Incorporation of Physical Activity Challenges Within a Sport Education–Based Physical Education Class

This study examined the impact of including a formal requirement of achieving predetermined energy expenditures as part of students’ participation grades during a Sport Education–based college physical education class. Calorie consumption was measured using the Heart Zones Blink 3.0 sensor, and the percentage of students who reached the lesson target was calculated across a 15-week semester. The instructor kept a weekly journal and students participated in interviews at mid and end of term. Results showed that the average calorie consumption across the semester well exceeded the daily targets, while the percentage of students who reached the daily challenge cutoff ranged from 77% to 100% (average = 87%). Analysis of the journal entries and interviews resulted in the generation of four themes: students’ commitment to reaching the activity targets, group-based strategies for achieving physical activity targets, activity consequences of officiating roles, and activity challenges problematized skill development for some. Subscribe to TPE

Fourfold Female: Birgithe Kühle’s Pioneer Norwegian Journal Provincial-Lecture (1794) and Her European Book Collection

This article focuses on Birgithe Kühle (1762‒1832), editor of the weekly journal Provincial-Lecture [Provincial Reading] (1794) and the first known female periodical editor in Denmark-Norway. The article discusses her editorial strategies and sources and assesses her dependency on contemporary and past European culture. It also considers the presence of provincial versus central Western European influences, and of male versus female authors in a double decentring of late-eighteenth-century cultural perspectives. It does so by examining the four roles of editor, translator, book owner, and printer-publisher underpinning the production of the periodical, all adopted by women and all but one undertaken by Kühle herself.

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

Theodor Heuss „Zu Ernst Troeltschs Gedächtnis“. Eine Gedenkrede im „Demokratischen Klub Berlin“

On September 12, 1949, the liberal politician Theodor Heuss, party leader of the „Freie Demokratische Partei“ (FDP), was elected by the Bundesversammlung (Federal Convention) as the first Bundespräsident, i. e. head of state, of the newly founded Bundesrepublik Deutschland. As a young man Heuss had been a close friend and political ally of Friedrich Naumann, the protestant pastor and left wing liberal politician, supported by Ernst Troeltsch. Heuss then working as a political journalist for liberal newspapers and Naumann’s weekly journal Die Hilfe, was an admirer of Troeltsch, and since 1910 they often met in Heidelberg, at Villa Fallenstein, Ziegelhäuser Landstraße 17, where Max and Marianne Weber as well als the Troeltschs lived; Heuss frequently visited Max Weber’s Sunday jour fixe. When in 1915 Troeltsch became a professor at the Philosophical Faculty of Berlin University Heuss regularly kept in contact with him especially through Hans Delbrück’s „Mittwochabend“, a weekly gathering of liberal intellectuals, professors, politicians and journalists discussing political reforms and the ongoing war. Both Troeltsch and Heuss, 19 years younger, demanded the democratization of the Deutsches Reich, and after the end of the war and the revolution of 1918/19 they became members of the newly founded left wing liberal party „Deutsche Demokratische Partei“ (DDP). After Troeltsch’s sudden death on February 1st, 1923, Heuss wrote an obituary, and, together with his wife Elly Heuss-Knapp, attended the funeral service conducted by Adolf von Harnack. Heuss was a member of the „Demokratischer Klub Berlin“, founded in 1919 by liberal politicians, bankers and academics to regularly discuss the political situation of the new democratic state, the Weimar Republic. Unknown until now, seven weeks after Troeltsch’s death the „Demokratische Klub“ invited its members (the club only had male mebers!) to a memorial act for Troeltsch. On this occasion Heuss delivered a speech „Zu Ernst Troeltschs Gedächtnis“ („To the Memory of Ernst Troeltsch“) which is published here for the first time.

“Embroidery on Someone Else’s Canvas”: Dostoevsky as Co-Author of the “Answer to a Protest”

The article is dedicated to the question on the authorship of the “Answer to a Protest” which is adjacent to the cycle of essays by V.P. Meshchersky “Letters of a Freethinker” in the weekly journal “Grazhdanin” (“The Citizen”). The attributions of the “Answer to a Protest” undertaken by V.A. Viktorovich (Dostoevsky’s authorship hypothesis) and B.V. Fedorenko (Meshchersky’s authorship hypothesis) are compared and critically examined. The documentary sources for the attribution of the article are analyzed: the fee list of the journal “Grazhdanin”, Meshchersky’s letter to Dostoevsky dated August 19, 1873, Dostoevsky’s testimony in the published note to the “Answer to a Protest”, etc. In the text of the “Answer to a Protest” lexical units and syntactic constructions are typical for both Meshchersky’s and Dostoevsky’s publications, and equally inherent in the texts of both possible authors. The analysis of the content and style of the article (with the involvement of documentary sources) allows us to consider it as the result of a co-authorship between Dostoevsky and Meshchersky, arising from edits and additions made by the editor of the journal “Grazhdanin” on the original author’s manuscript.

“Embroidery on Someone Else’s Canvas”: Dostoevsky as Co-Author of the “Answer to a Protest”

The article is dedicated to the question on the authorship of the “Answer to a Protest” which is adjacent to the cycle of essays by V.P. Meshchersky “Letters of a Freethinker” in the weekly journal “Grazhdanin” (“The Citizen”). The attributions of the “Answer to a Protest” undertaken by V.A. Viktorovich (Dostoevsky’s authorship hypothesis) and B.V. Fedorenko (Meshchersky’s authorship hypothesis) are compared and critically examined. The documentary sources for the attribution of the article are analyzed: the fee list of the journal “Grazhdanin”, Meshchersky’s letter to Dostoevsky dated August 19, 1873, Dostoevsky’s testimony in the published note to the “Answer to a Protest”, etc. In the text of the “Answer to a Protest” lexical units and syntactic constructions are typical for both Meshchersky’s and Dostoevsky’s publications, and equally inherent in the texts of both possible authors. The analysis of the content and style of the article (with the involvement of documentary sources) allows us to consider it as the result of a co-authorship between Dostoevsky and Meshchersky, arising from edits and additions made by the editor of the journal “Grazhdanin” on the original author’s manuscript.

Responses of Chinese university students and their teacher to a season of sport education

There is limited literature from the voices of participants in the Sport Education model in China, whether student or teacher. The purpose of this study therefore, was to provide a comprehensive descriptive account of one basketball class’s lived experiences as they completed a physical education course based on Sport Education. Data were collected from 48 university students and their physical education teacher as they participated in a sixteen weeks long basketball season. Students’ voices were measured using the 12-item `Sport Education Season Survey’, while the teacher completed a weekly journal and participated in a series of interviews at the end of the course. The results indicated that the students strongly agreed that they enjoyed and valued each of the Sport Education elements. They also reported higher perceived competence, literacy, and enthusiastic engagement from their experience. Four themes were generated from the teacher’s weekly reflective journals and interviews which referred consistently to high levels of student motivation, a higher intensity of student engagement, the development of skill competency, and a deeper understanding of tactical knowledge. In addition, the teacher also saw Sport Education as providing a legitimate source of professional renewal for Chinese university physical educators.

An Investigation of Student Teachers' Anxiety Related to the Teaching Practicum

This study aims at investigating the student teachers’ anxiety related to the teaching practicum as well as the factors that contribute anxiety during teaching practicum, and exploring the student teachers’ strategies in overcoming their anxiety during teaching practicum. Qualitative research with a case study approach employed in this study. STKIP Invada Cirebon was chosen as the site and English student teachers were the participants of this study who did teaching practicum at SMK RISE Kota Cirebon, while the data were collected through interview and weekly journal. This study discover that students teachers’ anxiety related to the teaching is situation-specific anxiety, and the factors contribute anxiety can be grouped into six categories: being not familiar with the situations in the classroom, being observed by mentor or supervisor, incompetence in teaching, not match with expectations, less English proficiency, and classroom management. So that this study also identifies six categories of coping strategies employed by student teachers: adaptation, preparation, build a good relationship with the mentor and the students, self confidence, positive thinking, and keep calm and enjoy it. The findings of this study give insight for supervisor university, mentor, and student teachers about anxiety may arise during teaching practicum. Key words: Anxiety; Student Teachers’ Anxiety; Teaching Practicum; Cause of Anxiety; Strategies in Overcoming Anxiety.