bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Transducer Mass on Intramuscular Temperature During Ultrasound Treatments
Authors: Krasinski Daniel , Thrasher Ashley B. , Miller Michael G. , Holcomb William R.
Published: August 2016

Context:

A potential variable that could affect rate of temperature elevation with ultrasound is the pressure (mass) that is applied to the transducer head during application. Added pressure could compress the tissue, affecting density and the transmission of ultrasound energy. Little research has been completed to determine the effects of the amount of pressure applied during therapeutic ultrasound in vivo.

Objective:

To determine the effects of different applied transducer mass on intramuscular temperature during an ultrasound treatment within the left triceps surae.

Design:

Crossover clinical trial.

Setting:

Human performance research laboratory.

Participants:

Convenience sample of thirteen healthy, college-age students.

Interventions:

Three separate MHz, 1.0-W/cm2 ultrasound treatments were administered 1.5 cm within the triceps surae. The independent variables were the linear temperature standards (0.5°C, 1.0°C, 1.5°C, and 2.0°C above baseline) and the 3 different applied pressures measured in grams (200 g, 600 g, and 800 g).

Main Outcome Measures:

A thermocouple probe was used to measure triceps surae temperature, and time to reach the temperature standards was recorded during the ultrasound treatments. A 4 × 3 repeated-measures analysis of variance (RM-ANOVA) was used to analyze the differences for temperature points (0.5°C, 1.0°C, 1.5°C, and 2.0°C) and transducer mass (200 g, 600 g, and 800 g) and with respect to time.

Results:

The results of the RM-ANOVA showed no temperature-point and transducer-mass interaction (F6,72 = 1.69, P = .137) or main effect for mass (F2,24 = 1.23, P = .309). The time required to raise temperature 2°C was 209.1 ± 68.10 s at 200 g, 181.5 ± 61.50 s at 600 g, and 194.9 ± 75.54 s at 800 g.

Conclusions:

Under the conditions of this study, the amount of mass applied with the transducer during an ultrasound treatment does not ultimately affect the rate of tissue heating.
The Effectiveness of Shoulder Stretching and Joint Mobilizations on Posterior Shoulder Tightness
Authors: Harshbarger Nicole D. , Eppelheimer Bradly L. , McLeod Tamara C. Valovich , McCarty Cailee Welch
Published: August 2016

Clinical Scenario:

It has been suggested that posterior shoulder tightness is a common contributor to shoulder impingement in overhead-throwing athletes. The incidence of shoulder pain in the general population has been reported to be as high as 27%, and as many as 74% of the patients who were seen for shoulder issues had signs of impingement. Particularly regarding physically active adults, shoulder impingement is frequent among overhead-throwing athletes and may lead to lost participation in sport, as well as other injuries including labral pathologies. Therefore, finding an effective mechanism to reduce posterior shoulder tightness in overhead athletes is important and may help prevent impingement-type injuries. Typically, posterior shoulder tightness is identified by measuring horizontal humeral adduction; although another clinical measure that is commonly used is the bilateral measurement of glenohumeral internal-rotation (IR) range of motion (ROM). It is important to note, however, that the measurement of glenohumeral IR ROM specifically aims to identify glenohumeral IR ROM deficits (GIRD). Although GIRD is believed to be a leading contributor to posterior shoulder tightness, this measure alone may not capture the full spectrum of posterior shoulder tightness. While treatment interventions to correct any ROM deficits typically include a stretching protocol to help increase IR, joint mobilizations have been found to produce greater mobility of soft tissue and capsular joints. However, it is unclear whether the combination of both joint mobilizations and a stretching protocol will produce even larger gains of ROM that will have greater longevity for the patient suffering from posterior shoulder tightness.

Focused Clinical Question:

Does the use of joint mobilizations combined with a stretching protocol more effectively increase glenohumeral IR ROM in adult physically active individuals who participate in overhead sports and are suffering from posterior shoulder tightness, compared with a stretching protocol alone?
Peripheral Neural Mechanisms in Proprioception
Authors: Grigg Peter
Published: August 2016

Proprioception is the sense of position and movement of the limbs. The sense arises through activity in sensory neurons located in skin, muscles, and joint tissues. Proprioception appears to be a compound sense, relying on simultaneous activity in a number of types of afferent neurons. Position sense is largely mediated by activity in muscle afferent neurons. Afferent neurons originating in soft tissues of the joints contribute a sense of joint position only when the joint is rotated into a limit of its range of motion. Joint neurons have an important role in protecting the integrity of joints if they are unstable. Afferent neurons in skin appear to contribute little to position sense but may contribute to the sense of movement.
Current Protocols and Procedures for Anterior Cruciate Ligament Reconstruction and Rehabilitation
Authors: McCarthy Michael R. , Buxton Barton P. , Hiller W. Douglas B. , Doyle James R. , Yamada Denis
Published: August 2016

In an attempt to quantify the current standards in surgical procedures and rehabilitation protocols utilized to treat patients with anterior cruciate ligament (ACL)-deficient knees, a 19-question survey was sent to members of the Hawaii Orthopedic Association. The findings indicated that only 54% (30/56) of the respondents were performing ACL reconstructions, of which 87% (26/30) were performing an intra-articular procedure and none were performing extra-articular procedures exclusively. The findings further indicate that 80% (24/30) of the 30 respondents performing ACL reconstructions were using an arthroscopically assisted, bone-tendon-bone autograft procedure. However, in marked contrast to the uniformity that existed concerning the surgical procedure, there was a drastic difference in the rehabilitation protocols and procedures that were recommended postoperatively. The most apparent differences in rehabilitation protocols existed in the utilization and initiation of open versus closed type kinetic chain exercises and activities.
The Glenoid Labrum: Basic Science and Clinical Correlation
Authors: Taylor Mary , Fruth Stacie , Kegerreis Sam
Published: August 2016

Rehabilitation of the shoulder offers many challenges. Arthroscopic and advanced imaging techniques have facilitated significant changes in our perception and management of glenoid labral pathology. Despite this progress, controversies involving the glenoid labrum continue to exist. This paper presents an overview of glenoid labral histology, morphology, and vascularity. Labral injuries are investigated and categorized. The management of glenoid labral pathology is discussed along with ramifications for shoulder rehabilitation.
The Relationship between Knee Hyperextension and Articular Pathology in the Anterior Cruciate Ligament Deficient Knee
Authors: Axe Michael J. , Linsay Katherine , Snyder-Mackler Lynn
Published: August 2016

The purpose of this study was to determine whether there was a relationship between knee hyperextension and intra-articular pathology in 100 consecutive patients whose sole ligament injury was an arthroscopically confirmed anterior cruciate ligament (ACL) rupture. Hyperextension of both knees was measured using a supine heel-height measurement of high reliability. There was more articular damage to the total joint, lateral joint, and lateral meniscus in patients who hyperextended than in those who did not. There was more articular damage to the total joint and medial joint in patients who were chronically ACL deficient than in those who were acutely or subacutely ACL deficient. The results demonstrate that individuals with ACL injuries whose knees hyperextend 3 cm or more sustain significantly more joint damage at the time of injury than in those whose knees hyperextend less than 3 cm. This study further defines the role of knee hyperextension in ACL injuries and offers a useful and reliable means of measuring knee hyperextension.
The Effect of Postsurgical Edema of the Knee Joint on Reflex Inhibition of the Quadriceps Femoris
Authors: McDonough Andrew L. , Weir Joseph P.
Published: August 2016

The purpose of this case study was to investigate reflex inhibition of the quadriceps femoris in a subject with postsurgical edema of the left knee. The subject was a 45-year-old male with a traumatic knee injury with resultant edema who underwent elective arthroscopic surgery. Reflex inhibition was assessed by H-reflex elicitation in the femoral nerve and surface electromyography of the quadriceps. To assess the degree of edema, direct circumferential measurements were taken. On the first presurgical visit, the left knee demonstrated mild edema with a decrease in H-reflex amplitudes. Two days after surgery, a further reduction in amplitudes and more swelling were demonstrated followed by an increase in amplitudes and a reduction in edema on the 28th postoperative day. These findings document a relationship between reflex inhibition and joint swelling that was previously described in experimental models where joint edema was simulated.
Intra- and Intertester Reliability of Chatillon and MicroFet Hand-Held Dynamometers in Measuring Force Production
Authors: Kimura Iris F. , Jefferson LouAnne M. , Gulick Dawn T. , Coll R. David
Published: August 2016

The purpose of this study was to investigate intratester and intertester reliability when using the Chatillon and MicroFet hand-held dynamometers (HHDs) to measure isometric force production of the wrist extensors, elbow flexors, ankle dorsiflexors, and knee extensors. Twelve subjects participated, with each joint tested four times with each HHD. Intratester and intertester intraclass con-elation coefficients were measured for both devices separately and between the devices- Results indicated that the HHDs were more reliable when used by a single examiner who had been properly trained in their use. Reliability of the HHDs appears to be affected by both the magnitude of the force produced by the subject and the examiner's ability to resist the force. There was no correlation between examiner's stature and consistent force production values. Caution should be taken when interpreting data obtained from different testers or different HHDs. The same clinician should use the same HHD for successive tests to yield the most reliable data.
A Comparison of Visual Analog and Graphic Rating Scales for Assessing Pain Following Delayed Onset Muscle Soreness
Authors: Mattacola Carl G. , Perrin David H. , Gansneder Bruce M. , Allen Jennifer D. , Mickey Cheryl A.
Published: August 2016

This study evaluated a visual analog scale (VAS) and a graphic rating scale (GRS) for the measurement of pain following delayed onset muscle soreness (DOMS) and following treatment for the symptoms of DOMS. Data from two studies were used to evaluate the scales. Pain intensity was assessed prior to and following induction of DOMS and immediately before and after each treatment session. In Study 1, subjects were randomly assigned to receive a 20-min ice pack followed by a 7-min sham ultrasound treatment or a 20-min ice pack followed by a 7-min nonthermal ultrasound treatment. In Study 2, subjects received a 20-rain microcurrent neuromuscular stimulation (MENS) treatment or a 20-min sham MENS treatment. In both studies, significant differences were found between the VAS and GRS scales for pretest conditions on Days 1 and 2 for all subjects. There were no significant differences between any other days or tests. The differences on Day 1 and Day 2 were attributed to the novelty of filling out the scales. Therefore, a. visual analog or graphic rating scale can be used to evaluate pain intensity following DOMS when repeated measurement is involved, although consideration should be given to potential differences the first one or two times the scales are completed.
Assessment of Mild Head Injury Using Measures of Balance and Cognition: A Case Study
Authors: Riemann Bryan L. , Guskiewicz Kevin M.
Published: August 2016

Mild head injury (MHI) represents one of the most challenging neurological pathologies occurring during athletic participation. Athletic trainers and sports medicine personnel are often faced with decisions about the severity of head injury and the timing of an athlete's return to play following MHI. Returning an athlete to competition following MHI too early can be a catastrophic mistake. This case study involves a 20-year-old collegiate football player who sustained three mild head injuries during one season. The case study demonstrates how objective measures of balance and cognition can be used when making decisions about returning an athlete to play following MHI. These measures can be used to supplement the subjective guidelines proposed by many physicians.
Sport-Specificity of Knee Scoring Systems to Assess Disability in Anterior Cruciate Ligament-Deficient Athletes
Authors: Borsa Paul A. , Lephart Scott M. , Irrgang James J.
Published: August 2016

We compared the outcome measures of three knee scoring systems currently used to measure disability in anterior cruciate ligament (ACL)–deficient athletes. Twenty-nine ACL-deficient athletes completed three scoring systems (the Lysholm Knee Scoring System, a modified version of the Cincinnati Knee Scoring System, and the Knee Outcome Survey). Results demonstrate statistically significant mean differences and linear relationships between the outcome measures for the three scoring systems. The Knee Outcome Survey appears to provide valid measures of disability and indicates that our subjects functioned well with activities of daily living but became symptomatic and functionally limited with sports. The outcome measures also indicate that the Lysholm system is more specific to activities of daily living, while the modified Cincinnati is more specific to sports. We recommend that standard scoring systems be developed to provide measures of functional disability in athletes who experience knee injuries.
Perspectives of Sport Trainers and Athletic Therapists on the Psychological Content of their Practice and Training
Authors: Ford Ian W. , Gordon Sandy
Published: August 2016

A two-part study was used to survey sport trainers and athletic therapists on both the frequency and significance of emotions and behaviors displayed by athletes during treatment and the importance of psychological techniques in injury management. A questionnaire, developed from a preliminary study with experienced sport trainers (Part 1), was mailed to sport trainers in Australia and New Zealand and athletic therapists in Canada(Part 2). Responses from Australian (n = 53), New Zealand (n = 11), and Canadian (n = 32) participants suggested that (a) wanting to return to play too soon, anxiety and frustration, noncompliance, and denial were experienced frequently by injured athletes during rehabilitation and significantly hindered effective recovery; (b) psychological skills training and learning to deal with psychological responses to injury would facilitate more effective treatment; and (c) athletes' self-presentation styles influence the support and attention received from trainers/therapists. Findings suggest that the applied sport psychology content of professional training programs for sport trainers and athletic therapists should be extended.
Hamstring Muscle Strength Prior to and Following ACL Reconstruction Surgery Using a Patellar Tendon Autograft
Authors: Hardin J. Allen , Guido John A. , Hughes Christopher J.
Published: August 2016

Due to the likelihood of hamstring dysfunction associated with anterior cruciate ligament (ACL) injury, it is clinically significant to determine if a hamstring weakness exists preoperatively. The purpose of this study was to determine if a hamstring muscle deficit existed at the time of surgery and to determine the time necessary to achieve hamstring strength equal to preoperative measures of the uninvolved extremity during postoperative rehabilitation. Twelve patients who underwent ACL reconstruction using a patellar tendon autograft participated. Each subject underwent a preoperative isometric knee strength evaluation at 60° of knee flexion. Each subject underwent postoperative rehabilitation including hamstring muscle strengthening. Repeat isometric testing was performed on each subject at 21 and 42 days postoperative. There was no statistical difference in hamstring muscle strength, as measured by isometric peak torque, either preoperatively or postoperatively. Therefore, maintaining rather than increasing hamstring strength postoperatively should be emphasized as an integral part of rehabilitation.
Rehabilitation Programs for the PCL-Injured and Reconstructed Knee
Authors: Wilk Kevin E. , Andrews James R. , Clancy William G. , Crockett Heber C. , O'Mara James W.
Published: August 2016

Treatment of posterior cruciate ligament (PCL) injuries has changed considerably in recent years. This article discusses current rehabilitation for PCL disruptions in athletes. The treatment of PCL injuries varies somewhat based on the chronicity (acute vs. chronic) of injury and associated pathologies. The authors provide their treatment algorithm for the acute and chronic PCL-injured-knee patient. Nonoperative rehabilitation is discussed with a focus on immediate motion, quadriceps muscle strengthening, and functional rehabilitation. A discussion of the biomechanics of exercise is provided, with a focus on tibiofemoral shear forces and PCL strains. Surgical treatment is also discussed, with the current surgical approach being either the two-tunnel or the one-tunnel patellar tendon autograft procedure. The rehabilitation program after surgery is based on the healing constraints, surgical technique, biomechanics of the PCL during functional activities, and exercise. With the new changes in surgical technique and in the rehabilitation process, the authors believe that the outcome after PCL reconstruction will be enhanced.
What Determines the Magnitude of the Q Angle? A Preliminary Study of Selected Skeletal and Muscular Measures
Authors: Byl Timo , Cole Jennifer A. , Livingston Lori A.
Published: August 2016

Context:

Q-angle size has been found to correlate poorly with skeletal measures of pelvic breadth and femur length. Because the patella is exposed to the forces of quadriceps contraction, muscular forces might also affect Q-angle magnitude.

Objective:

To compare bilateral measurements of the Q angle with selected skeletal and muscular strength measures.

Design:

In vivo study of anthropometric and quadriceps peak torque measures.

Setting:

Research laboratory.

Participants:

Thirty-four healthy men and women, mean age 20.9 ± 2.7 years.

Main Outcome Measures:

Q angles, pelvic breadths, femur lengths, and peak torque during dynamic knee-extension exercise, normalized to body weight.

Results:

Significant differences in Q-angle magnitude, femur length, and peak torqueBW were observed between sexes, but not between limbs. Pelvic breadth did not differ significantly between sexes. Correlational analysis revealed a weak, yet significant, linear relationship between Q angle and peak torqueBW in the right lower limb.

Conclusions:

These findings lend some support to the notion that Q-angle magnitude is inversely related to quadriceps strength.
Rehabilitation after Hip Arthroscopy
Authors: Griffin Karen M. , Henry Cindy O. , Byrd J. W. Thomas
Published: August 2016

Objective:

To explain the basic fundamentals of patient assessment after hip arthroscopy, formulation of a treatment plan, and detailed essentials of postoperative rehabilitation.

Data Sources:

Established literature and the evolution of a protocol developed in treating over 150 hip-arthroscopy patients and numerous patients with symptomatic hip disease.

Data Synthesis:

Although the pathological process being addressed and the surgical technique employed in its management influence the protocol, the common goals of rehabilitation are to reduce discomfort and improve function. These common goals, first realized in the postoperative rehabilitation process, have been found to have similar application in the conservative management of patients with symptomatic hip disease.

Conclusions:

Arthroscopy has necessitated the development of a postoperative rehabilitation protocol. Principles previously employed in other joints are now finding application in the hip.
Teacher Education Pedagogy: Dominant Discourses and the Process of Problem Setting
Authors: Tinning Richard
Published: August 2016

Pedagogy is a major concern of teacher education. Within this paper three pedagogies are discussed: performance pedagogy, critical pedagogy, and postmodern pedagogy. The case is made that in order to understand which particular pedagogies are privileged within physical education teacher education, it is useful to analyze the discourses on which they are based and the process of problem setting, which acts to define or set certain problems that require certain solutions. The problems that dominate the physical education profession tend to be those that address technical or instrumental issues, which in turn privilege performance pedagogy as the appropriate solution. The political processes involved in such problem setting are discussed with reference to dominant discourses and the nature of contemporary professional practice. It is argued that privileging performance pedagogy in teacher education is limited in vision and continues to produce physical education teachers who conceive of teaching as essentially a technical matter with little sense of the social, moral, and political aspects of their work.
An Operational Model of Motor Skill Diagnosis
Authors: Pinheiro Victor E.D. , Simon Herbert A.
Published: August 2016

The ability to diagnose motor skills is one of the most important competences of a teacher of physical education and sport. Teacher education programs fall short of providing prospective teachers with courses in motor skill diagnosis. To be successful, any effort to teach it must rest on a sound conceptual framework or model. This article provides the theoretical framework for adapting information-processing theory, a widely accepted theory of human thinking, to modeling diagnostic thought processes. It describes specifically the three components of the model: acquisition, cue interpretation, and diagnostic decision. The findings from the model provide a foundation upon which to build instructional strategies for developing diagnostic competence.
The Relationship of Teachers’ Task Refinement and Feedback to Students’ Practice Success
Authors: Rikard G. Linda
Published: August 2016

This study examined the relationship of teachers’ task refinement and feedback to the practice success of low- and high-skilled students. Data were gathered from two introductory striking units taught to fourth graders by physical education specialists. Four high- and 4 low-skilled subjects from intact classes were randomly selected in order to examine practice success when receiving refining tasks as compared to when receiving extending and applying tasks, both before and after teacher feedback. Success for low-skilled subjects remained about the same (74%) in response to both refinement and extending and applying tasks. Modest increases in success occurred when refining tasks were followed by specific feedback. High-skilled subjects’ practice success improved by 14% when they received refining tasks, as compared to when they received extending and applying tasks; however, no increase in success was experienced when teacher feedback followed refining tasks. Feedback following extending and applying tasks did result in increases in practice success for these subjects.
The Interaction of School Context and Role Identity of First-Year Teachers
Authors: Solmon Melinda A. , Worthy Terry , Carter Jo A.
Published: August 2016

The interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process.
The Effect of Planning on the Instructional Behaviors of Preservice Teachers
Authors: Byra Mark , Coulon Stephen C.
Published: August 2016

The purpose of this study was to compare the instructional behaviors of a group of preservice teachers across two teaching conditions, one planned and one unplanned. Twelve physical education teacher education (PETE) majors each taught two 25-minute lessons to elementary-age learners. Lesson plans were developed for the first lesson (planned condition) but not the second (unplanned condition). All lessons were videotaped and employed in the data analyses. Three data collection instruments were used for the analysis of selected teaching behaviors: (a) the Academic Learning Time-Physical Education (ALT-PE) system, (b) an event recording instrument for coding teacher verbal feedback statements, and (c) the Qualitative Dimensions of Lesson Introduction, Task Presentation, and Lesson Closure (QDITC) system. The results suggest that planning has a positive effect on some preservice teachers’ instructional behaviors. For teachers in training, it seems that planning is important to the employment of “effective” teaching behaviors in the interactive teaching environment.
Preservice Teachers’ Reflections and Knowledge Development in a Field-Based Elementary Physical Education Methods Course
Authors: Sebren Ann
Published: August 2016

The reflections and knowledge development of 7 preservice teachers during a field-based elementary methods course were analyzed and described. Data sources included audiotapes of weekly one-hour reflection sessions, nonparticipant observation of methods course meetings and field experiences, three interviews, and documents. Data were analyzed using a constant comparison method. Changes in the preservice teachers’ knowledge were conceptualized in terms of advanced knowledge acquisition (i.e., relations within their knowledge structures). The preservice teachers (a) made managerial decisions in relation to their effect on the learning environment, (b) planned lesson content in relation to past and future lessons, (c) considered the children’s prior learning and skillfulness in relation to subject matter decisions, and (d) connected their choice of words and actions to the children’s perspectives. The preservice teachers did not, however, develop the ability to respond pedagogically to students during an actual lesson. Linkages between the reflection process and the preservice teachers’ development are drawn.
Theoretical Perspectives on Knowledge and Learning and a Student Teacher’s Pedagogical Content Knowledge of Dividing and Sequencing Subject Matter
Authors: Rovegno Inez
Published: August 2016

This study describes and interprets (a) a student teacher’s decisions about task content and content progression across an elementary and high school sport unit and (b) those aspects of his pedagogical content knowledge that he used to explain and justify his decisions. The student teacher’s pedagogical content knowledge of dividing and sequencing subject matter can be summarized briefly: first, tell about the biomechanically efficient body position, and second, play games. Both the student teacher’s decisions and pedagogical content knowledge and guidelines for content progression that are in the curriculum literature are interpreted by using broad theoretical perspectives of knowledge and learning that pervade educational thought. Taken-for-granted perspectives that knowledge and learning are molecular are questioned, and the potential of more holistic, nonlinear perspectives is considered.
A Qualitative Analysis of the Impact of Induction Assistance on First-Year Physical Educators
Authors: Napper-Owen Gloria E. , Phillips D. Allen
Published: August 2016

The purpose of this study was to provide induction assistance to beginning physical education teachers and to investigate the impact of the assistance on the teachers. Two beginning physical educators who were employed at an elementary and a middle school participated in this study. The data were collected by weekly observations, videotape analysis, interviews, and field notes. A case narrative was compiled for each participant according to the emergent themes in each teacher’s case. The results indicated that continued supervision had a positive impact on first-year teachers. The visitations offered the opportunity to receive regular feedback and support so that the teachers began to plan age-appropriate activities, became more efficient managers in the classroom, and increased their instructional feedback. The induction assistance encouraged accountability to the knowledge attained in the teacher preparation program, in addition to making the teachers more reflective and analytical about their teaching.
Entry Characteristics, Practice Variables, and Cognition: Student Mediation of Instruction
Authors: Solmon Melinda A. , Lee Amelia M.
Published: August 2016

In this study, relationships between entry characteristics, in-class behavior, self-report measures of student cognition, and achievement during motor skill instruction were examined. Fifty-six sixth-grade students participated in a 4-day instructional unit on the forearm pass in volleyball. All classes were videotaped to code in-class behavior. Data collection included skill pretest and posttest, Harter’s Perceived Competence Scale, forms about the errors made during practice, and a Cognitive Processes Questionnaire (CPQ). Correlates of achievement, as reflected by residual gain scores, were perceived competence, student reports of attention, and variables indicating the quality of practice. Relationships between entry characteristics, in-class behavior, and measures of cognition were evaluated using canonical correlational analyses, and these relationships suggest that entry characteristics are important factors in how students interact in achievement settings. The results of this study show that investigating the complex relationships between these sets of variables can yield results that clarify how students effectively mediate instruction.
Take Your Partners: A Description of a Student Social System in a Secondary School Dance Class
Authors: Hastie Peter A. , Pickwell Andrew
Published: August 2016

This study examined the operations of a student social system within an elective physical education dance class. Its methodology is based on the findings of Allen (1986), who determined that students have two main agendas in classes, namely, to give teachers what they want while having fun and socializing with classmates. Consistent with previous findings, many students in this study were particularly adept at finding ways to minimize work and have fun while still doing enough to pass the course. These findings are explained in conjunction with the task structure and accountability systems put in place by the teacher. That is, the teacher seemed to be content to trade off lower levels of participation in the instructional task system for at least nondisruptive behavior, thereby allowing a relatively unimpeded achievement of the students’ social objectives.
The Impact of an Early Field Experience on Preservice Physical Education Teachers’ Conceptions of Teaching
Authors: Curtner-Smith Matthew D.
Published: August 2016

Much research on physical education preservice teachers’ (PTs) perceptions of effective teaching during early field experiences (EFEs) or student teaching has indicated a concern for keeping pupils well-behaved, busy, and happy (e.g., Placek, 1983). The purpose of this study was to determine the impact of an EFE, combined with a methods course developed from the knowledge base on effective teaching, on PT conceptions of the teaching-learning process. Data were collected using the critical incident technique (Flanagan, 1954) and a reflective questionnaire (O’Sullivan & Tsangaridou, 1992). PT responses were analyzed by employing Goetz and LeCompte’s (1984) analytic induction method. PTs were concerned with pupil learning or elements of teaching related to pupil learning, focused primarily on teaching technique, and believed that knowledge of sports and games was a vital component of teacher effectiveness, frequently mentioning that they were lacking in this area.
Internal Teaching Models of Four Physical Education Graduate Teaching Assistants
Authors: Poole Jon R. , Graham George
Published: August 2016

This study was designed to be an initial step toward a better understanding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and describing the influence of an induction program on these internal models. A multi-case-study approach was employed to construct individual portraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. Teaching could best be portrayed as a “pedagogy of contentment.” That is, teaching assistants were generally satisfied with their own teaching and did not perceive a need for additional improvement. Reported satisfaction was based on their belief that they already knew the different strategies, methods, and routines for teaching their particular subject.
Psychological Dispositions That Facilitated and Sustained the Development of Knowledge of a Constructivist Approach to Physical Education
Authors: Rovegno Inez , Bandhauer Dianna
Published: August 2016

This case study tells the story of an in-service elementary physical education teacher, who made a large-scale change from an activities approach to a movement approach based, initially, on “Every Child a Winner” (Rockett & Owens, 1977). Five psychological dispositions facilitated the development of the teacher’s knowledge: (a) the disposition to understand the approach accurately and deeply and to do the job right, (b) the disposition to accept that the approach was difficult to learn and to persist in seeking clarification, (c) the disposition to justify and develop a practice in keeping with a sound educational philosophy and theoretical foundations, (d) the disposition toward change and to learn and implement new ideas, and (e) the disposition to suspend judgment of new ideas. Dispositions can be important aspects of teacher thinking and can help to explain successful knowledge development and teacher change.
The Student Social System Within Sport Education
Authors: Carlson Teresa B. , Hastie Peter A.
Published: August 2016

This paper examines student participation in units of sport education from the perspective of those students’ social agenda. Using a combination of fieldnotes, interview, and videotape data, four major themes emerged: (a) a change in the way students socialized during class (with a particular emphasis on the development of teamwork and cooperation), (b) a change in the opportunities for personal and social development (including leadership skills and cooperation), (c) a change in the nature of competition (where winning became more important and led to greater student effort), and (d) a change in how students viewed their learning within their physical education class. While in regular physical education contexts, the student social system often conflicts with the teacher’s agenda, in this study, data suggested that because students were placed in both instructional and managerial leadership roles, these typically teacher-driven task systems became an integral part of the student social system.
Obstacles to Professional Development: Interns’ Desire to Fit in, Get Along, and Be Real Teachers
Authors: Rikard G. Linda , Knight Sharon M.
Published: August 2016

This study examined physical education interns’ beliefs and perceptions about their student teaching internships, thus providing indicators regarding their developmental growth as teachers. Data were acquired from 46 student teacher interns from focus group interviews and Fuller’s Teacher Concerns Questionnaire (TCQ). Developmental stage theories from the work of Hunt (1966), Kohlberg (1984), Loevinger (1976), and Fuller (1969) were used to frame the concept of developmental growth of student teachers. Data indicated interns’ primary desires were to fit into the school organization, to get along with clinical teachers, and to gain pupil cooperation. Constraints to teaching included difficulties establishing or implementing a management system, the absence of timely supervision from clinical teachers, and feeling like strangers in the school organization. The ability of interns to resolve these constraints directly contributed to their self-image as teachers. Suggestions are provided for advancing interns’ developmental growth stages beyond initial levels.
Effects of a Physical Education Program on Children’s Manipulative Skills
Authors: McKenzie Thomas L. , Alcaraz John E. , Sallis James F. , Faucette F. Nell
Published: August 2016

We assessed effects of a physical education professional development program on 3 manipulative skills of 4th- and 5th-graders. Seven schools were randomly assigned to 3 treatment conditions: PES (Physical Education Specialists), TT (Trained Classroom Teachers), and CO (Controls). Students (358 boys, 351 girls) were randomly selected from 56 classes and tested on throwing, catching, and kicking. In the fall baseline, boys scored higher than girls; 5th-graders scored higher than 4th-graders. In the spring, children in PES schools had improvements of 21%; those in TT and CO schools gained 19% and 13%, respectively. Gain scores were significant for catching (p = .005) and throwing (p = .008). Intervention effects did not differ by gender or grade. Adjusting for condition, boys made significantly greater gains than girls. The results indicate that children’s manipulative skills can be improved by quality physical education programs delivered by PE specialists and classroom teachers with substantial training.
Preservice Teachers’ Perceptions of Learning to Teach in a Predominantly School-Based Teacher Education Program
Authors: Hardy Colin A.
Published: August 2016

Sixty-two preservice teachers were asked to complete a questionnaire in order to examine their perceptions of how they felt that the school-based experiences within a predominantly school-based, government-imposed physical educator education program helped them learn to teach. The preservice teachers placed much emphasis on the accumulation of experiences and “coming to terms” with the realities of teaching, serviced by the university element of the course. Although some higher education institution–school partnerships were helping preservice teachers to look beyond the immediate context, the quality of the collaborative venture was being affected by the variability in mentoring processes, school contexts, and the personal histories of both mentors and preservice teachers. It is suggested that the continual extension of school-based experiences is not only privileging the practical over theory and emphasizing doing more than thinking, but is replacing complexity with simplicity.
Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students’ Skill Practice
Authors: Lounsbery Monica Fabian , Sharpe Tom
Published: August 2016

This study, conducted within an undergraduate Methods of Teaching Physical Education and School-Based Practice Teaching course, used an AB maintenance-across-participants design to (a) sequentially describe preservice teachers’ (N = 4) instructional interactions with students, (b) examine the effects of sequential feedback on the sequential nature of preservice teachers’ instructional interactions with students, and (c) assess the influence of differential sequential preservice teacher instructional interactions on student skill practice. Instructional interaction sequential data indicated that explicit teacher instruction and refinement were sequentially connected to student-appropriate skill practice, while general teacher instruction was sequentially connected to student-inappropriate skill practice. The data indicated that the sequential feedback protocol (a) consistently increased the incidence of refinement and explicit instruction within preservice teacher sequential instructional interactions for all participants, and (b) preservice teacher sequential pattern changes positively influenced the incidence of student-appropriate skill practice. This study also supports a strong relationship between explicit instruction and refinement and student-appropriate skill practice. Implications for further research into the sequential behavior determinants of the teaching and learning process in situational context are discussed last.
Preservice Physical Educators’ Epistemologies of Skillfulness
Authors: Allison Pamela C. , Pissanos Becky W. , Turner Adrian P. , Law Denise R.
Published: August 2016

The constructivist theoretical tenet, that individuals create meaning based on the interaction of their previous knowledge and beliefs with currently experienced phenomena, served as the orientating framework for inquiry into a physical education teacher education program that emphasizes development of skillful movers as the primary goal of physical education. Epistemological stances on movement skillfullness held by 25 beginning preservice teachers were explored. Data were collected in a directed reflective format. Inductive data analysis revealed that these preservice teachers see above average ability, task commitment, and creativity as characteristic of being skillful. Their constructs of skillfulness were developed in contexts that include the human body in action, intermesh of movements, whole pattern of performance, presence of movement, the sociocultural event, and skillfulness as a backdrop for teaching. These findings informed the dialectic between teacher education faculty and students by creating avenues for shared understandings of the epistemological bases of the program.
An Ecological Analysis of a Sport Education Season
Authors: Hastie Peter A.
Published: August 2016

This study provides an ecological analysis of a sport education season. Through the examination of the tasks and accountability operating in this season, it was determined that the high level of enthusiastic student engagement was due to the presence of three vectors, all of which make positive contributions to sustaining the program of action. These vectors include the teacher’s managerial task system, the student social system, and the content-embedded accountability inherent in the curriculum model. Sport education provides a multidimensional program of action, in contrast to more traditional physical education settings, where teachers either push students through the curriculum with strong external accountability as a way of achieving and sustaining order, or retreat to a curricular zone of safety and negotiate minimum student work for cooperation in the managerial system.
The Effects of Crossgroup Feedback on Off-Task Behavior in a Physical Education Setting
Authors: Ryan Stu , Yerg Beverly
Published: August 2016

The purpose of this study was to determine the effect of feedback given to (a) target student(s) from same sector (close by) and (b) opposite sectors (at a distance) on the off-task behavior of middle school physical education students. The design used in this investigation was a reversal A-B-A-B with two treatments, single case design across subjects. The two treatments (independent variables) were same sector feedback and opposite sector feedback. Data were collected on the dependent variable of off-task behavior and the variables of rate and type of feedback, student and teacher location, and teacher movement. Results indicated consistency in the decline of off-task behavior for all classes when opposite sector (crossgroup) feedback was implemented, which suggests that teacher feedback at a distance can be an effective technique for reducing student off-task behavior. In all but one case, off-task behavior rates reduced markedly at the point when the intervention was introduced. The results also indicated both participating teachers tended to use more skill feedback and less management feedback with their classes when using crossgroup feedback.
The Effects of Three Types of Goal Setting Conditions on Tennis Performance: A Field-Based Study
Authors: Boyce B. Ann , Johnston Thomas , Wayda Valerie K. , Bunker Linda K. , Eliot John
Published: August 2016

Utilizing a two-stage random sampling technique, this study investigated the effect of three types of goal setting conditions (self-set, instructor-set, and “do your best” control) on tennis serving performance of college students (N = 156) in nine beginning tennis classes. A 3 × 2 × 5 (goal setting conditions × gender × trials) ANCOVA with repeated measures on the last factor and baseline performance as the covariate was computed. A significant interaction of goal setting conditions by trials was revealed (p < .003) with follow-up procedures favoring the instructor-set and self-set goal groups over the “do your best" group at the second and fourth trials. Further, at trial two, the instructor-set group was statistically superior to the self-set group. From this significant interaction, it appeared that the instructor-set and self-set goals enhanced students’ performance on the tennis serving task.
Successful After-School Physical Activity Clubs in Urban High Schools: Perspectives of Adult Leaders and Student Participants
Authors: Garn Alex C. , McCaughtry Nate , Kulik Noel L. , Kaseta Michele , Maljak Kim , Whalen Laurel , Shen Bo , Martin Jeffrey J. , Fahlman Mariane
Published: August 2016

Grounded in social cognitive theory, the purpose of this study was to examine leaders’ and students’ perspectives of factors that contribute to effective voluntary after-school physical activity clubs. Data were collected over two-years via field observations (n= 115) and interviews with students (n = 278) and adult leaders (n = 126). Results highlighted interconnections among personal and environmental facilitators such as enthusiastic and caring leaders, multidimensional recruiting strategies, supportive and friendly club climates, and culturally relevant physical activities. Structural barriers such as a lack of administrative support, student hunger, and inadequate transportation options were also identified by leaders and students. While previous after-school physical activity club research has focused primarily on measuring physical activity increases, these students and leaders voiced valuable perspectives that contribute to understand why some initiatives fail and others succeed from a social cognitive theory perspective.