International Electronic Journal of Health Education. 2005 8:24-35.
Abstract
The authors examine the notion of democracy and how it can be portrayed in school settings where efforts to promote health are prominent. Democracy is considered relative to the educational opportunities presented in school, in general, and through the study of human experience as it is portrayed in health contexts. Threaded into the dialogue are the proposed implications these ideas and beliefs about democracy hold for the Health Promoting School as an integral part of overall efforts to improve schools for "public" good i.e., the betterment of society, responsible citizenry, care for self and others. Finally, ideas are presented about how democratic thinking might impact programs of study in health education enroute to health living, social responsibility, and active citizenry. Conceptually, democracy is examined as a stance or disposition towards learning, a way of being, a way of belonging, and an organisational model. [Abstract provided in both English and Spanish.]
Mandigo, James, Holt, Nicholas, Anderson, Andy, and Sheppard, Joanna
European Physical Education Review. Oct 2008 14(3):407-425.
Abstract
The objectives of this study were (a) to examine students' motivational experiences arising from their participation in games lessons based on autonomy-supportive strategies; and (b) to examine the interaction between boys' and girls' motivational experiences across different categories of games. A total of 759 students (380 F, 379 M) from 37 classes (grades four to seven) were taught a lesson from one of four game categories (i.e. target, net/wall, batting/fielding, invasion) using autonomy-supportive techniques. Following the lessons children completed various measures to assess their motivational experiences. Significant between-subject differences did emerge for both gender and games category. Girls reported higher levels of optimal challenge, perceived autonomy-support, and enjoyment whereas boys reported higher levels of perceived competence. For the games category, participants reported higher levels of self-determined motivation in net/wall games whereas invasion games received the lowest motivational ratings of the four games categories. (Contains 4 tables and 1 note.)
Teaching Elementary Physical Education. Jan 2003 14(1):8-11.
Abstract
Presents a series of progressive activities intended to demonstrate to teachers how to incorporate four pedagogical principles (sampling, representation, exaggeration, and tactical complexity) in developing net/wall games and activities that enhance student learning within a teaching games for understanding framework. These principles enable instructors to generate activities reflecting the overall structure of the net/wall games category and offer students a framework of solutions to tactical problems. (SM)
Journal of Physical Education, Recreation & Dance. Sep 2002 73(7):35-39.
Abstract
Explores the significance of engagement as a stance toward teaching and learning, noting how engagement can affect the way teachers and students interact in physical education settings and surrounding environments and presenting activities to encourage engagement (develop performance routines, say and switch, roundtable brainstorm, bubble gum cards, sculptures, graffiti wall, museum artifacts, family physical activity tree, exploring social issues, goal setting, photo voice, and readers/writers theater). (SM)
Journal of Physical Education, Recreation and Dance. Mar 1997 68(3):42-49.
Abstract
Researchers examined procedures for collecting data on students' competency in two fundamental motor skills, criteria for assessing skill proficiency, and results across several grades. They task-analyzed videotapes of students' performance and determined that most students did not meet criterion expectations associated with an advanced form for the skills. (SM)
Journal of Health Education. Jan-Feb 1994 25(1):4-9.
Abstract
Describes a three-phase stress inoculation program for health educators teaching adolescents. The program focuses on students actively interpreting and reshaping their perceptions of stress and students' ability to cope with and confront peer pressure situations. The article presents considerations for using stress inoculation in grades 7-12 health education. (SM)
Teaching English in the Two-Year College. Sep 2007 35(1):41-43.
Abstract
In this Cross Talk, Mark Blaauw-Hara, the author of "Mapping the Frontier: A Survey of Twenty Years of Grammar Articles in 'TETYC,'" and one of the manuscript's reviewers, Andy Anderson, engage in a brief conversation about the essay, its content, and the processes of writing, reviewing, and revising. This article is presented in three sections: (1) Andy Anderson's reviewer comments on Mark Blaauw-Hara's manuscript; (2) Mark Blaauw-Hara's response to Andy Anderson; and (3) Andy Anderson's response to Mark Blaauw-Hara.
