The Effect of Brainstorming Strategy on Learning Some Fundamental Skill in Basketball Players Of Sulaymaniyah Sport School Club

The researcher aimed at identifying the effect of barnstorming strategy on basketball fundamental skill for Sulaymaniyah sport school club. The researchers used the experimental method on (10) basketball players from Sulaymania sport school club. The program was applied for six weeks with two sessions per week to conclude the positive effect of the teaching program using brainstorming on offensive skills in basketball players. The researchers also concluded that the teaching program was very useful for developing the subjects’ abilities and needs. Finally, they recommended using this style for teaching physical education and sport sciences students as well as using this style for teaching other skills in other sports due to its great positive effect.

Labours of Care in Sport

Meena Gopal’s essay employs a feminist perspective of care and an autoethnographic method to explore the dimensions of a nurturing, mentoring practice in athletics. It is done through an unravelling of school, club and social intersections, illuminating possibilities of a sports commons even while nurturing competitive excellence. The labours of mentoring and care in the arena of athletics hopes to generate sport as a space that is participatory, inclusive and emancipatory. In the 1980s, the skewed nature of public schools meant that sport received less state support, while private institutions were able to nurture some sports talent due to sustained mentorship.

Pedagogické přístupy a didaktické postupy zaměřené na volnočasovou kompetenci

The article offers an overview of the pedagogical approaches and didactic procedures used for leisure education in school facilities (after-school club, school clubs, children's and youth homes) and evaluates them in terms of the development of leisure education, whose general goal is leisure literacy. In the introductory part, the authors explain the basic concepts. The first (most extensive) chapter is focused on education (extra-curricular education, education outside teaching). Information on various methods, mostly traditional, is followed by a section devoted to methods based on constructivist pedagogy. The first chapter concludes with a section devoted to the methods used in so-called open youth work (Offene Jugendarbeit, Open Youth Work). The second chapter is devoted to the concept of leisure competence, and the third chapter contains an evaluation of educational methods in terms of their suitability for education focused on leisure literacy.

Facilitating Student-Created Math Walks

An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.

The (un)celebrated asylum centre: How Danish media hijacked an ethnographic fieldwork and altered local realities

Denmark’s oldest asylum centre has been in operation in the small town of Jelling since 1993. Here, over time, the institutions of the local community and the asylum centre have merged, spatially and socially. Today, a local daycare centre and the local after-school club operate on the premises of the asylum centre. Based on an ethnographic study of the everyday institutional neighbourliness between ‘asylum centre’ and ‘local community’ in this small Danish town, this tale from the field pertains to the overwhelming national media attention that hit the research case halfway through its term – and unpacks how public media collaboration came to alter the very local state of affairs that I was in the middle of studying. It is argued how, more than simply dissemination partners or collaborators, ‘the media’ instead turned into actual co-creators of the ethnographic field – and so of the concrete empirical findings and analyses.

Testing the Effects of Two Field-to-Fork Programs on the Nutritional Outcomes of Elementary School Students From Diverse and Lower-Income Communities

The purpose of this quasi-experimental study was to evaluate the effects of two farm-to-school programs, specifically the Field-to-Fork Multi-visit Program ( N = 264) and the Field-to-Fork After-school Club ( N = 56), on nutritional outcomes of elementary school students (third to fifth grade) from urban, diverse, and lower-income communities. Data were collected via self-report surveys measuring: (a) knowledge of recommendations for daily fruit and vegetable intake; (b) fruit and vegetable consumption; (c) knowledge of cooking a healthy recipe using vegetables; and (d) desire for farm fresh foods at school. Statistical analyses included McNemar’s and Wilcoxon signed rank tests. The proportion of students knowing how to cook a vegetable rich recipe increased with both programs (Multi-visit Program p < .001; After-school Club p = .002). Vegetable consumption increased with the After-school Club ( p = .002). Farm-to-school programming can increase knowledge of cooking vegetable rich recipes and vegetable intake among elementary school students from diverse, urban, and lower-income communities.

Unresponded Social Initiations in Adolescents on the Autism Spectrum: A Naturalistic Observation in an Inclusive School Club

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Adolescents on the autism spectrum have difficulties initiating social interactions, which affects their peer engagement. This study investigated the characteristics of unresponded social initiation among adolescents on the spectrum and their typically developing peers. We investigated the rated characteristics of unresponded initiations among 12 students (six with autism; sixth to seventh grade) and explored the effects of the student group, peer group, and purpose and type of initiations. Primary Author and Speaker: Yu-Lun Chen Additional Authors and Speakers: Kristie Patten

Using dual language picturebooks with children in an after school club

Dual language picturebooks use more than one language in the text of the book. There is increasing literature showing the potential of such books to support language learning, and recent studies explore their use in classrooms to raise awareness of multilingualism. This article describes the ways in which dual language picturebooks were used in an after school club of 8-11 year olds in a Latinx neighbourhood in Arizona. Over a six week period an inquiry cycle was used as a curricular framework for exploring dual language picturebooks featuring both familiar and unfamiliar languages for the children. Findings showed the importance of providing time for connection with the books, followed by demonstrations or readings of the picturebooks, and the importance of invitations for the children to explore ideas from the picturebooks. The article provides guidelines for using dual language picturebooks in classrooms, and ends with a provocation suggesting that bilingual picturebooks are not necessarily only for bilingual children.