scholarly journals The role of tennis in developing physical literacy

2016 ◽  
Vol 24 (69) ◽  
pp. 3-5
Author(s):  
E Paul Roetert ◽  
Mark Kovacs ◽  
Miguel Crespo ◽  
Dave Miley
Keyword(s):  
Health Benefits ◽  
Physical Activities ◽  
Physical Literacy ◽  
Social And Emotional ◽  
Emotional Aspects ◽  
Multiple Environments ◽  
Multiple Health

Tennis may just be the perfect sport along the journey of physically literacy. Few sports can claim all the lifelong benefits that tennis provides. These benefits include physical, psychological, social and emotional aspects that lead us to achieving the competence, confidence and desire to enjoy physical activities for a lifetime. That is exactly what physical literacy is all about. Tennis can be played at almost any age in multiple environments, requires only one partner to play with, has multiple health benefits and certainly provides players with significant enjoyment while competing.

Disruptive Experiences as Tools for Teacher Education: Unearthing the Potential of Experiential Education

2019 ◽  
Vol 43 (1) ◽  
pp. 21-36
Author(s):  
Cheryl M. Bolick ◽  
Jocelyn Glazier ◽  
Christoph Stutts
Keyword(s):  
Teacher Education ◽  
Experiential Education ◽  
Social And Emotional ◽  
Teachers Beliefs ◽  
Emotional Aspects ◽  
Field Notes ◽  
Multiple Domains ◽  
The Impact

Background: This study examines the role of a weeklong experiential residency program on teachers’ beliefs about self and practice. Purpose: The goal of two separate intensive experiences was to help teachers generate new insight about the place of students, the teacher, and the school that extended beyond a surface-level understanding of experiential education. Methodology/Approach: Through a qualitative approach, the research team used field notes, course documents, participant reflections, researcher journals, and follow-up interviews to analyze the impact of participants’ immersion in either of the experiential outdoor residencies. Findings/Conclusions: The unpredictable nature of the physical and social environment of the experiential week helped teachers to see the central role of community in the learning process. Furthermore, teacher responses to the experience defied simple categorization along a prior theoretical construct. Teachers indicated a growing confidence in their ability to seek out and overcome challenges across multiple domains. Implications: These teachers were challenged to integrate multiple social and emotional aspects of self into their learning, while envisioning the same for their own students. Their experiences and reflections support an expanded role for immersive experiences outside of the traditional classroom in teacher education.

scholarly journals Psychotic symptoms in young people without psychotic illness: mechanisms and meaning

2012 ◽  
Vol 201 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Graham K. Murray ◽  
Peter B. Jones
Keyword(s):  
Young People ◽  
Common Mental Disorders ◽  
Psychotic Symptoms ◽  
Psychotic Illness ◽  
Social And Emotional ◽  
Health And Illness ◽  
Emotional Aspects ◽  
Dependent Learning ◽  
Psychotic Features

SummaryPsychotic symptoms are common in the general population. There is evidence for common mechanisms underlying such symptoms in health and illness (such as the functional role of mesocorticostriatal circuitry in error-dependent learning) and differentiating factors (relating to non-psychotic features of psychotic illness and to social and emotional aspects of psychotic symptoms). Clinicians should be aware that psychotic symptoms in young people are more often associated with common mental disorders such as depression and anxiety than with severe psychotic illness.

The Role of Affect and Emotion in Language Development

2011 ◽  
pp. 208-243 ◽  
Author(s):  
Annette Hohenberger
Keyword(s):  
Language Development ◽  
Language Processing ◽  
Language Production ◽  
Deaf Children ◽  
Social Emotional ◽  
Emotional Context ◽  
Social And Emotional ◽  
Emotional Aspects ◽  
Context Of Learning

In this chapter, language development is discussed within a social-emotional framework. Children’s language processing is gated by social and emotional aspects of the interaction, such as affective prosodic and facial expression, contingent reactions, and joint attention. Infants and children attend to both cognitive and affective aspects in language perception (“language” vs. “paralanguage”) and in language production (“effort” vs. “engagement”). Deaf children acquiring a sign language go through the same developmental milestones in this respect. Modality-independently, a tripartite developmental sequence emerges: (i) an undifferentiated affect-dominated system governs the child’s behavior, (ii) a cognitive and language-dominated system emerges that attenuates the affective system, (iii) emotional expression is re-integrated into cognition and language. This tightly integrated cognitive-affective language system is characteristic of adults. Evolutionary scenarios are discussed that might underlie its ontogeny. The emotional context of learning might influence the course and outcome of L2-learning, too.

scholarly journals The Role of Knowledge and Understanding in Fostering Physical Literacy

2018 ◽  
Vol 37 (3) ◽  
pp. 280-287 ◽  
Author(s):  
Lorraine Cale ◽  
Jo Harris
Keyword(s):  
Physical Activity ◽  
School Context ◽  
Physical Activities ◽  
Cognitive Domain ◽  
Physical Literacy ◽  
Broad Concept ◽  
Pedagogical Approaches ◽  
Taking Responsibility

This article explores the role of knowledge and understanding in fostering physical literacy, which is considered fundamental to successful participation in physical activity, and to valuing and taking responsibility for engaging in physical activities for life. First, it highlights the place and importance of knowledge and understanding within the broad concept, cognitive domain, and attributes of physical literacy. The type, scope, and progression of knowledge and understanding deemed necessary to foster physical literacy are then explored, with attention paid to knowledge of health within the school context in particular. To conclude, the article outlines selected pedagogical approaches and practical strategies for developing and monitoring such knowledge and understanding.

scholarly journals Marital Quality and Attachment: The Mediator Role of Conflict Resolution Styles

2014 ◽  
Vol 24 (58) ◽  
pp. 177-186 ◽  
Author(s):  
Patrícia Scheeren ◽  
Rebeca Veras de Andrade Vieira ◽  
Viviane Ribeiro Goulart ◽  
Adriana Wagner
Keyword(s):  
Conflict Resolution ◽  
Marital Quality ◽  
Attachment Styles ◽  
Southern Brazil ◽  
Social And Emotional ◽  
Conflict Resolution Styles ◽  
Mediator Role ◽  
Emotional Aspects ◽  
The Relationship

Certain variables can act as mediators between marital quality, social and emotional aspects of the individuals and their context. The aim of this study was to investigate the role of conflict resolution styles as mediators between attachment styles and marital quality. A total of 214 couples participated in the present study aged between 18 and 75 years, residents in Southern Brazil. Three scales were administered: The Conflict Resolution Style Inventory, Golombok Rust Inventory of Marital State and Adult Attachment Scale. Results indicate that the styles of conflict resolution (positive problem solving, conflict engagement, withdrawal and compliance) mediate the relationship between attachment and marital quality. A difference between husbands and wives was observed. These findings suggest the importance of expanding the repertoire of positive strategies of conflict resolution of the couples for the promotion of marital quality.

scholarly journals A Scoping review on the implementation of active recreational activities

2021 ◽  
Vol 3 (01) ◽  
pp. 55-69
Author(s):  
Louie Gula
Keyword(s):  
Scoping Review ◽  
Health Benefits ◽  
Vital Role ◽  
Physical Activities ◽  
Physical Literacy ◽  
Systematic Analysis ◽  
Recreational Activities ◽  
At Home

The  purpose  of  the study. The aim of this study is to identify the prevalence of participants in physical activities, the motivation needed by the students to engage in the activity, challenges encountered by the implementors, health benefits, and recommendations and suggestions needed for the improvement of the implementation. Materials and methods. Using Arksey and O’Malley’s (2005) scoping review framework, a systematic analysis of the data of different articles was conducted. Results. It was found out that the implementation of active recreational activities offers different health benefits to the youth, physical literacy and orientation and motivation played a vital role in the implementation of the recreational activities. Conclusions. Therefore, the implementation of the active recreational activities must be strengthened in schools not just for the sake of participation but because they are motivated to. And the engagement of these activities must not only limit to school grounds but also engaged even at home and in the community.

scholarly journals Effects of task goal orientation on learner engagement in task performance

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Phung Dao
Keyword(s):  
Goal Orientation ◽  
Task Performance ◽  
Social Engagement ◽  
Emotional Engagement ◽  
Learner Engagement ◽  
Social And Emotional ◽  
Task Goal ◽  
Emotional Aspects ◽  
Potential Impact

Abstract The study investigated the potential impact of task goal orientation on cognitive, social and emotional aspects of task performance through the lens of learner engagement. Sixteen EFL learner dyads completed a convergent decision-making task and a divergent opinion-exchange task. Their audio-recorded interactions were transcribed and coded for evidence of engagement, including idea units and language-related-episodes (cognitive engagement), instances of explicit task enjoyment, reported emotions (emotional engagement), and responsiveness (social engagement). To determine the effects of task goal orientation on learner engagement, scores for engagement types were compared between two tasks. To understand learners’ perception about their engagement, posttask exit questionnaire responses were analyzed using content-analysis approach. Findings showed that learners showed greater cognitive and social engagement in the convergent than divergent tasks. No differences were observed in learners’ emotional engagement. Results are discussed in terms of the role of task goal orientation in promoting learners’ cognitive and social engagement.

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