Social competence and emotional maturity is recognised as a vital component of children’s learning success and overall wellbeing. This paper reports findings from case study research on how martial arts training was thought to be improving the well-being of participating children. The data collected provides evidence of beliefs about the strong link between martial arts training and improvements in children’s mood, behaviour, motivation, peer interaction, communication, confidence, and persistence with difficulty tasks. These positive attributes nourish and support a child’s self-belief and emotional resilience. Several participants in this study noted the change in approaches to learning of individual children, manifesting in a positive mindset, increased confidence and persistence with difficult tasks.
Integrating technology into higher education sport and exercise scienceUKSportSci
My colleague (Kate Wilkinson @KateWilkinson19) and I (Stuart Miller @UKSportSci) were invited to present at the BETT show earlier this year (January 2014).
Here, we presented on two different approaches to integrating technology into our learning environment, the reasons for this, and the challenges we faced.
If you have any questions or ideas, please contact us on Twitter.
Force Concept Inventory Mature Students NolanSam Nolan
The document summarizes research using the Force Concept Inventory (FCI) to assess conceptual understanding of mechanics in mature learners at a foundation level. Key findings include:
- Students showed significant gains in conceptual understanding from pre- to post-testing with the FCI after interactive mechanics instruction. However, understanding remained below levels expected at university entry.
- The most misunderstood concepts pre-instruction were Newton's third law and inertia in rolling situations. Smaller than average gains were seen for questions involving these topics.
- Results were consistent with other studies, suggesting the FCI reliably captures typical misconceptions. However, some question its ability to comprehensively assess conceptual grasp of mechanics.
This document provides a rationale for the importance of PDHPE (Personal Development, Health and Physical Education) in primary schools. It states that PDHPE is vital for developing motor skills and promoting lifelong physical activity. It also helps students make informed decisions. Regular physical activity encouraged through PDHPE can help address obesity issues and encourage healthy lifestyles from an early age. PDHPE also aids individual development by promoting social skills like teamwork and communication through team games and games involving strategy. Most importantly, it helps students develop key skills like decision making, problem solving, movement, interaction and communication outlined in the NSW primary school syllabus.
2016 Conference - Research findings in Key Stage 1 PEYouth Sport Trust
The document summarizes research on the Bupa Start to Move (BSTM) program, which aims to improve children's fundamental movement skills, physical activity levels, and enjoyment of PE. The research found that after teachers received BSTM training, children's fundamental movement skills improved by an average of 10.1%, physical activity levels increased by 11%, and both children and teachers reported higher enjoyment and confidence in PE. Case studies showed how the program helped increase skills in both urban and rural schools when teachers fully adopted the BSTM approach. The session encourages adopting BSTM to realize similar benefits for pupils' development and teachers' competence.
PD/H/PE in primary schools provides support for personal development and growth through activities that promote healthy lifestyles, social interaction, teamwork and confidence building. It allows children to develop important life skills like decision making, problem solving, communication and self-acceptance through a range of fun physical activities and supports children who may struggle academically in other subjects.
The document discusses predictable patterns of physical development in childhood, factors that can influence motor development such as heredity, nutrition, and culture, and theories around motor development processes from biological to ecological perspectives. It also examines the importance of play, outdoor learning, and the influence of physical education and sport on children's physical, cognitive, and social development.
Using technology can support young children's social-emotional development in several ways. Research has found that technology use in early childhood classrooms does not disrupt play and can facilitate positive social interaction, cooperation, and language development. Some skills that technology can help develop include social relationships, self-awareness, self-regulation, and persistence. When designing technology activities and environments for young children, it is important to consider characteristics like interactivity, child-friendliness, and alignment with developmental skills and standards. Examples of best practices include using drawing software for children to depict emotions, videoconferencing to build relationships, and multi-touch tables to encourage collaboration. Monitoring progress is also essential for social-emotional development.
Martial arts teach you to be positive about your life in so many ways. Even if you are not a martial artist, you can apply these concepts to your life.
Integrating technology into higher education sport and exercise scienceUKSportSci
My colleague (Kate Wilkinson @KateWilkinson19) and I (Stuart Miller @UKSportSci) were invited to present at the BETT show earlier this year (January 2014).
Here, we presented on two different approaches to integrating technology into our learning environment, the reasons for this, and the challenges we faced.
If you have any questions or ideas, please contact us on Twitter.
Force Concept Inventory Mature Students NolanSam Nolan
The document summarizes research using the Force Concept Inventory (FCI) to assess conceptual understanding of mechanics in mature learners at a foundation level. Key findings include:
- Students showed significant gains in conceptual understanding from pre- to post-testing with the FCI after interactive mechanics instruction. However, understanding remained below levels expected at university entry.
- The most misunderstood concepts pre-instruction were Newton's third law and inertia in rolling situations. Smaller than average gains were seen for questions involving these topics.
- Results were consistent with other studies, suggesting the FCI reliably captures typical misconceptions. However, some question its ability to comprehensively assess conceptual grasp of mechanics.
This document provides a rationale for the importance of PDHPE (Personal Development, Health and Physical Education) in primary schools. It states that PDHPE is vital for developing motor skills and promoting lifelong physical activity. It also helps students make informed decisions. Regular physical activity encouraged through PDHPE can help address obesity issues and encourage healthy lifestyles from an early age. PDHPE also aids individual development by promoting social skills like teamwork and communication through team games and games involving strategy. Most importantly, it helps students develop key skills like decision making, problem solving, movement, interaction and communication outlined in the NSW primary school syllabus.
2016 Conference - Research findings in Key Stage 1 PEYouth Sport Trust
The document summarizes research on the Bupa Start to Move (BSTM) program, which aims to improve children's fundamental movement skills, physical activity levels, and enjoyment of PE. The research found that after teachers received BSTM training, children's fundamental movement skills improved by an average of 10.1%, physical activity levels increased by 11%, and both children and teachers reported higher enjoyment and confidence in PE. Case studies showed how the program helped increase skills in both urban and rural schools when teachers fully adopted the BSTM approach. The session encourages adopting BSTM to realize similar benefits for pupils' development and teachers' competence.
PD/H/PE in primary schools provides support for personal development and growth through activities that promote healthy lifestyles, social interaction, teamwork and confidence building. It allows children to develop important life skills like decision making, problem solving, communication and self-acceptance through a range of fun physical activities and supports children who may struggle academically in other subjects.
The document discusses predictable patterns of physical development in childhood, factors that can influence motor development such as heredity, nutrition, and culture, and theories around motor development processes from biological to ecological perspectives. It also examines the importance of play, outdoor learning, and the influence of physical education and sport on children's physical, cognitive, and social development.
Using technology can support young children's social-emotional development in several ways. Research has found that technology use in early childhood classrooms does not disrupt play and can facilitate positive social interaction, cooperation, and language development. Some skills that technology can help develop include social relationships, self-awareness, self-regulation, and persistence. When designing technology activities and environments for young children, it is important to consider characteristics like interactivity, child-friendliness, and alignment with developmental skills and standards. Examples of best practices include using drawing software for children to depict emotions, videoconferencing to build relationships, and multi-touch tables to encourage collaboration. Monitoring progress is also essential for social-emotional development.
Martial arts teach you to be positive about your life in so many ways. Even if you are not a martial artist, you can apply these concepts to your life.
If you are looking for a group of people who want to get in shape, while training in a tight knit community, martial arts is a great fit for you. Visit - http://www.balancedmartialarts.com/
5 Health Benefits of Practicing Martial ArtsImad Hanna
The document discusses 5 health benefits of practicing martial arts: 1) It increases muscle tone and metabolism, preventing obesity and improving agility. 2) It improves cardiovascular health by exercising the heart. 3) It improves reflexes, which is important for daily activities. 4) It helps with weight loss by burning calories. Practicing an hour a day can burn 500 calories. 5) It improves mood by relieving stress and making people happier due to endorphins released during and after exercise.
Here are the steps to grow cress in a yoghurt pot:
1. Wash the yoghurt pot and remove any labels or wrappers.
2. Add googly eyes, a nose, and mouth to decorate and personify the pot.
3. Place scrunched up paper towel in the bottom of the pot and cover with a thin layer of damp cotton balls, leaving space at the top.
4. Sprinkle cress seeds evenly over the cotton balls and lightly press them in.
5. Place the decorated pot in a warm, sunny spot and take daily photos to document the cress growth.
Observing the sprouting cress can teach children about plant growth cycles in an engaging hands
This document provides guidance and questions for a unit on promoting wellbeing and resilience in children and young people. It addresses factors that influence children's wellbeing such as social, emotional, physical and economic issues. Resilience is defined as the ability to deal with life's ups and downs and is based on self-esteem. Developing resilience is important for children's self-esteem, coping with change, and relating positively to others. The document discusses working with parents and carers to promote children's wellbeing through activities, role modeling, and involvement in planning. It also addresses supporting children's social and emotional identity development and using goals to build self-esteem.
SEO, Facebook, Twitter & Blogging for Fitness and Martial Arts ProfessionalsDave Cupples
http://FatCowBusiness.com/KMA
Presentation at Martial Arts Success Seminar on "SEO, Facebook, Twitter & Blogging for Fitness & Martial Arts" by Hapkido Black Belt & A4uExpo/Affiliate Summit Speaker Dave Cupples
Kalaripayattu is a 3,000 year old martial art form that originated in South India and is considered the mother of all martial arts. It was developed by the legendary Sage Parasurama and drew inspiration from the strength and movements of animals like lions, tigers, and elephants. Though once shrouded in secrecy, Kalaripayattu laid the foundations for combat for the ancient South Indian kingdoms and is linked as the precursor to other martial arts like kung fu that developed in other parts of Asia.
Ages & stages of 3 4 year old social development rev2shanz311
This presentation provides an overview of typical social-emotional milestones and development for 3-4 year old children. It discusses goals of increasing understanding of age-appropriate expectations and offering guidance for common concerns including aggression, dishonesty, and difficulties with peer interactions. Suggestions are provided for activities to support social-emotional growth in areas like dramatic play, arts and crafts, gross and fine motor skills, and social skills.
The document summarizes some of the key physics concepts behind common martial arts techniques. It explains that techniques like straight punches are faster than hooks due to shorter distance traveled. Kicks like side kicks have more contact time with the target. Throws work by shifting the opponent's center of gravity outside their base of support. Break falls aim to spread out force over a large area to reduce impact. The hip is emphasized as the power source for strikes and throws due to increasing mass and force. Overall, applying an understanding of physics concepts like force, momentum, and center of gravity can help improve martial arts techniques and strategies.
This document provides an overview for parents of students in the University Exploratory Studies Program (UESP) at Oregon State University. It discusses what UESP is, expectations for students, resources available to support students, and examples of course schedules for students exploring different majors. The goal is for students to complete their bachelor's degree requirements within 180 credits while exploring academic and career options with guidance from UESP advisors. Parents are encouraged to support their student's exploration and maintain open communication while the university will advocate for and guide students.
This document summarizes a research study conducted by three students on the effectiveness of mandatory study hall hours for student-athletes. The study involved observing how student-athletes use their time during required study hall sessions. A literature review covered previous research on student athlete perceptions and stressors, approaches to learning and their impact on academic success, and the effects of technology use on studying. The researchers' goal was to understand how student-athletes currently use study hall and determine how to improve future mandatory study sessions to maximize effectiveness.
Running head: SPORTS SCIENCE 2
SPORTS SCIENCE 2
Repsond to classmate, no less than 150 words
***Karen Ame
I firmly believe that competitive sports contribute to education from my various personal encounters with collegiate athletes. I am a first-generation student and one of the main driving forces in me becoming a first gen student was that I needed good grades to continue my basketball career. My parents always told me that in order to play college basketball I would have to do good in school. As a primarily division three basketball recruit my junior year of high school, my grades were the means in which I would save thousands of dollars to continue playing. Once in college my coaches held us to a high standard as we would have mandatory study halls with no cell phone usage. These disciplines made me focus on my school work more than other college freshmen. The obligation to the sport means that you have an obligation to your school work whether you want to do it or not. From my personal experience I believe I was a better student from my competitive sporting event because I managed time more efficiently and took my work ethic that I took into work outs into my school work. A study that I found online notes that there scientifically is “ But in current study, sports participation is showing no direct relationship with academic achievement. There may be some reasons due to which sports participation seems to be having no direct connection with academic achievement such as lack of proper guidance about time management for academics and sports”. The study found the opposite of my beliefs in regards to time management. This was an interesting research article found in the journal of human psychology. In conclusion from my personal experience and what I found in the article, I believe competitive sports contribute to education in some athletes and distract others. The topic is subjective and changes for each individual.
**Hobbs
When I hear this question asked, I laugh out loud usually, because I still try and figure out who in their right mind does not believe this is true. There is no doubt that competitive sports and physical education contribute to education. First, I'll back up my opinion with facts, then I will share my opinion.
First, there is a significant amount of research that has been released that links athletic participation to improvements in achievement and boosting of performance in areas of study such as English, Math and Science (Jenkin, 2015). These studies show that there is a definite correlation between physical activity and increased brain activity.
Secondly, in terms of the educational experience, physical activity and competitive sports have shown to create a stronger sense of connection between the ...
Impact of athletics to students' study habits-N.D.CostinaNancy Costina
This document summarizes an action research study on the impact of athletics on students' study habits. The study was conducted with 56 fourth year students at Fianza Memorial National High School. The study aims to determine students' athletic identity, commitment to athletics, and how athletic involvement impacts study habits. It is hypothesized that athletics has no significant impact on study habits or academic achievement. The study uses a descriptive research design with a questionnaire to collect data on students' athletic identity, commitment, and perceptions of athletics' impact on study habits.
A presentation on data gathering and ethics recently created for year 3 undergraduate students. Having looked around I couldn't find anything that wasn't text heavy so I
The document summarizes research on self-determination theory (SDT) in physical education. It reviews existing studies based on the portion of SDT examined, research design, outcome variables studied, and contextual factors included. The review finds relationships between SDT constructs are confirmed but more research is needed on connections to student learning. It also notes a lack of intervention studies and description of contextual factors. The conclusion calls for research applying SDT to improve student motivation and learning in physical education.
This document provides an overview and table of contents for the fourth edition of the HESI Admission Assessment Exam Review study guide. The preface explains that the guide was developed based on the HESI Admission Assessment Exam, which consists of 8 academically oriented exams in subjects like mathematics, reading comprehension, vocabulary, grammar, biology, chemistry, anatomy and physiology, and physics. It also includes 2 personally oriented assessments of learning style and personality. The preface provides study hints for students to allocate adequate time for review and to schedule study sessions using the guide.
Here are the key points regarding my role and responsibilities in lifelong learning according to the IFL code of practice:
- Identify and meet the learning needs of all students in a fair, sensitive and timely manner
- Maintain appropriate boundaries and refer students to other professionals when needed
- Establish ground rules and a learning environment where all students feel safe, respected and supported
- Continually evaluate and improve my teaching practice through professional development and self-reflection
Here are the key points I would make about my role and responsibilities in lifelong learning based on the IFL code of practice:
- My primary responsibility is to support learners and help meet their individual needs
- I must maintain appropriate professional boundaries and understand when to refer learners to other support services
- It is important to create a safe, inclusive and supportive learning environment where all learners are respected
- Continual professional development is important to keep my knowledge and skills up to date so I can best support learners
This document provides an overview of the scholarship of teaching and learning (SoTL). It discusses Weston and McAlpine's continuum of growth toward SoTL, which outlines increasing levels of engagement and expertise in SoTL from developing personal knowledge of one's own teaching to conducting significant research on teaching and learning. The document also discusses quantitative, qualitative, and mixed methods approaches that can be used in SoTL and provides examples. Key aspects of rigor and quality in research are outlined for quantitative and qualitative methods. The quantitative-qualitative debate in medical education research is also briefly discussed.
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
If you are looking for a group of people who want to get in shape, while training in a tight knit community, martial arts is a great fit for you. Visit - http://www.balancedmartialarts.com/
5 Health Benefits of Practicing Martial ArtsImad Hanna
The document discusses 5 health benefits of practicing martial arts: 1) It increases muscle tone and metabolism, preventing obesity and improving agility. 2) It improves cardiovascular health by exercising the heart. 3) It improves reflexes, which is important for daily activities. 4) It helps with weight loss by burning calories. Practicing an hour a day can burn 500 calories. 5) It improves mood by relieving stress and making people happier due to endorphins released during and after exercise.
Here are the steps to grow cress in a yoghurt pot:
1. Wash the yoghurt pot and remove any labels or wrappers.
2. Add googly eyes, a nose, and mouth to decorate and personify the pot.
3. Place scrunched up paper towel in the bottom of the pot and cover with a thin layer of damp cotton balls, leaving space at the top.
4. Sprinkle cress seeds evenly over the cotton balls and lightly press them in.
5. Place the decorated pot in a warm, sunny spot and take daily photos to document the cress growth.
Observing the sprouting cress can teach children about plant growth cycles in an engaging hands
This document provides guidance and questions for a unit on promoting wellbeing and resilience in children and young people. It addresses factors that influence children's wellbeing such as social, emotional, physical and economic issues. Resilience is defined as the ability to deal with life's ups and downs and is based on self-esteem. Developing resilience is important for children's self-esteem, coping with change, and relating positively to others. The document discusses working with parents and carers to promote children's wellbeing through activities, role modeling, and involvement in planning. It also addresses supporting children's social and emotional identity development and using goals to build self-esteem.
SEO, Facebook, Twitter & Blogging for Fitness and Martial Arts ProfessionalsDave Cupples
http://FatCowBusiness.com/KMA
Presentation at Martial Arts Success Seminar on "SEO, Facebook, Twitter & Blogging for Fitness & Martial Arts" by Hapkido Black Belt & A4uExpo/Affiliate Summit Speaker Dave Cupples
Kalaripayattu is a 3,000 year old martial art form that originated in South India and is considered the mother of all martial arts. It was developed by the legendary Sage Parasurama and drew inspiration from the strength and movements of animals like lions, tigers, and elephants. Though once shrouded in secrecy, Kalaripayattu laid the foundations for combat for the ancient South Indian kingdoms and is linked as the precursor to other martial arts like kung fu that developed in other parts of Asia.
Ages & stages of 3 4 year old social development rev2shanz311
This presentation provides an overview of typical social-emotional milestones and development for 3-4 year old children. It discusses goals of increasing understanding of age-appropriate expectations and offering guidance for common concerns including aggression, dishonesty, and difficulties with peer interactions. Suggestions are provided for activities to support social-emotional growth in areas like dramatic play, arts and crafts, gross and fine motor skills, and social skills.
The document summarizes some of the key physics concepts behind common martial arts techniques. It explains that techniques like straight punches are faster than hooks due to shorter distance traveled. Kicks like side kicks have more contact time with the target. Throws work by shifting the opponent's center of gravity outside their base of support. Break falls aim to spread out force over a large area to reduce impact. The hip is emphasized as the power source for strikes and throws due to increasing mass and force. Overall, applying an understanding of physics concepts like force, momentum, and center of gravity can help improve martial arts techniques and strategies.
This document provides an overview for parents of students in the University Exploratory Studies Program (UESP) at Oregon State University. It discusses what UESP is, expectations for students, resources available to support students, and examples of course schedules for students exploring different majors. The goal is for students to complete their bachelor's degree requirements within 180 credits while exploring academic and career options with guidance from UESP advisors. Parents are encouraged to support their student's exploration and maintain open communication while the university will advocate for and guide students.
This document summarizes a research study conducted by three students on the effectiveness of mandatory study hall hours for student-athletes. The study involved observing how student-athletes use their time during required study hall sessions. A literature review covered previous research on student athlete perceptions and stressors, approaches to learning and their impact on academic success, and the effects of technology use on studying. The researchers' goal was to understand how student-athletes currently use study hall and determine how to improve future mandatory study sessions to maximize effectiveness.
Running head: SPORTS SCIENCE 2
SPORTS SCIENCE 2
Repsond to classmate, no less than 150 words
***Karen Ame
I firmly believe that competitive sports contribute to education from my various personal encounters with collegiate athletes. I am a first-generation student and one of the main driving forces in me becoming a first gen student was that I needed good grades to continue my basketball career. My parents always told me that in order to play college basketball I would have to do good in school. As a primarily division three basketball recruit my junior year of high school, my grades were the means in which I would save thousands of dollars to continue playing. Once in college my coaches held us to a high standard as we would have mandatory study halls with no cell phone usage. These disciplines made me focus on my school work more than other college freshmen. The obligation to the sport means that you have an obligation to your school work whether you want to do it or not. From my personal experience I believe I was a better student from my competitive sporting event because I managed time more efficiently and took my work ethic that I took into work outs into my school work. A study that I found online notes that there scientifically is “ But in current study, sports participation is showing no direct relationship with academic achievement. There may be some reasons due to which sports participation seems to be having no direct connection with academic achievement such as lack of proper guidance about time management for academics and sports”. The study found the opposite of my beliefs in regards to time management. This was an interesting research article found in the journal of human psychology. In conclusion from my personal experience and what I found in the article, I believe competitive sports contribute to education in some athletes and distract others. The topic is subjective and changes for each individual.
**Hobbs
When I hear this question asked, I laugh out loud usually, because I still try and figure out who in their right mind does not believe this is true. There is no doubt that competitive sports and physical education contribute to education. First, I'll back up my opinion with facts, then I will share my opinion.
First, there is a significant amount of research that has been released that links athletic participation to improvements in achievement and boosting of performance in areas of study such as English, Math and Science (Jenkin, 2015). These studies show that there is a definite correlation between physical activity and increased brain activity.
Secondly, in terms of the educational experience, physical activity and competitive sports have shown to create a stronger sense of connection between the ...
Impact of athletics to students' study habits-N.D.CostinaNancy Costina
This document summarizes an action research study on the impact of athletics on students' study habits. The study was conducted with 56 fourth year students at Fianza Memorial National High School. The study aims to determine students' athletic identity, commitment to athletics, and how athletic involvement impacts study habits. It is hypothesized that athletics has no significant impact on study habits or academic achievement. The study uses a descriptive research design with a questionnaire to collect data on students' athletic identity, commitment, and perceptions of athletics' impact on study habits.
A presentation on data gathering and ethics recently created for year 3 undergraduate students. Having looked around I couldn't find anything that wasn't text heavy so I
The document summarizes research on self-determination theory (SDT) in physical education. It reviews existing studies based on the portion of SDT examined, research design, outcome variables studied, and contextual factors included. The review finds relationships between SDT constructs are confirmed but more research is needed on connections to student learning. It also notes a lack of intervention studies and description of contextual factors. The conclusion calls for research applying SDT to improve student motivation and learning in physical education.
This document provides an overview and table of contents for the fourth edition of the HESI Admission Assessment Exam Review study guide. The preface explains that the guide was developed based on the HESI Admission Assessment Exam, which consists of 8 academically oriented exams in subjects like mathematics, reading comprehension, vocabulary, grammar, biology, chemistry, anatomy and physiology, and physics. It also includes 2 personally oriented assessments of learning style and personality. The preface provides study hints for students to allocate adequate time for review and to schedule study sessions using the guide.
Here are the key points regarding my role and responsibilities in lifelong learning according to the IFL code of practice:
- Identify and meet the learning needs of all students in a fair, sensitive and timely manner
- Maintain appropriate boundaries and refer students to other professionals when needed
- Establish ground rules and a learning environment where all students feel safe, respected and supported
- Continually evaluate and improve my teaching practice through professional development and self-reflection
Here are the key points I would make about my role and responsibilities in lifelong learning based on the IFL code of practice:
- My primary responsibility is to support learners and help meet their individual needs
- I must maintain appropriate professional boundaries and understand when to refer learners to other support services
- It is important to create a safe, inclusive and supportive learning environment where all learners are respected
- Continual professional development is important to keep my knowledge and skills up to date so I can best support learners
This document provides an overview of the scholarship of teaching and learning (SoTL). It discusses Weston and McAlpine's continuum of growth toward SoTL, which outlines increasing levels of engagement and expertise in SoTL from developing personal knowledge of one's own teaching to conducting significant research on teaching and learning. The document also discusses quantitative, qualitative, and mixed methods approaches that can be used in SoTL and provides examples. Key aspects of rigor and quality in research are outlined for quantitative and qualitative methods. The quantitative-qualitative debate in medical education research is also briefly discussed.
This is a poster presented at National University's Spring Symposium, showing the implementation of the Small World Initiative undergraduate research framework to NU microbiology courses. Preliminary student survey data are also shown.
The survey of the Problems and challenges faced by the University Students at University of Moratuwa is completed for the module "Introduction to the Psychology" during the 2nd semester of the Transport and Logistics Management Degree Program at University of Moratuwa.
Are you familiar with the concepts of academic integrity or research misconduct? Learn what a student’s ethical responsibilities are as an academic researcher in handling and managing data, working with human subjects, and contributing to a larger body of knowledge. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
Presentation given at the 2012 UNM Jump Start Institute on April 28, 2012.
Research and Academic Integrity
a. Facilitators:
i. William L. Gannon, Ph.D., Director, UNM Responsible and Ethical Conduct of Research, Office of the Vice President for Research (OVPR)
ii. Gary Harrison, Ph.D., Dean, Office of Graduate Studies (OGS).
The document summarizes one researcher's career conducting kinesiology research, focusing on youth sports. It describes his early career studying psychological factors related to athletic performance. His mid-career focused on stress, burnout, and Olympic performance. Recently, he studied life skills development in young athletes and the coach's role. He learned from mentors the importance of methodological rigor, asking good questions, and linking research to practice. Studies explored coaches' views of parental influences, and found award-winning coaches prioritized life skills development. Research also examined coaching underserved youth and identified strategies more effective coaches employed.
This document provides an introduction and overview of research in radiology. It discusses two approaches to research and why radiology research is powerful. It outlines what it takes to excel in research, including seeking mentorship. The document provides advice on getting involved in research as a junior faculty, including finding mentors and starting as early as possible. It also discusses funding opportunities and presenting research at meetings.
1. The document discusses a study that will examine secondary student preferences toward physical education classes at Odyssey Charter High School.
2. The study will involve a questionnaire given to students to determine what activities they like/dislike and are likely/unlikely to participate in during physical education class.
3. The results of the study will be used to help inform physical education curriculum decisions at the school.
This document summarizes research on the impacts of three types of outdoor learning: fieldwork/visits, outdoor adventure activities, and school grounds/community projects.
The review found that fieldwork can positively impact long-term memory, social skills, and reinforce cognitive and affective development. However, opportunities for fieldwork are declining. Outdoor adventure activities strongly benefit attitudes, beliefs, social skills, and sometimes academic engagement. School grounds projects link to curriculum areas and improve confidence, community involvement, and relationships.
Factors influencing outdoor learning provision include health and safety concerns, teacher confidence, curriculum constraints, and resources. Factors impacting student learning outdoors are also discussed. While benefits are found, more rigorous research is still needed,
Physical Education and Technology Studyscrawford99
The document discusses the integration of technology into physical education classes across the US. It notes that many schools are using active video games like Nintendo Wii Fit to encourage physical activity. The purpose of the study is to examine teacher perceptions of how technology has impacted their physical education curriculum. Background information provided includes statistics on childhood obesity and the importance of developing healthy habits early. The study will involve interviews and observations of teachers at two schools to understand how technology affects student engagement and attitudes toward physical activity.
Similar to Social and emotional development gains of children attributed to martial arts training (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Social and emotional development gains of children attributed to martial arts training
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Eva Dobozy, PhD – WA ECEC Conference 8 August 2015
Social and emotional development gains of children
attributed to martial arts training
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Organisation of the presentation:
1. Background
2. MA training at WAIMA
3. Discussion
4. Limitations
5. Implications and future studies
6. Conclusion
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1. Background to the study
1.1 Health benefits of regular and vigorous physical
activity
1.2 Positive and negative effects of power sports
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1.1 Health benefits of regular and vigorous
physical activity
WHO (2014), AMA (2014) and numerous research reports
attest to the health benefits of regular and vigorous
physical activity
In 2014, Australia produced its first Physical Activity
Report Card.
Alarming finding: only 19% of Australian children and young people aged 5-
17 years meet the physical activity recommendations
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1.1 Health benefits of regular and vigorous
physical activity (cont.)
ABS data (2013):
• 9-11 year olds participate
most in organised sports
(66%)
• 5-8 year olds participate least
in sporting activities (56%)
• 12-14 year olds participate
more than very young
children, but less than 9-11
year olds (60%)
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1.2 Positive and negative effects of power
sports
Power sports: wrestling, boxing, martial arts
Possible positive intervention strategy for troubling
teenagers
Positive effects of MA reported in the research literature:
• Increasing children’s attention span
• Lowering aggression
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1.2 Positive and negative effects of power
sports (cont.)
Negative effects of power sports reported in the research
literature:
• Concerns about safety issues and sports injuries
• Increase in antisocial behaviour and greater risk of juvenile delinquency
for male but not female adolescents
“Participation in physical activity, including sports remains one social milieu
for sociali[s]ation experiences which may be just as likely to teach and
reinforce antisocial behavio[u]r as they are prosocial behavio[u]rs.”
(Faulkner et al., 2007, p. 155)
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2. Martial Arts training at WAIMA
2.1 Research objective
2.2 Research questions
2.3 Research design
2.4 Research findings
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2.1 Research objective
To investigate the physical and psychosocial benefits of
MA training for children and adolescents at WAIMA’s two
established training locations as perceived by trainers,
parents and students.
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2.2 Research questions
1. What are the physical and psychosocial benefits of
pedagogically designed martial arts programs at
WAIMA as perceived by different stakeholders within
the WAIMA community?
2. How similar and different are the views of various
stakeholder groups concerning perceived physical
and psychosocial benefits of martial arts training?
3. What pedagogical practices are observed during
formal classes?
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2.3 Research design
Case study methodology
• theoretical framework: sociocultural theory and grounded theory
Formal, semi-structured interviews with stakeholder
groups
• Trainers (excl. junior instructors who were also school-aged students)
• Parents of all eligible school-aged WAIMA students (5-17 years of age)
• Students (school-aged children or adolescents – 5-17 years of age)
Written narrative responses
Observations of training sessions
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2.4 Research findings
2.4.1 Philosophy and pedagogy of martial arts at WAIMA
2.4.2 Case stories
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2.4 Research Findings
2.4.1 Philosophy and pedagogy of martial arts at WAIMA
Combination of classical transmission education and
constructivism
• Methodical instruction of specific moves, broken down into small steps,
first demonstrated and then practised
• The chronologically ordered steps are transmitted via direct instruction
• Elements of creative problem-solving and ‘self-authoring practices’
(Dobozy, 2014) through personalised, peer-assisted learning tasks and
the creation of ‘free forms’, which requires goal-oriented behaviour and
self-motivation
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2.4 Research Findings
2.4.2 Case stories
Themed vignette approach:
• information from multiple similar views are synthesised allowing for the
construction of a unique story or vignette
Vignette 1: Belongingness
“The energy and camaraderie in the session was fantastic. To see new students
being welcomed into the class by members is great. I love seeing kids when they
finally ‘get it’ where the skills they are learning are finally mastered.”
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Interview questions:
Question topic
Q 1 What was the single best thing about the training session today?
Q 2 If you could suggest one single thing that could be change about the training
session today, what would it be?
Q 3 Why do you [bring your child/come to] martial arts training/ [work] at WAIMA?
Q 4 What, if any, changes in behaviour or mood did you observe in [your/a] child since
her/his commencement of training at WAIMA?
Q 5 Do you believe that martial arts training at WAIMA is character building? If so, how?
Q 6 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s
physical development? If so, how?
Q 7 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s
social development? If so, how?
Q 8 Do you believe that martial arts training at WAIMA is contributing to [your/a] child’s
academic development? If so, how?
Q 9 Is there anything else you would like to tell me about [your/a] child’s martial arts
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Themes by stakeholder groups: Qs 1-3
Question Trainer views Parent views Student views
Sub-themes
Q 1
(best)
Belongingness
Mastery learning
Peer-support and
civility
Quality instruction
Physical activity
Life skills
Physical activity
Self defence
Personal attention
Q 2
(change)
Time efficiency
Feedback to
parents
New games
Absolutely nothing
Smaller classes
Affordability
Nothing
Smaller classes
New warm-ups
Q 3
(why
WAIMA)
Rewarding job
Fun and inspiring
Use what I was
taught
Fitness, protection and self-
defence
Discipline
Atmosphere and staff attitude
Fitness and protection
Self confidence
Parents made me come
Friends
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Themes by stakeholder groups: Qs 4-6
Question Trainer views Parent views Student views
Sub-themes
Q 4
(behaviour/
mood)
• Respectful, outgoing
and polite – no more
naughty or shy
• Find school less
troublesome
• Attitude change
• Feeling positive and
happy
• More self-discipline
• More confident
• Feeling happier
Q 5
(character
building)
• Confidence for
success
• Enthusiasm is
contagious
• Building resilience
• More positive
• Walking away from
trouble
• Life skills
• More responsible and
more respectful
• Be a better person
• Confidence and
responsibility
• Skills for life
Q 6
(physical)
• Physical goals
• Speed, stamina and
control
• Physical transformation
• Keeping active, fit and
healthy
• Improved coordination
and improved self-esteem
• Not very ‘sporty’ children
• Better endurance
• It’s worth it
• As fit as I’ve ever been
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Themes by stakeholder groups: Qs 7-9
Question Trainer views Parent views Student views
Sub-themes
Q 7
(social)
Community spirit
Overall behaviour
Confidence and
friendships
• Different genders, ages and
communication
• Looking out for others
• No longer shy
• Confidence and friendship
Talk to each other
Improved
communication skills
Being shy
Q 8
(academic)
Focus,
concentration and
attention
Good behaviour
Word of the month
• Mental preparedness
• Promotes thinking
• Showing personality
Focus and
concentration
Self confidence
Little goals and big
goals
Q 9
(anything else)
Positive role
models
Catering for
student variability
Changing people’s
lives
• Motivation
• Bullying
• Confidence and social skills
• Instructors as role models
• Special needs children
Confidence, respect
and control
Mental health
Fun but serious
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Word cloud Q 1:
What was the single best thing about the training session today?
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Word cloud analysis Q 1
Words and phrases used most often: learning, class, best,
hard, better, great, new and training.
• “Learning how to defend myself on the street and in everyday life and
learning basic kicks and punches. Also learning a new grab defence and I
am able to do it by the end of the drill.” (Vignette 7)
• “When one tries hard, it encourages others to try just as hard if not
harder.” (Vignette 3)
• “My favourite part was the warm-up, even though it was very hard.”
(Vignette 6)
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Word cloud Q 2:
If you could suggest one single thing that could be changed about the
training session today, what would it be?
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Word cloud analysis Q 2
One keyword that clearly stands out is “classes”, which
was used in very different contexts:
• “I love watching the commitment [my child] puts into his classes”
(Vignette 12)
• “Smaller classes could help [my son] focus better.” (Vignette 13)
• “Having smaller classes.” (Vignette 16)
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Word cloud Q 3:
Why do you (work) bring your child (come) to martial arts training at
WAIMA?
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Word cloud analysis Q 3
Words and phrases used most often: help, love and life.
• “You get to help people achieve goals in all areas of their lives” (Vignette
18)
• “It’s fun to inspire and help kids with confidence issues. …I love what I do
– I love teaching skills they can use in life.” (Vignette 19)
• “I love that I can use the mindset I was taught.” (Vignette 20)
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Word cloud Q 9:
Is there anything else you would like to tell me about martial arts training
at WAIMA?
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Word cloud analysis Q 9
The keywords that were most often used were: ‘WAIMA’,
‘training’, ‘confidence’, ‘skills’ and ‘child’.
• Trainers: “We have a strong character development program at WAIMA.
For me, this is as important, if not more important than the physical skills.”
(Vignette 74)
• Trainers: “Talking to kids about life skills and morals and values is a
crucial part of WAIMA operation and to empower a child with only the
physical skills and not the values, morals and ethics, means we only have
done part of the job and in my opinion this is the most important part of
the journey.” (Vignette 75)
• Students: “WAIMA has given me many opportunities in life now. I have
gained a lot more confidence and I would recommend it to anyone that
needs help with confidence.” (Vignette 82)
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The idea that martial arts can
change people’s lives for the
better was expressed by all
stakeholder groups, and was a
reoccurring theme throughout
the interviews.
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3. The psychosocial benefits of martial arts
training
MA promotes positive personal development and well-
being. It contributes to children’s increased:
• Personal happiness
• Contentment
• Confidence
• Success
Testimonies from all stakeholder groups attest to the
beneficial effects of MA in:
• The physical domain
• The socioemotional domain
• The cognitive domain
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Key findings
• Psychosocial effects of regular MA training
What this study was able to show is that the wide ranging
health-related impact of martial arts training is not confined
solely to physical benefits.
The psychosocial effects of regular martial arts training can
have long lasting and wide ranging implications for the
development of emotional resilience and school
success through the development of cognitive skills, such
as increased focus, attention, persistence, and motivation.
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Key findings (cont.)
• Academic enablers
Several participants in this study noted the positive change
in approaches to learning of individual children,
manifesting in a positive mindset, increased confidence and
persistence with difficult tasks.
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Key findings (cont.)
• Pedagogy of MA training at WAIMA
The multitude of positive parent and student statements
indicate that WAIMA trainers have achieved great success in
bringing personalised teaching and performance
mastery to individual children.
The pedagogical focus of martial arts training at WAIMA is
on the students’ individual needs and the development of
positive habits of mind.
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Key findings (cont.)
• Performance-focused, holistic and engagement-
driven pedagogical practice
What is most impressive is that if children’s behaviour is
questionable in the home or at school, the particular child is
denied a higher belt until her or his overall behaviour is on
par with the martial arts ethos of respect for self and
others. This practice brings authenticity to martial arts
training and illustrates real-world consequences to children.
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Key findings (cont.)
• Self-efficacy beliefs
The influence that self-perception holds over actual
performance is called self-efficacy belief.
It is based on the premise that every successful person has
experienced failure and has learned to successfully deal with
failure and embrace it as part of the learning process.
Getting children to accept failure as a vital companion to
success and to find the inner strength to look at it as a
temporary setback rather than a ‘fait accompli’ is not easy.
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4. Limitations of the study
There are a number of limitations:
• The study used self-report data and convenience sampling
• Not all views very captured, it may well be possible that less
favourable associations exist between MA training and reported
behaviour and development
• Other variables not investigated, such as SES background,
gender, ethnicity etc may have influenced perceptions of effects of
MA
• The study was conducted of a singe case (MA training at WAIMA)
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5. Implications and future studies
The stakeholder views are overwhelmingly positive, but
the study may encourage WAIMA to review current
practices, commission more research, and accept more
possible corporate citizenship duties.
• There is a need to better understand the physical activity habits of
adolescents (aged 12-17 years)
• What % of WAIMA students are in this age bracket?
• What is their physical activity energy expenditures?
• What is the retention rate of this WAIMA demographic group?
• What are their special needs and aspirations?
• What motivates them to attend classes?
• What are their reasons for leaving?
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5. Implications and future studies (cont.)
More research is needed to understand the psychosocial
benefits of martial arts training for children with special
needs.
• Children with special needs, such as Developmental Coordination
Disorders (DCD), Attention Deficit Hyperactivity Disorders (ADHD),
dyslexia and/or dyscalculia
• What % of WAIMA students have special needs?
• What is the enrolment ratio of children with or without special needs?
• What is the retention rate of this WAIMA demographic group?
• What are their special needs and aspirations?
• What motivates them/their parents to come to WAIMA?
• What are their reasons for leaving?
• How does their attendance impact school behaviour (discipline issues
GPA)?
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5. Implications and future studies (cont.)
More research is needed to understand the psychosocial
benefits of martial arts training for children from low SES
backgrounds.
• Children from low SES backgrounds
• What % of WAIMA students come from low SES backgrounds?
• What is the enrolment ratio of children from different SES backgrounds?
• How can children from low SES backgrounds be encouraged to attend
MA training at WAIMA?
• Could scholarships be offered?
• How does their attendance impact school behaviour (discipline issues
GPA)?
• What are their special needs and aspirations?
• What motivates them/their parents to come to WAIMA?
• What are their reasons for leaving?
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5. Implications and future studies (cont.)
In the light of the above findings of the strong perceptions
of the positive psychosocial effects of martial arts training,
it is recommended that future research is conducted with
specific demographic groups, investigating the
psychosocial benefits of MA training at WAIMA.
Building on this study, further research could be conducted
that documents the observable differences in children’s
social behaviours at school and at home, their mental
health, general mood, attitudes to school work, actual
change of grades, changes in friendship groups and
school behaviour.
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Thank you.
eva.dobozy@curtin.edu.au
Questions
???