prevalence of pain was verified after the first session (40.5% vs. 13.5%; p=0.004) and after the full program (30.8% vs. 15.3%; p=0.02). Conclusions: Our results suggest that the Pilates method has a positive impact on postural alignment in healthy adults, besides being a safe exercise.

scholarly journals Assessing the feasibility of applying a combined osteopathy and psychoeducation therapy (OsteoPeCT) and its influence on levels of psychological and physiological stress in adult participants with moderate stress: A pilot study

2020 ◽  
Author(s):  
Antoine Rahier ◽  
Victoria J Taylor ◽  
Teena KJB Gamage ◽  
Alastair Treacher ◽  
Simon J O’Carroll ◽  
...  
Keyword(s):  
Pilot Study ◽  
Perceived Stress ◽  
Physiological Stress ◽  
Immunoglobulin A ◽  
Post Intervention ◽  
Adult Participants ◽  
Biomarker Analysis ◽  
Mood Scale ◽  
The Impact ◽  
Moderate Stress

Abstract Background: There is mounting evidence suggesting a relationship between stress and adverse health outcomes. Stress is a multidimensional phenomenon requiring a multimodal approach. While there is some evidence indicating a positive effect of massage therapy, there is limited research regarding the impact of related approaches such as general osteopathic techniques (GOTs). Further, research examining the feasibility and effectiveness of combining GOTs with psychoeducation in the management of stress is lacking. The present pilot study aimed to assess the feasibility of applying a therapy package consisting of GOTs and brief psychoeducation and its influence on moderate stress in a convenience sample.Methods: A pilot uncontrolled trial with mixed pragmatic and exploratory design was conducted. The therapy package comprised of ten GOTs and ten minutes of scripted psychoeducation (OsteoPeCT) was applied in two sessions over two consecutive days to 18 adult participants with moderate stress. Feedback from participants and challenges experienced by both participants and researchers were recorded. The effects of OsteoPeCT were assessed by measuring pre-and post- intervention scores of self-reported perceived stress (Perceived Stress Scale-10, PSS-10; Profile of Mood Scale, POMS) and salivary levels of physiological stress biomarkers (cortisol; secretory immunoglobulin A, sIgA and interleukin-6, IL-6).Results: All aspects related to the application of OsteoPeCT (participant recruitment, participant retention, therapy application, administration of health screen and self-reported perceived stress questionnaires, and the collection of saliva samples for biomarker analysis) were feasible. A total of 18 participants were enrolled. The timing of sessions on consecutive days was reported to be challenging. While a measurable decrease in perceived stress (PSS-10) and in mood scores (Tense, Fatigue, Depression, Anger) were noted post therapy (OsteoPeCT) application, physiological stress markers were unaffected. Diurnal variations of these biomarkers may need further consideration.Conclusion: The application of OsteoPeCT was feasible, well received with some beneficial influence on perceived stress indicating that an integration of psychoeducation and osteopathic care may confer benefits to patients. Future investigations with adapted protocols and larger sample size is warranted to assess effectiveness.Trial registration: Retrospectively registered in Australian New Zealand Clinical Trials Registry (registration number ACTRN12620000763943 ) and ICTRP .

scholarly journals The impact of practical entrepreneurship project on future entrepreneurial intentions

2016 ◽  
Vol 14 (4) ◽  
pp. 67-75 ◽  
Author(s):  
Tshilidzi Eric Nenzhelele ◽  
Nthabiseng Violet Moraka ◽  
Kopano Kalvyn More
Keyword(s):  
Economic Growth ◽  
Labor Market ◽  
Experiential Learning ◽  
Positive Impact ◽  
Jel Classification ◽  
The Body ◽  
Entrepreneurial Intentions ◽  
Body Of Knowledge ◽  
The Impact ◽  
Harsh Reality

The recurrent struggle of seeking employment and the saturated labor market is a harsh reality in the lives of many university students. Entrepreneurship is arguably the most effective contributor to employment and economic growth. However, very few entrepreneurship graduates start businesses immediately after graduation. Moreover, while academic institutions invest in developing entrepreneurship curriculum and extending the body of knowledge, little is invested in practical programs. There is, therefore, a need to practically teach entrepreneurship. This research was aimed at establishing the impact of practical entrepreneurship project on future entrepreneurial intentions of students. The research was quantitative in nature and a questionnaire was used to collect data from the respondents. The research found that the practical entrepreneurship project had a positive impact on the future entrepreneurial intentions of the students. The sample for the survey reported in this article included 25 participants across various career fields. Keywords: entrepreneurship, entrepreneurial intentions, experiential learning, practical entrepreneurship project, student business initiative challenge. JEL Classification: L26

scholarly journals Course Review Horay (CRH) Learning Model to Improve Mathematical Learning Outcomes of Integers Materials

2020 ◽  
Vol 7 (2) ◽  
pp. 31
Author(s):  
Hery Setiyawan ◽  
Abdillah Abdillah
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Female Students ◽  
Male Students ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
The Impact ◽  
Academic Year

One of the problems in the learning process of class V SD Al-Manar Surabaya in the academic year 2019-2020 integer material is the teacher uses lecture methods that make students quickly bored and passive. The impact is students have difficulty accepting lessons well and learning outcomes are less than KKM. Therefore, to overcome these problems the researchers applied the course review horay (CRH) learning model. CRH can make students more active and not feel bored. In addition, the application of the course review horay learning model can focus students in learning, so students will more easily receive the material well. The purpose of this study is to describe an increase in learning outcomes after applying the course review horay (CRH) learning model of mathematics in integer material in fifth grade students of SD Al-Manar Surabaya. This type of research is a classroom action research that has been carried out in two cycles with an indicator of research success by 75%. The subjects of this study were 28 students in grade V-B SD Al-Manar Surabaya, consisting of 14 male students and 14 female students. The results showed that learning outcomes have increased with the percentage of completeness of the first cycle 64.28% and the second cycle 85.71%. Thus it can be concluded that the course review horay (CRH) learning model can improve mathematics learning outcomes of integer material in fifth grade students of SD Al-Manar Surabaya.

The Assessment of Cultural Experience through the Measurement of Cross-Cutting Skills

2014 ◽  
pp. 83-112
Author(s):  
Carmen Gallucci ◽  
Piera Bellelli ◽  
Giuliana Saccà ◽  
Felice Addeo
Keyword(s):  
Pilot Study ◽  
Experiential Learning ◽  
Knowledge Economy ◽  
Business Models ◽  
Theoretical Framework ◽  
Economic Success ◽  
Cultural Experience ◽  
Knowledge Based ◽  
The Impact ◽  
Changing Process

The g-local changing process requires new service-based business models which redesign a universe of value crucial to economic success. The chapter aims to verify how this process can be achieved through knowledge-based-cultural activities that enhance people and their capabilities, promoting participation together with knowledge. The Knowledge economy, S-D logic and Experiential Learning represent the theoretical framework for devising a model to assess the impact of cultural experience on learning through the measurement of cross-cutting skills. The model has been applied on a pilot study represented by the Giffoni Experience, a cultural and innovative experiential format known worldwide and tested in two editions (2011, 2012) to assess the impact of the cultural experience in terms of empowerment or self-enhancement through the performance levels achieved in the four cross-cutting skills.

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