ethanporcaro/eric-fulltext-meta huggingface dataset:
External and Internal Sport Motivations of Young Adults
Author: Bollok, Sandor
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Fitness,Motivation,Competition,Young Adults,Personality Development,Student Attitudes,Questionnaires,Performance Factors,Gender Differences,Attribution Theory,Locus of Control,Sport Psychology,Foreign Countries,Adolescent Attitudes

Study aim: To determine and evaluate the spectrum of sport motivation of young adults. Material and methods: A group of 600 subjects, aged 17-19 years, participated in the study. An &quot;ad hoc&quot; questionnaire was applied to assess the 4 motivational factors: competition and success-oriented motivation, external accommodation, physical fitness and health + sportsman-like attitude, and hedonistic. Results: Competition, contest, victory and beating own benchmark were the important factors for male students. The female students preferred external adequacy and others' opinion. They believed in the importance of healthy living, physical strength and sports give them better appearance. The motivational factors had more importance amongst active than inactive youths. Young active students believed that sport performance would guide them to success. Conclusions: It is important to keep healthy lifestyle and sport motivation before teenage years since it is a guidance to preserve the health and adequate personality development. (Contains 1 table and 3 figures.)
Relationships between Competitive Anxiety, Social Support and Self-Handicapping in Youth Sport
Author: Wezyk, Agata
Date: 2011-00-00
Type: Journal Articles
Subjects: Athletes,Competition,Coping,Measures (Individuals),Anxiety,Social Support Groups,Team Sports,Foreign Countries,Questionnaires,Self Esteem,Responses,Gender Differences,Family Influence,Emotional Response,Adolescents,Athletic Coaches,Athletics

Study aim: To assess the level of self-handicapping tendency, competitive anxiety (trait) and social support within groups of young male and female athletes, as well as to determine the relationships between those variables. Material and methods: A group of 75 athletes (46 male football players and 29 female volleyball players) from Sport Mastery School in Lodz, aged 16-19 years, participated in the study. Three questionnaires were administered: Anticipative Strategy of Self-Esteem Protection Scale (ASO) to measure self-handicapping tendency, Social Support Scale (SWS) and Reactions to Competition (RnW), in order to measure the competition-related anxiety (trait). Results: Female athletes attained significantly higher scores in ASO and RnW while male players perceived their social support higher than girls. No significant correlations between self-handicapping and anxiety were found. Most of the observed relationships between self-handicapping and social support were negative, like those between anxiety and social support. Conclusions: It is advisable to work with young athletes on eliminating self-handicapping activities and replacing them with other, more efficient, ways of coping with anxiety. Social support (adequate to the athlete's needs) might be crucial in that proceeding. The hypothesis of relationship between sport competitive anxiety and self-handicapping was not confirmed, maybe due to the relatively small number of subjects. (Contains 5 tables.)
Health Potential of Female Candidates to the Professional Military Service
Author: Kaiser, Alicja
Date: 2011-00-00
Type: Journal Articles
Subjects: Military Service,Health Services,Military Schools,Health Education,Physical Activities,Student Attitudes,Health Promotion,Social Characteristics,Educational Trends,Physical Activity Level,Health Conditions,Health Related Fitness,Questionnaires,Health Activities,Health Behavior,Foreign Countries,Females

Study aim: To assess health and social characteristics of female candidates for professional officers and non-commissioned officers of Polish Army. Material and methods: All female students of officer and non-commissioned officer Military Academies (16 each) were studied in 2009. Two questionnaires were applied in the study: IPAQ (short) for assessing the level of physical activity of the respondents and a specially designed questionnaire for assessing social situation, perceived health and pro-health behaviours. Results: The influence of the society on the respondents' decision to join the army is significantly higher among NCOS students than in the group of OS respondents (p less than 0.05). OS students perceive their health better than their NCOS mates (p less than 0.05). Among students' pro-health behaviours that were assessed in the research, the most advantageously presented is their physical activity. NCOS students are more resilient mentally (p less than 0.01), yet their inclination to make use of health service is much lower (p less than 0.01). Conclusions: The modern educational trends in health promotion call for modifying the existing military school curricula by including health education issues so that the superiors acquire not only commanding skills but become also exemplary health educators. (Contains 7 tables.)
Promoting Genre Awareness in the EFL Classroom
Author: Millar, Diane
Date: 2011-00-00
Type: Journal Articles
Subjects: Literary Genres,English (Second Language),English Instruction,Definitions,Educational Theories,Teaching Methods,Teaching Models,Performance Factors,Classroom Techniques,Class Activities,Program Descriptions,Discourse Communities,Teaching Experience

First, the author briefly outlines genre theory and sets out some broad definitions of genre. She also discusses how genre knowledge is acquired and how it has been taught in ESP and EAP. Following this, she highlights two challenges to using this pedagogy in a general EFL class. Finally, she argues that despite these challenges, teachers can still introduce this critical knowledge to their students by integrating genre awareness activities--three of which she describes--into their classes.
Establishing Textual Authority and Separating Voices: A New Approach to Teaching Referencing
Author: Mott-Smith, Jennifer A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Homeless People,Writing Instruction,Teaching Methods,Writing Improvement,Authors,Plagiarism,English Language Learners

In this article the author discusses a new approach to teaching referencing based on establishing textual authority and separating writers' voices. She first presents a short discussion of key theoretical ideas that inform the approach, and then she describes five lessons, four of which are integrated into the course theme of "homelessness." (Contains 1 table.)
Process Writing and the Internet: Blogs and Ning Networks in the Classroom
Author: Boas, Isabela Villas
Date: 2011-00-00
Type: Journal Articles
Subjects: Class Activities,Electronic Publishing,Learning Activities,Writing Processes,Educational Technology,Process Approach (Writing),Teaching Methods,Technology Integration,Technology Uses in Education,Web 2.0 Technologies,Writing Strategies

In contrast to the product approach to writing, which is based on studying and replicating textual models, the process approach involves multiple and repeated steps that compel the writer to closely consider the topic, language, purpose for writing, and social reality of an audience. In addition to discussing the benefits of the process approach to writing, this article illustrates how teachers can take advantage of some of the latest Internet technology to promote writing tasks in the ESL/EFL classroom. Two specific lessons that were applied in an advanced skills-integrated English course exemplify how to supplement regular classroom activities with the interactive and multimodal features of two online social media platforms--a blog and a Ning network. The activities described in this article exemplify how web-based social networking tools offer excellent opportunities to conduct the pre-writing, drafting, peer review, and revising steps of the writing process. In addition to developing important writing and other skills in English and learning to work collaboratively on projects, using the Internet for ESL/EFL instruction also advances students' digital literacy. When writing about topics that are relevant to their needs and interests, students are apt to respond enthusiastically and work collaboratively to craft written work in the types of genres that will benefit them in their academic pursuits and subsequent careers. (Contains 1 figure.)
Fishing--A Sport for All Seasons
Author: McIntosh, Phyllis
Date: 2011-00-00
Type: Journal Articles
Subjects: Animals,Aquatic Sports,Recreational Activities,Natural Resources,Water,Wildlife

In the United States, the phrase &quot;goin' fishin'&quot; is synonymous with taking a break and leaving everyday cares behind to go enjoy the outdoors, spend time with family or friends, and, if one is lucky, catch some tasty fish. According to the American Sportfishing Association, fishing is a hobby pursued by some 40 million Americans, including more than 8 million youngsters between the ages of 6 and 15. Part of fishing's appeal is that it is accessible to all ages and every pocketbook. Any youngster with a stick, string, and hook, and some wriggly worms for bait, can try his or her luck in the local stream or pond. Serious fishermen, on the other hand, can easily invest thousands of dollars in boats and specialized fishing gear with which to pursue their favorite kind of fishing. Most sport fishing is done with a rod, reel, line, hooks, and a wide variety of baits and lures. Specific kinds of fishing most popular in the United States include: (1) Bass fishing; (2) Fly fishing; (3) Deep sea fishing; and (4) Ice fishing.
The Future Is Now: Preparing a New Generation of CBI Teachers
Author: Horn, Bradley
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Language Teachers,English (Second Language),Teaching Skills,Pedagogical Content Knowledge,Content Area Reading,Content Area Writing,Teaching Methods,Knowledge Base for Teaching,Second Language Instruction,Second Language Programs

Content-based instruction (CBI) is not a new term for foreign language teachers. By some accounts, CBI has been employed since the ancient Akkadians adopted Sumerian as the medium of instruction to educate their young in science and religion (Mehisto, Frigols, and Marsh 2008, 9). In the modern era, content-based approaches to language instruction have been employed in various forms since at least the 1960s, when Canadian language educators began teaching academic content in French to English mother-tongue children (Stoller 2008). Yet a large proportion of today's teachers of English as a Foreign Language (EFL) have never had the opportunity to try out CBI in their own classrooms--and many of these teachers may lack key professional knowledge and skills that are critical to successful CBI teaching. The purpose of this article is to consider ways that language-teacher education programs can better prepare future CBI teachers. After providing a brief rationale for why CBI approaches are particularly relevant in the 21st century, the author considers the competencies and skills that the language teachers of tomorrow will need to effectively integrate content and language instruction in their courses.
Identifying Our Approaches to Language Learning Technologies: Improving Professional Development
Author: Petrie, Gina Mikel
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Faculty Development,Teaching Methods,Technology Uses in Education,Educational Technology,Teaching Models,Computer Assisted Instruction,Teacher Attitudes,Class Activities,Classroom Environment

The mid- to late 1990s was an exciting time for those concerned with incorporating new technology into their teaching of English as a second or foreign language (ESL/EFL). Commonly referred to as Computer-Assisted Language Learning (CALL), or sometimes with the broader term Technology-Enhanced Language Learning (TELL), the field took huge leaps forward during these years. This article focuses on one perhaps lesser-known approach to using technologies in the classroom that was created during this time and that is especially useful for ESL/EFL teachers to consider. The authors describe the model, explain its significance, and then provide activity ideas that teacher educators can use when incorporating the model into professional development workshops or in-service trainings. (Contains 1 figure.)
Building Fluency through the Repeated Reading Method
Author: Cohen, Joshua
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Fluency,Reading Instruction,Reading Comprehension,Reading Skills,College Second Language Programs,English (Second Language),Second Language Instruction,Teaching Methods,Repetition,Reading Motivation

For the last two years the author has used Repeated Reading (RR) to teach reading fluency in English as a Foreign Language classrooms in colleges and universities in Japan. RR is a method where the student reads and rereads a text silently or aloud from two to four times to reach a predetermined level of speed, accuracy, and comprehension. RR supports the learning of English by creating confident readers who enjoy reading, and the three techniques described in this article illustrate how the method can be used to develop fluency, comprehension skills, and greater reading self-esteem. (Contains 1 figure.)
Eyes on English
Author: Billak, Bonnie
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Classroom Communication,Native Language,Observation,Classroom Environment,Volunteers,Competition,Rewards,Student Motivation,Oral English,Speech Communication,Program Effectiveness,Early Childhood Education,Elementary Education,School Culture

A persistent problem for teachers in English as a Second Language (ESL) situations concerns students who speak their shared common language instead of English in the classroom. Considering the inherent difficulty of the speaking skill, this is understandable. Learners often prefer to interact socially in their native language, allowing them to more effectively express a full range of ideas. In this article, the author discusses Eyes on English, a schoolwide campaign she developed to promote the use of English. This article presents the rationale for implementing Eyes on English and describes how it can help teachers increase English usage through an activity that is practical, fun, and easy to implement.
Gardening: A Growing Activity
Author: McIntosh, Phyllis
Date: 2011-00-00
Type: Journal Articles
Subjects: Conservation (Environment),Gardening,Web Sites,Food,Farm Management,Food Standards,Health Activities,Health Promotion,Agricultural Production,Learning Activities

While Americans are as eager as ever to beautify their homes and yards with attractive landscaping, more and more gardeners are looking to the practical aspects of gardening--raising plants for food and choosing easy-care ornamental plants that are friendly to the environment. For some gardeners, raising their own food is a lifestyle choice. With doctors and the government urging consumption of fruits and vegetables to combat obesity and lower the risk of cancer, heart disease, and diabetes, some people see the backyard garden as a short route to healthier eating. An added advantage is that homegrown food is of superior quality. Fruits and vegetables that ripen on the vine taste better than those that are artificially ripened and spend weeks in shipment before they reach the table. While commercially grown produce is often contaminated with unknown amounts of chemical fertilizers and pesticides, gardeners can guarantee the safety of what they grow themselves. Gardeners today are eager to work with nature instead of trying to master it. As they pursue their hobby, they seek practices and products that leave a minimal imprint upon the environment. Eco-friendly gardeners are especially interested in: (1) Less lawn; (2) Native plants; (3) Water conservation; (4) Chemical-free gardening; and (5) Attracting wildlife.
Harmonious Learning: Yoga in the English Language Classroom
Author: Morgan, Lisa
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Anxiety,Mental Health,Classroom Environment,Stress Management,Competition,Teacher Student Relationship,Emotional Intelligence,Teacher Characteristics,Metacognition,Physical Activities,Academic Achievement,Learning Theories

This article looks at one way for teachers to make classrooms emotionally, mentally, and physically healthy places to learn--places where tensions and stresses are lessened and where teachers and students are concentrating, yet relaxed. "Harmonious language learning classroom" is the term the author coined to describe this kind of language learning environment. In order to create harmonious language learning classrooms, teachers must first reduce anxiety, stress, and negative competition amongst their learners. In addition, teachers need to accept their learners for what and who they are. Teachers who teach in harmonious learning classes respect their students' different language learning styles and emphasize a healthy intellectual and emotional attitude toward one's self and others. One way to promote mentally, emotionally, and physically balanced learners is through the use of yoga. She suggests that by utilizing simple yoga poses in English language lessons, teachers can teach various aspects of the English language in a fun and nonthreatening way. With this approach, learners use their bodies to learn, practice, and anchor the language being taught at the same time as they reduce anxiety and help care for mind, body, and spirit.
Rock and Roll English Teaching: Content-Based Cultural Workshops
Author: Robinson, Tim
Date: 2011-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Motivation,Workshops,English (Second Language),Language Acquisition,English Instruction,Content Area Reading,Content Area Writing,Popular Culture,Teaching Methods,Second Language Instruction,Second Language Learning,Intercultural Programs,Social Change,Art History,Instructional Design,Course Descriptions,Learning Activities

In this article, the author shares a content-based English as a Second/Foreign Language (ESL/EFL) workshop that strengthens language acquisition, increases intrinsic motivation, and bridges cultural divides. He uses a rock and roll workshop to introduce an organizational approach with a primary emphasis on cultural awareness content and a secondary emphasis on language development. It is important to point out that even though rock and roll history is a main focus of this article, any cultural content of the teacher's choosing may be substituted. (Contains 3 figures.)
Using Letters to Tell Stories in the EFL Classroom
Author: Banegas, Dario Luis
Date: 2011-00-00
Type: Journal Articles
Subjects: Creative Writing,Communicative Competence (Languages),English (Second Language),Class Activities,Letters (Correspondence),Story Telling,Second Language Learning,Second Language Instruction,Classroom Techniques,English Instruction,Secondary School Curriculum

In this article the author shares two ways in which letters can be used to tell stories with different groups of learners, beginners and advanced, and in so doing develop their English language learning. Based on some theoretical concepts that connect English as a Foreign Language (EFL) learning with authenticity and communicative competence, he describes two activities he has explored with secondary school learners. The first activity is part of a lesson that involves writing letters to introduce oneself to a group of beginning learners. The second activity, targeted at advanced teenage learners, demonstrates how an "epistolary story"--a story told by a series of diary entries, letters, or other types of writing--can encourage creative writing and language improvement. This activity may be carried out during a long period of time, and its end product is the collection of epistolary stories.
To the Moon!--A Launch Pad for Encouraging Students to Express Their Opinions
Author: Burkhalter, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Opinions,Astronomy,Rhetorical Invention,Persuasive Discourse,Speech Communication,Learning Activities,Assignments,Self Esteem,Instructional Design,Teaching Methods,Critical Thinking,Reading Improvement,Writing Improvement,Educational Principles

In this article, the author discusses a four-part exercise called "To the Moon!" The exercise encourages students to develop and orally defend their choice of four volunteers who will be part of a team to colonize Earth's moon. This oral exercise prepares them for subsequent written work. As Bean (1996, 7) states, "Good writing...grows out of good talking." While the content of this exercise is original, the framework is adapted from similar ones found in many discussion books. For teachers, this exercise is important because it paves the way for future assignments that build on the self-assurance students have acquired around developing and stating opinions publicly, weighing data, creating support, and defending their decisions. (Contains 3 figures.)
Bowling: Entertainment for All Ages
Author: McIntosh, Phyllis
Date: 2011-00-00
Type: Journal Articles
Subjects: Sportsmanship,Community Recreation Programs,Physical Recreation Programs,Recreational Activities,Athletics,Trend Analysis,Information Sources,Intergenerational Programs

Of all American pastimes, bowling is one of the easiest to pursue. Just show up at the neighborhood bowling center, rent the required shoes, use the balls provided, and pay a reasonable fee to bowl as many games as one likes. The game itself--rolling a ball down a long wooden lane to strike club-shaped pins--appeals to all ages and is within the abilities of everyone from small children to people in their nineties. Popular bowling activities now include: (1) Cosmic bowling; (2) High-tech gadgetry; (3) Kid appeal; (4) School sport; (5) Family entertainment centers; and (6) Bowling lounges. This article presents a brief history and recent trends of tenpin bowling, the basics of the game, a glossary, and websites of interest.  It also describes accessories, such as the bowling shirt, the roomy bag, and the shoes as fashion icons.
Success in the US: Are Cambridge International Assessments Good Preparation for University Study?
Author: Shaw, Stuart
Date: 2011-00-00
Type: Journal Articles
Subjects: Grade Point Average,Academic Achievement,Predictive Validity,Tests,College Entrance Examinations,Student Characteristics,College Readiness,Academic Records,Student Records,Ethnicity,Gender Differences,Racial Differences,Predictor Variables,Acceleration (Education),Educational Indicators,Hypothesis Testing,Data Analysis,Advanced Placement Programs,Success

This article focuses on the research being conducted by University of Cambridge International Examinations (Cambridge) to ensure that its international assessments prepare students as well as Advanced Placement and International Baccalaureate for continued studies in colleges and universities. The primary purpose of the research is to highlight the predictive validity of Cambridge examinations and other students' characteristics to predict preparedness for and continued academic success at US universities. The research uses data collected from three years' worth of students enrolled at Florida State University (FL). The data include information about each student's performance at high school, ethnicity, gender, and first-year Grade Point Average (GPA). Multilevel modelling has been applied to the data using the statistical software package MLwiN to investigate the relationships between the variables, and in particular to determine which are the best indicators of academic success at university while taking into account the effects of individual high schools. (Contains 5 tables and 2 figures.)