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Physical Education - Science topic

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Questions related to Physical Education
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My PHD topic is Constructions of Physical Education In Primary schools through a decolonial lens. I am using PAR. Now I have a challenge on what to change to hence I cannot have physical contacts with my co-researchers. I have done interviews but cannot continue with the original plan.
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Hi Tutu.
Alternatively you may use the online meetings like Microsoftware groups, webinars and virtual meetings.
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Although the interests that exist around health and PE have a good sense and meaning, they may not be as benign as, ironically, they think they are. So, what are the risks of Medicine dictating the aims of Physical Education?
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I Follow.
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I am interested in the approaches of the new PE curricula. Any information in this regard will be welcome.
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Sorry but I really don't know.............My greetings
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Qué tipo de instrumentos se puede aplicar.
Gracias
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Buenas Julio,
Se me vienen a la cabeza estos dos.
Menéndez Santurio, J. I., & Fernández-Río, J. (2018). Versión española de la escala de necesidades psicológicas básicas en educación física. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte.
MURCIA, J. A. M., COLL, D. G. C., GARZÓN, M. C., & ROJAS, N. P. (2008). Adaptación a la educación física de la escala de las necesidades psicológicas básicas en el ejercicio. Revista Mexicana de Psicología, 25(2), 295-303.
Un saludo,
Javi
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Dear friends,Thank you for the messages received! But, I sign my works with Voicu Alexandru Virgil or Voicu.A.V. ...
Professor (av.) Alexandru-Virgil VOICU
Mobile: +40 745 502 635; +972 58 601 4037; +373 610 36 072
B.A. in Physical Education in Sport/Emeritus Coach of Romania in Weightlifting
B.A. in Law/ Ph.D. in Civil Law
Doctoral supervisor in Law & Physical education and sports
Master degree in Business Development
Honorary Member of the Romanian Olympic and Sports Committee
Honorary Vice-President of the International Association of Sport Law
Correspondence Address: 49 Suceava Str, Cluj-Napoca, 400219, Romania
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Dear participants in Research Gate. I receive research results that do not fall within the scope of my specializations. I am a Professor of Law and Physical Education and Sports as well ... I collaborate with Babes-Bolyai University Cluj-Napoca and the National Academy of Physical Education and Sports Bucharest (both in Romania) and lead doctoral theses at Constantin Stere University in Chisinau - in the specialty of law (Republic of Moldova).
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I want to measure the PA by the short IPAQ.
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Farid Mouissi I have created a couple of tools to calculate the variables from IPAQ short and long version.
They are available in my profile:
Long version tool -> Code IPAQ-LongForm spreadsheet tool
Short version tool -> Code IPAQ-ShortForm spreadsheet tool
I hope they are useful for you.
Best.
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In this question, I am looking for teaching modalities that could be utilized considering the situation today and the nature of teaching Physical Education (PE) where "MOVEMENT" is considered fundamental in teaching towards the promotion of health and fitness.
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using E-learning tools is very promising in many countries but in other countries, it is still out of their map due to the networks, security... I recommend the use of Youtube or recorded lectures for such countries suffer from the low speed of the network.
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Looking for a place to submit an article related to assessment and evaluation in physical education that was rejected clearly due to being qualitative in nature.
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Journal of teaching in physical education
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I am looking for information for the last 100 or 50 years on measurable sporting performance (for example: in athletics, swimming, cycling, rowing and the like) for competitors aged 40+, 50+, 60+, 70+ etc to answer the question: Has the physical performance of the elderly changed over the last 100 or 50 years?
Results for London etc marathons provide times and ages since the 1980s, but that is one activity and just 35 years.
Is there more information?
Many thanks.
Malcolm Tozer
24 February 2016
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Thank you. That is very helpful.
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Hello all,
I am looking for items to measure overall physical education and school sport (PESS) experience (other than satisfaction of or attitudes towards PESS).
Is there any good measurement especially for retrospective research which examines general experiences of PESS in the past?
Any comments would be very helpful.
Thank you. Cheers!
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Dear Seung,
Could you provide us specific details about your main objective and the target population? A first quickly search may give you a overview.
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It could be a Science discipline like Natural Sciences or Maths
It could be a Artistic discipline like Arts and Craft, Social.
it could be a Health Science discipline like Physical Education
It could be a Humanities discipline...
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Great answer Carl. Students' interest and students' perceptions take an important role in this topic.
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Students with disabilities have been included and segregated in physical education and I am curious to hear what people think is the right decision. Should students with disabilities be removed and put into their own class? should students be included? a mixture?
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Matt Robert Benkic I am all for inclusion, but your question depends a lot on the student in question. It also depends greatly on the school, the teacher and the fellow students. It means a lot of thinking, talking and planning from all parties. Even the parents can be a challenge to persuade that this is good use of school hours. I know it sounds bad, but it is often much worse than it sounds. I have seen lovely integration that benefits both the student with disability and his or her fellow students. I have also seen quasi-integration were the student with disability is just humiliated and the fellow students have not understood the educational value of cooparation and solidarity. The fellow students learn nothing and the distance between the students becomes even bigger. I know children with intellectual disabilities that will struggle to cooperate for more than a few minutes. The level of competence required by the fellow students to make an inclusion possible in these cases might just be too far away. Remember that real inclusion is a development project in itself. If it is taken seriously it can benefit all greatly. If it is taken lightly inclusion can sometimes be damaging and degrading.
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Does any one have good succestions for peer reviewed journals for proposing an article about using computer game design to design a real life learning situation in sports ( Brazilian Jiu Jitsu). Might be Physical Education? Modern culture? Gaming?
Some examples
Physical Education and Sport Pedagogy
Joper Journal of Physical Education Research
Strategies: A Journal for Physical and Sport Educators
Journal of Teaching in Physical Education
I have no idea which is good and accepts articles with out years of editing.
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I have a preprint in this journal. My article was about a Gamified System in Learning Deaf Persons
Also for more good reputation journals you can read this discussion, it contains many sources
Good luck
Samaa
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I'm a Rookie Strongman in Italian "Strongman Champioship" and Physical Education student
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Se volete testare uno StrongMan agonista nella categoria -90, sono disponibile
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Faculty Position - Biomechanics / Exercise and Sports Sciences / Manipal University
Department of Exercise and Sports Science, School of Allied Health Sciences at Manipal University is a multi-disciplinary set up with a goal of building human resources in the form of sports scientists, strength and conditioning specialists, exercise physiologists, biomechanists, who would in turn enable people to optimize human performance for sport excellence and health
Manipal University has been a distinguished higher education institution in India with a diverse student population of over 25,000 and 2500 faculty members offering top-notch programs in health sciences, engineering and management. The university has world-class facilities and innovative pedagogic practices, which are constantly upgraded with a vision of global leadership in human development, excellence in education and healthcare.
We are looking for a highly motivated individual with 
· A Master of Science or PhD (desirable) in Biomedical/Mechanical Engineering, Kinesiology, or related disciplines 
· Background in biomechanics
· Highly passionate about sports
· Past experience teaching undergraduate and graduate coursework (desirable)
· Evidence of conducting research through conference presentations and research publications (Scopus-indexed) is a plus
Previous experience with Vicon or other motion analysis systems (Motion Analysis), programming languages such as Matlab, is required. 
Center for sport science, medicine and research (Est.2016) is a dedicated service wing of the department that is aimed at offering comprehensive sports medicine/science services. The center is equipped with 8 camera Vicon system, AMTI force plate, multiple high speed cameras, pressure sensors and speed gun to perform 2D/3D movement analysis. The center also possess state of the art equipment for physiologic and performance evaluation in Monark & h/p/cosmos ergometers, metabolic cart (COSMED K5), Fitmate pro and and lactate analyzers. The research center is located at the University's indoor sports complex, Marena. Marena is 1,45,000 Sq.ft centrally cooled facility which offers world class sport and fitness infrastructure to students and staff. Faculty gets access to the equipment and the athletic population for conducting research studies to enhance sports performance and injury prevention.
To apply for this position, please send detailed curriculum vitae, degree certificates and transcripts to the undersigned by email. For queries about the position, please contact me via email or phone during regular business hours (9 AM-5PM IST)
Dr. Fiddy Davis, PhD
Associate Professor and Head- Department of Exercise and Sports Science
School of Allied Health Sciences. Manipal University
Email: fiddy.davis@manipal.edu Phone: (+91)820 -2922032/23293
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Dear Radivoj
I am an exercise physiologist. I am working as an assistant professor for past 2 years. Kindly clarify whether you have teaching experience after your doctoral degree. Depending on the experience, salary differs. But I assure you that you will enjoy the  work environment.
The cost of accommodation is cheap (around 1/7 th of your salary). The food is reasonable. Kindly contact Dr. Fiddy davis (HOD) on his mail id fiddy.davis@manipal.edu or phone 9448252299 through sype.
Contact me for further details
Baskaran Chandrasekaran
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I know for ActiGraph, some widely used cut points were from Freedson 1998, Troiano 2008 and Mathews CE. Would somebody commend on which is the best one? Or if there are others available and should be used. 
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Hi Cheng Li,
The most used adults' cut points in ActiGraph GT3X/+ accelerometers are those proposed by Freedson et al. (1998). Although they could not be the most accurate, you have to consider collecting information using the same methods, so that the data can be comparable.
For helping you in your decisions, please see the attached file.
Good work.
Ricardo Gonçalves
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The test NASA-TLX evaluates the load mental, but which would be the minimum of age preferred to perform this test?
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Not sure if a minimum age range was ever established for the NASA-TLX; the original guide document has not made reference to this. I'd be interested to hear if anyone has any information about age-ranges for use.
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If not, how can I access the English version?
I would like to use it for my Master's Thesis.
Thank you!
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Dear Silke,
You can find the Dutch translated version of Physical Self-Description Questionnaire (PSDQ) here:
Simons J, Theunissen I. (2005) Beleving van fysieke competentie bijjongeren  aan  de  hand  van  de physical self-description questionnaire. Simons, J. (Ed.),  Actuele themata uit de psychomotorische therapie. Jaarboek  2005.  (Actual  themes  from  psychomotor  therapy:  Yearbook  2005)  Leuven/Voorburg:  Acco,  pp.  11-35.  https://lirias.kuleuven.be/handle/123456789/55175
If you can’t borrow the book, I would contact Prof. Dr. Johan Simons directly:
Johan Simons (Department of Rehabilitation Sciences, O&N IV Herestraat 49 - box 1510, 3000 Leuven): http://www.kuleuven.be/wieiswie/en/person/00011514
Best wishes from Munich,
Martin
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Especially for PE Activities Program for Motor Action Domains and types of tasks Evaluation by MAD
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Thank you Evelyn, and sorry for my poor english.
This study is not exactly what I want.
I will also read it. It's seems interesting.Tthanks for your help,
Greetings from Spain.
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I am starting a research project that will involve data collection in three different countries. We are looking at educational policy and practice related to social and emotional learning in physical education. There are multiple methods being used and I am interested in methodological resources, seminal works, etc.
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The attached papers show the effect of education policy on the practice of higher education institutions:
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We want to observe interaction and social skills in a group of adolescents with autism who are part of a sport-based program. Is there a validated tool for such thing? Could anyone point me in the right direction? I am happy to share research notes if anyone is interested.
Thanks!
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The problem is that "social skills" and interactions is so broad that you might need to narrow down the range of behaviors you want to look at. For example, in such a population you might want to measure things like any verbal bid directed at a peer, responses to another peer's action with a verbal or gestural response or gaze, etc. - basically some well-defines set of socially relevant (appropriate or inappropriate) responses that are high-variability in the population, and targets of intervention. Then, as in the first response, you need to track the incidence of these over time, and apply sequential analysis stats to describe changes over time. You also need a comparison context - some other program that has all the same properties (e.g., cardiovascular exercise, gross motor activity, presence of other people) but not the same opportunities for social interaction - maybe like an aerobics class where there's relatively little interaction. The point is, you can't show effects of the interaction unless you compare it to a well-matched alternative. There are sequential analysis approaches (clunky but useable) to showing different trajectories of change over time. You can also look at sequences of social actions - this is where sequential analyses get more interesting and useful - to see whether the kids get more socially *responsive*, in specific way, with experience. Good luck.
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hi, I'm lookingfor research on effect of physical education for colleage student. Thanks in advance
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Thaks for your reply Prof. mahajan..iam looking for effect pe to healt active life style..esp3cially for college student. Thank you..i really appreciate your help.
Thankz for your reply Prof  Szabo...your journal is very good refference for me. May I have your e-mail?.
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Hello, everybody. Are there any references about the culture of primary skeletal muscle cells (myoblasts, myogenic cells) from aging and/or old rats/mice?Thanks very much !
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Thank you very much, Dr. Adam!
Huh, I have read your article, titled: Mechanisms of skeletal muscle ageing; avenues for therapeutic intervention.
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Currently, I am working on a Master thesis project which focuses on the development of a business case within the realm of Telecare. The aim is to deliver a product or service (potentially a game platform) that stimulates children with impaired mobility to improve their physical fitness level. I have found a lot on impaired mobility, games and telecare but no specific articles in which I can see or find a link to physical fitness. If anybody could point me in the right direction that would be greatly appreciated. (I have been searching on Business Source Premier, maybe this is not the right search engine for the topic?). 
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@Guilliber Carlos Fonseca: Your English was perfectly understandable. :-)
@ Guilliber Carlos Fonseca and Hamdy Elsaid abd elhamed Elnawasry: 
Thank you for your article references. I have downloaded them. Having glanced over a few of them I can say with certainty that there are articles that will be of help to me. Thank you very much for your assistance! 
Kind regards,
Roy 
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I just want to have an idea how this centers are structure, and what is the conception of athlete life and career that support this kind of facility. What is the scientic literature that supports the conception of Sports Performance Centers?
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Olá Ana,
It's a large question, interesting but and I think that a little complicated it. However, I will try to reply it. In any case, I recommend a book, which deal with your question: Sport Development in the United States: High Performance and Mass Participation. 
So,  I found it, however, only a little presentation. In this way, I recommend also you look mainly the research and studies which are developped in the USA Universities, I'm sure there are many centers of excellence in trainning for athletes in these Universities. Indeed, independently of sports modality. They apply a model of trainning that we know it's efficient, and many other countries apply successfully it .  
I hope this helps.
Sinecerely yours.
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Any research
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Dear Hamdy,
Thank you very much for your help.
Regards,
Roberto
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I need to know about new studies about this teaching sport model with young students (from 10 to 14).
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En mi página puedes encontrar bastantes: https://es.pinterest.com/TGfUresources/
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I instruct elementary physical education methods and will have a large number (28) of students during the semester. The typical class size is 15. Students enrolled in the course will learn to construct and instruct a 30-minute lesson plan in physical education. For many of the students, this will be the first experience in writing and instructing a lesson plan. Field experiences will also be required with placement being in one physical education setting. The entire group of 28 will attend the field experiences together. The course meets on Tuesdays and Thursdays, so during the semester there are approximately 28 class days. Several weeks are needed to introduce physical education concepts and fundamental skills before instructing the lesson plan and its components. I would love ideas and suggestions on how to accommodate 28 students in physical education methods without losing the effectiveness of my own instruction.
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Dear Melissa,
   It is only my opinion but If these are teacher candidates then they should be put to work! There is no reason why they cannot, in smaller or larger groups, be made responsible for presenting key parts of the material to their peers. Text, video or other resources can be found as a backstop against poor performance. However, if they are going to be teaching soon they need to learn how to develop lesson plans "from scratch' - starting with material they are not entirely familiar with and going all the way to delivery. 28 adults is not harder to deal with then the classes they are likely to be teaching in the future.
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Would you mind please sending Physical Activity Behavior questionnaire (for children) and Health-related quality of life (HRQoL) of children questionnaire along with keys for statistical analyzing?
Regards
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I don't think that IPAQ is intended for use with children, Michael.
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We know that there are many determinants and barriers to physical activity. Among them are the extrinsic factors such as environmental, socioeconomics, and sociopolitical as intrinsic motivation, self-perception, self-efficacy and level of knowledge.
My questions are: Are people becoming inactive due to lack of knowledge of practical recommendations for physical activity, as well as the volume and intensity to achieve health benefits? Would an intervention program based on the recommendations of health would increase levels of physical activity?
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Hello Philippe, 
To answer to your questions. I can suggest to you 2 articles that could be very useful:
- Are people becoming inactive due to lack of knowledge of practical recommendations for physical activity, as well as the volume and intensity to achieve health benefits?
1. The main point is that people become inactive because the environment reduce the places and stimulus to be active (e.g. escalators, elevators, cars and sedentary work time). People recognize Physical inactivity as health-harming and yet continue to engage in. There is no lack of knowledge of recommendations, its a lack of control over behavior, awareness and consciousness, that means Habit and automatic processes that guide the human behavior. Read the first attached article about "Changing human behaviors".
- Would an intervention program based on the recommendations of health would increase levels of physical activity?
2. The most part of interventions aimed at changing behaviors have largely encouraged people to reflect on their behaviors (intentions, decisions,motivations or the social cognitive theories like “Theory of Planned Behavior”). Meanwhile, these approaches are often ineffectual, which is in keeping with the observation that much human behavior is automatic, cued by environmental stimuli, resulting in actions that are largely unaccompanied by conscious reflection.
The automatic aspect of human behavior: lack of intentionality, low degree of control over the behavior, lack of awareness and efficiency (Bargh, 1994), it is crucial for the understanding of the habit and his role in the regular and long-term adoption of health-related behaviours (Lally, Chipperfield & Wardle, 2008). 
If we consider these features of human behavior, i am afraid to say that an intervention program based on the recommendations of health would not increase the levels of physical activity. In fact, you must pay attention to the measure to asses physical activity levels. Read the second attached article about "Habits".
I hope that my answer could be useful for you. 
Best wishes, 
Gonzalo
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If you were to prescribe children exercise, how long and what intensity should they perform the exercise to see mental benefit?
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It's quite hard to determine "ideal" exercise duration and intensity that improves cognitive health. My opinion is that main part of the regular PE class (about 25-30 min) with intensity above adaptation threshold (60-70%) is sufficient time to achieve good results. According to some studies complex motor tasks that require good coordination are key for the creation of new neural pathways and synaptogenesis. Personal tip - obstacle courses are great fun and challenge for all children/adolescents.
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If I have allometrically scaled (body mass) data from a performance test is it possible to use the scaling component to track changes longitundinally?
If I scaled data from a baseline measure (fitness test) from a full squad/cohort of players, and want to assess a number of specific players longitudinally (across a season) do I still use the original scaling component from baseline to assess changes? 
For example if a player has a large increase in body mass across a season but maintains performance of a fitness test, does the original scaling component apply as I am assessing the individual against themselves?
Thanks
Josh
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Allometric scaling provides a method for examining the structural and functional consequences of changes in size and scale among organisms.
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I am developing a project involving Athletic Trainers in School Based Health Care, working interprofessionally with nurses and other health professionals.  Can you offer insight?
The following article illustrates some ideas: 
Breitbach AP. Improving School-Based Health Care through a Truly Interprofessional Approach. J J Commun Med. 2015, 1(1): 002.
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We are looking at including a dietitian with our interprofessional team, too.
It would be great to discuss.
Thanks
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I know Hills' chapter in the Azzarito's book about visual method (Routledge), but is it the unique work abuot diversity/masculinities using this new methodology?
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Can't help you there with a specific reference but I think it would make a great study. I have used visual methodology, with a colleague, to explore our teaching of outdoor education  which in New Zealand is a PE context. We look at the way we have used experiential learning in our teacher education for outdoor education.
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Looking for prevalence data/publication on number of Canadians meeting resistance training guidelines (muscle and bone strengthening activities using major muscle groups, at least two days per week). 
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Much appreciated Aamir. I had come across the first 2 as well. I am surprised to find very little out there. 
Cheers, 
Jennifer
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I want to do research for effect instruction programming in learning skill special basketball.
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Awat,
There has been a great deal of research on different types of instructional techniques and their impact on skill acquistion, retention, and transfer.  There are multiple texts on motor learning as well as multiple review papers available.  What types of instruction are you considering?  This may help narrow down the locations to start looking.
Erik
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I am looking for the earliest possible research paper describing a physical activity intervention (not ancient). I want to basically know when it all started and who started it.
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I know these articles:
Haskell, W. L. (1974). Physical activity after myocardial infarction. The American journal of cardiology, 33(6), 776-783.
Carson, P., Neophytou, M., Tucker, H., & Simpson, T. (1973). Exercise programme after myocardial infarction. British medical journal, 4(5886), 213.
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I am thinking about basing my dissertation on this topic, is this a good idea or is there anyway I could change the question to make it better?
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Dear Lauren,
Maybe you would be interested in using the Girls' Disinclination for Physical Activity Scale (G-DAS). It was originally developed by Davison et al. and my group recently re-evaluated it.
I hope this helps!
References:
Davison, K. K., Schmalz, D. L., & Downs, D. S. (2010). Hop, skip... no! Explaining adolescent girls’ disinclination for physical activity. Annals of Behavioral Medicine,39, 290-302.
Pedisic, Z., Matouschek, S., Stuckler, M., Basaric, A., Titze, S. (2014). Reliability and validity of the German language version of Girls’ Disinclination for Physical Activity Scale. European Journal of Sport Science, 14, 711-719.
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I'm basing my dissertation question on body image perceptions of secondary school girls and whether this influences how they feel towards PE. I was just thinking about the best way of gathering data for this so I can get started.
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Hi Lauren,
as Tracey pointed you could use a visual scale to find out their current and ideal body size, and make a discrepancy score from this. However there are few available tools that have good psychometric properties to measure body image perception. Gardner is a good start.
Probably you will find difficulties in working with teenagers. The vast majority of available tools was validated to young adults (undergratuate students).
You should read:
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Remedial Program Biomechanical corrections for the illegal bowling action (Chucking), any research or evidence based support is appreciated. 
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Thers plenty on the measurement on illegal bowling actions, and retests etc.
Rene Ferdinads work is useful in that area.  As for empiricially supported protocols for correction, I've yet to find any - but now I will search also!
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In modern society Hypokinetic Problems exist in abundance, in spite of awareness regarding importance of exercise the number of sedentary population is increasing. 
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 Hi Reeta
Ahh the perennial question which we all struggle with. There are numerous constraints on physical activity and I have to agree with the comments above for much of this. We know that education only works to a small degree so what encourages physical activity and what discourages it? In brief there are three types of constraints (used here as both positive and negative – enhancing and discouraging)  Individual, Task oriented and environmental factors. Individual constraints could be physical (e.g. biomechanical or size), psychological (e.g. anxiety or embarrassment, enjoyment ...), spiritual, and so forth. Environmental could be social (e.g. culture, not having social support, gender expectations ..) and physical environment (e.g. living in the middle of Bangalore or being chased by dogs?? Or the presence of nature in your immediate surroundings) and task could be related to the type of physical activity (e.g. running vs walking or whether it is a specific session or just your journey in and out of work). I have done some research in this area so I hope that helps .. but feel free to quizz
Eric
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My husband is working on Olympic education programs, and he needs this questionnaire.
Thanks ....... 
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Hi there, 
I personally write about this my PhD. I hope you gonna like it! But, in Poland, I have had to use another questionnaire, which I had to prepare first. It's working great, but I have a copy only in Polish language. 
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In the context of ladder training.
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thank you very much.I think i got the answer.
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I am thinking how to arrange experiment with the registration of EMG of the most relevant muscles in race walking. It seems to me that calf muscles are important at heel off phase but at the same time they may provide larger oscillations of the center of mass. Am I right?
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Actually, the stance phase in race walking is not "stance" like in normal walking. It's a propulsive phase, so as soon as the foot contacts the ground the gluteus and the biarticular flexors are mainly involved. The calves work mostly in the final phase.
The swing phase involves not only, as in normal walking, the biarticular extensor muscle, namely the rectus femoris,  but all the quadriceps muscles, since it is needed an extremely strong extension, even hyperextension. 
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It appears that most people used the PAQ-C, but the validity differed by race (Moore et al. 2007, Pediatric Exercise Science). Any other ideas or experiences would help.
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Si, existen muchos cuestionarios que pueden ayudarlo a resolver su interrogante; desafortunadamente en estos momentos no dispongo de ninguno que pueda enviarle, pero usted puede consultar en la página web del Ministerio de Educación superior de Cuba que existen muchas tesis que abordan esa temática.
También usted mismo puede elaborar el cuestionario acorde a sus expectativas de investigación y diseñar la forma de evaluación de la misma y someter su propuesta a que sea valorada por el criterio de expertos o validación por especialistas; esto podría ayudar a resolver su problema de investigación.
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Physical education teachers play a key role in promoting health-seeking behaviors. However, teachers will successfully serve the role of a health promoter only if they themselves display a positive attitude towards their own health. I am looking for information about health behaviors (e.g. physical activity, proper nutrition habits, prophylactic behavior, health practices) undertaken by physical education teachers.
I would be glad to receive some references as well.
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This research is good .It is often like what I hear from some medics who say many take care of the health of others and overwork themselves and put their health in jeopardy.Apart from coaches who participate with their athletes, many physical education teachers and lecturers in Nigeria are due to poor enabling environment often are preachers and not doers of what they preach
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We are conducting research with young people with Down syndrome and are having difficulty finding previous research regarding the speed-agility (4 x 10 test).
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I am unaware of studies using this precise test. However, you maybe interested to look into studies that have used the Bruininks Oseretsky Test of Motor Proficiency, which includes the subtest "Running speed and agility": the speed with which a child can run 13.7 metres, pick up an object and return to the start. Also the Gross Motor Function Measure includes similar tasks (Running: runs 2.74m, stops, and returns).
Notable studies using these measures are:
-Palisano RJ, Walter SD, Russell DJ, et al. Gross motor function of children with down syndrome: creation of motor growth curves. Arch Phys Med Rehabil 2001;82(4):494–500.
-Connolly BH, Morgan SB, Russell FF, Fulliton WL. A longitudinal study of children with Down syndrome who experienced early intervention programming. Phys Ther 1993;73(3):170–9.
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How do you rate (percent wise) the performance of skills? Is the rating based on the criterion with minimum standard or based on the way the student performs the skills based on skill cues? Do you give a greater score to students for competency on the skill performance such as time and distance or based on skill cues?
How do we know that students have learned a physical education skill? We can assess students using formative and summative assessments but how do we know that students will actually be able to use their skills in real-life, authentic situations? In short, how do we know that our students are competent in the target technique?
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Dear Hashem: First we have to be sure that students did learn the required physical education skills, and thereafter have the moral to be able to use their skills when needed in the real-life and authentic situations.
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Is SIMCE (System for Measuring the Quality of Education) in Physical Education, recently introduced in Chile, a valid element to assess the physical condition, as stated by the Minister for Education as a series of measures announced by the government to lower rates of physical inactivity and obesity in this country.
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Francisco.
Estoy llevando un Fondecyt que analiza el SIMCE EFI, para poder crear una nueva propuesta.
propuesta es que el actual SIMCE O EUROFIT, no mide calidad de la Educación Física. Por lo tanto la nueva propuesta debe medir elementos cualitativos que propicien la mejora en la calidad de las clases. En esto influye en entorno social, lo que hace el colegio por mejorar la calidad de las clases, las actividades, la preparación de los docentes, la formación continua, etc.
Es muy probable que mi propuesta, elimine la condición física como elemento central y lo relegue a un porcentaje muy bajo de la importancia que tiene para la Calidad de la Educación Física.
Sigamos dialogando.
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see above
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The term periodization specifically used for elite athletes who needs planning for long term say cricketer, soccer players etc. The children who don't have long term planning for participation may not require periodization. Rather encourage them to involve in routine playing to maintain physical health.
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I'm a little bit confused about the different types of EM waves.
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Flat foot or Pronated Foot or Pes pelanus
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The flat foot/ collaps arches/ pronated foot has many reasons to it. To maintain a good arch properly functioning "Windlass Mechanism" is necessory with the help of cordinated contribution of hind food, mid foot and forefoot as a chain. Break down in any part of the chain may lead to collapsing the arch (longitudinal or transverse). The intrinsic muscles, extrinsic muscles and plantar fascia combinely contribute to stabilize the arches.
Gastrocnemius muscle play an important role in controlling the hind portion of the arch. The change in length and tension of Gastrocnemius muscle may directly influence the angle of calcanium inclination which will inturn change in medial longitudinal arch. Here the question is you want to improve the collaps arch or improve pain due to collaps arch? Streatching of the Gastrocnemius may not improve the collaps arch but it may relieve posterior heel pain. If the aim is to improve the arch then strengthening of Windless Mechanism is must.
As Rachana suggested, knowing the type of flat may helps the Physical Therapist to decide the choice of treatment or for referral service...
Regards
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I'm doing research related to physical fitness and academic achievement.
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I suggest reviewing some articles on the subject:
Chaddock L, Pontifex MB, Hillman CH, Kramer AF (2011) A review of the relation of aerobic fitness and physical activity to brain structure and function in children. J Int Neuropsychol Soc 17: 975- 985.
Chang YK, Labban JD, Gapin JI, Etnier JL (2012) The effects of acute exercise on cognitive performance: a meta-analysis. Brain Res 1453: 87-101.
Churchill JD, Galvez R, Colcombe S, Swain RA, Kramer AF, et al. (2002) Exercise, experience and the aging brain. Neurobiol Aging 23: 941-955.
Cui Z, Hardy LL, Dibley MJ, Bauman A (2011) Temporal trends and recent correlates in sedentary behaviours in Chinese children. Int J Behav Nutr Phys Act 8: 93.
Ekeland E, Heian F, Hagen KB (2005) Can exercise improve self esteem in children and young people? A systematic review of randomised controlled trials. Br J Sports Med 39: 792-798.
Erickson KI, Voss MW, Prakash RS, Basak C, Szabo A, et al. (2011) Exercise training increases size of hippocampus and improves memory. Proc Natl Acad Sci USA 108: 3017-3022.
Fedewa AL, Ahn S (2011) The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: a meta-analysis. RQES 82: 521-535.
Gomez-Pinilla F, Vaynman S, Ying Z (2008) Brain-derived neurotrophic factor functions as a metabotrophin to mediate the effects of exercise on cognition. Eur J Neurosci 28: 2278-2287.
Hillman CH, Buck SM, Themanson JR, Pontifex MB, Castelli DM (2009) Aerobic fitness and cognitive development: Event-related brain potential and task performance indices of executive control in preadolescent children. Dev Psychol 45: 114-129.
Hillman CH, Erickson KI, Kramer AF (2008) Be smart, exercise your heart: exercise effects on brain and cognition. Nat Rev Neurosci 9: 58-65.
Hillman CH, Kamijo K, Scudder M (2011) A review of chronic and acute physical activity participation on neuroelectric measures of brain health and cognition during childhood. Prev Med 52: S21-28.
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I want to learn about this type of research.
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Taking a look at the Cochrane Review website would be a good start: http://www.cochrane.org/cochrane-reviews and http://www.cochrane-net.org/openlearning/html/mod12-2.htm
Also, this *might* be useful, as it sounds like you are looking outside the standard medical trial format: http://onlinelibrary.wiley.com/book/10.1002/9780470754887
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Children are built to move. Their love of moving - and their instinctive capacity to crawl, run like the wind, bound, climb countless trees, or just giggle infectiously due to the invigorating power of moving - is contagious. We all know the value of physical activity and active play in the lives of children but what are some strategies for still including these opportunities in our already overcrowded curriculum? I thought I would share a few of my ideas, and invite you to share your strategies.
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Hi Mark and thanks for your response. I suppose my question was posed more in terms of being a "devil's advocate" or a common response posed by those in the field, particularly as children move into Prep and more formal schooling. So, I would in principle definitely agree with your point about the curriculum not necessarily being over-crowded with the possibility and potential for great integration and authentic opportunities for providing meaningful active play and PA experiences for children. Being a lecturer in education and helping pre-service teachers to unpack and understand the draft HPE Australian curriculum as well as the PA/health/wellbeing/social aspects of the Early years learning framework, the key point that helps with ensuring that we are proactive in providing PA experiences for children is to have a strong rationale for its place and importance. Another significant point that I reinforce is the need to contextualise the experiences that we offer to children so that these are meaningful and relevant to children and other key stakeholders in the present and for their future trajectory.
Finally, your point about misunderstandings raises another significant point where I support your position, in that in order to support educators in providing regular meaningful PA and active play opportunities for children we need to account for and support teachers through a social ecological framework where we appreciate the various environments that have influenced their position both from the micro and macro system and across time. Again, thanks for your thoughts Mark. Cheers, Alice
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If we are going to plan and perform a core stability program among students of university just for health factor, what's the best method?
Is this method performable in physical education lessons?
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I guess it depends upon what you mean by core stability. Spinal stability is provided by the spinal ligaments unless there has been some disk damage. Absent that, If you mean those deep core muscles are balanced, coordinated, and actually used in normal tasks I would agree that it is important to overall well-being and injury prevention.
I believe that core fitness and balance is more important than the specific strength of the individual core muscles. Most peoples core muscles are adequately strong for everyday activities since they do one sit-up every day when getting out of bed. What those muscles lack is an aerobic capability and "functional fitness". We have found that exercise with independent bicycle cranks greatly improve core fitness because they train the hip flexor muscles (the iliopsoas) to be the aerobic equivalent to the anti-gravity muscles in a functionally coordinate fashion (similar to running). When people train with them many complaints they used to have (e.g., back pain while riding their bike) seem to magically go away. In the interest of full disclosure I make and sell such a product but I am also trained as a physician which helps explain why I might understand some of this beyond trying to "sell" my product). My product gets lots of anecdotal positive stories coming from users and I believe what we see has a strong physiological basis. Other methods probably have similar stories. As far as I know nothing in this area has withstood scientific scrutiny.
Anyhow, one of the real issues here is one of how to evaluate this stuff, correlate findings with symptoms, and then finding effective treatment. I relate my anecdotal experience and thoughts. Good luck.
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When students apply the knowledge of other disciplines to understand physical education, then the approach is cross-disciplinary.
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you are right
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Should Physical Education play a significant role in contributing to a child's daily physical activity? If so, should our children have more time dedicated to PE?
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A lot more than is standard procedure in many countries.
Children love to research and play, making this possible by challenging the children to move more is something that can be/ and often has been intergrated into school life.
We all know the benefits.....
see 1.research positive outcome linking physical activity, attention and academic achievement. in 9 year olds.
2. health related fitness in middle school students
Michigan State University (2012, December 6). Fit kids finish first in the classroom. ScienceDaily. Retrieved May 19, 2013, from http://www.sciencedaily.com­ /releases/2012/12/121206131830.htm
3. Sport and physical activity enhance children’s learning
Dr Karen Martin, School of Population Health, The University of Western Australia
I was lucky to grow up in Australia, we had more than enough opportunity to move in and around our high school. Many teachers stayed on to train us after school hours. Wonderful mix of movement and academic skill training.