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Modified delphi investigation of exercise science in physical education teacher education.

机译：体育教师教育中运动科学的改进德尔菲调查。

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摘要

As physical education teacher educators experiment with alternative pedagogical approaches to bridge the gap between subdisciplinary theory and professional practice, the need for enhanced multi-disciplinary research and communication continues. The purpose of this study was to determine the critical exercise science competencies, and associated instructional methods, that are recommended for inclusion in the physical education teacher education undergraduate curriculum. An initial list of theoretical and applied exercise science competencies was constructed using the knowledge, skills, and abilities recommended by the American College of Sports Medicine for individuals working in the field of exercise science. The two-round, modified Delphi procedure involved the repeated circulation of this questionnaire to a small panel of content experts. Experts in the field of physical education, including exercise science specialists, physical education teacher educators, and physical education teachers, were sampled to determine which theoretical and applied exercise science competencies are critical for the preparation of prospective physical educators. The Delphi panel members were required to rate each questionnaire item in terms of its theoretical importance and pedagogical relevance using a five-point Likert scale. The data collected during the second round of questioning were employed to provide a final measure of consensus regarding the critical strength of each exercise science competency. An item had to meet the following criteria in order to be considered of both critical importance and relevance: (a) the item received a mean rating of at least four or higher in the areas of importance and relevance; and (b) the item received at least 75% of all individual ratings at the four level or higher. Any item that failed to meet these criteria was considered to be non-critical. The Delphi panel members were also asked to complete an addendum survey concerning their recommendations regarding the four most effective instructional methods for the delivery of exercise science to prospective physical education teachers. The results of this scholarly process, which includes a final list of recommended exercise science competencies and instructional methods, have provided a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of exercise science.
机译：随着体育教师教育者尝试替代的教学方法来弥合亚学科理论与专业实践之间的差距，对增强多学科研究和交流的需求不断。本研究的目的是确定推荐用于体育教师教育本科课程的关键运动科学能力以及相关的教学方法。使用美国运动医学学院为从事运动科学领域工作的个人推荐的知识，技能和能力，构建了理论和应用运动科学能力的初步清单。经过两轮改进的Delphi程序，涉及将此调查表重复分发给一小组内容专家。对体育领域的专家（包括运动科学专家，体育教师教育者和体育教师）进行了抽样调查，以确定哪些理论和应用的体育科学能力对准未来体育教师的准备至关重要。德尔福小组的成员必须使用五点李克特量表对每个问卷调查项目的理论重要性和教学相关性进行评分。在第二轮质询中收集的数据用于就每种运动科学能力的关键力量达成共识的最终措施。一个项目必须满足以下标准才能被视为至关重要和相关：（a）该项目在重要性和相关性领域的平均评分至少为四个或更高; （b）该项目在所有四个或以上级别的个人评分中至少获得了75％。任何不符合这些标准的项目都被视为非关键项目。德尔菲小组成员还被要求完成一份关于他们对向预期的体育教师提供运动科学的四种最有效的教学方法的建议的补遗调查。这一学术过程的结果（包括推荐的运动科学能力和教学方法的最终清单）提供了一个概念框架，体育教师可以在此框架上做出运动科学领域的未来课程决策。

著录项

  • 作者

    Bulger, Sean M.;

  • 作者单位

    West Virginia University.;

  • 授予单位 West Virginia University.;
  • 学科 Education Physical.;Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2004
  • 页码 228 p.
  • 总页数 228
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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