RESUMEN
The purpose of this study was to determine expert consensus regarding the essential characteristics of adapted physical education practicum experiences for preservice physical educators. Researchers used a 3-round Delphi procedure involving the repeated circulation of an online questionnaire to a panel of content experts (N = 24). During Round 1, panelists generated 70 items in response to an open-ended prompt. Then, panelists rated these recommendations on importance and feasibility in the following rounds. After the third round, 23 items were eliminated for failing to reach consensus. Of the remaining 47 items, 24 were both very important and feasible (both means >6), 21 were very important (mean ≥ 6) and probably feasible (mean ≥ 5), and 2 were feasible (mean ≥ 6) and moderately important (mean ≥ 5). Four major themes were identified through a post hoc qualitative cluster analysis: program context, teaching and learning activities, outcomes/soft skills, and evaluation of instructor performance.
Asunto(s)
Adaptación Fisiológica , Educación y Entrenamiento Físico , Consenso , Técnica Delphi , Humanos , Encuestas y CuestionariosRESUMEN
BACKGROUND: The US National Physical Activity Plan (NPAP) was released in 2009 as a national strategic plan to increase physical activity (PA). The NPAP emphasized implementing state and local PA programs. Dissemination of information about NPAP has been limited, however. COMMUNITY CONTEXT: West Virginia is a predominantly rural state with high rates of chronic diseases associated with physical inactivity. In 2015 an evaluability assessment (EA) of the West Virginia Physical Activity Plan (WVPAP) was conducted, and community stakeholders were invited to participate in updating the plan. METHODS: A good EA seeks stakeholder input, assists in identifying program areas that need improvement, and ensures that a full evaluation will produce useful information. Data for this EA were collected via national stakeholder interviews, document reviews, discussions among workgroups consisting of state and local stakeholders, and surveys to determine how well the WVPAP had been implemented. OUTCOME: The EA highlighted the need for WVPAP leaders to 1) establish a specific entity to implement local PA plans, 2) create sector-specific logic models to simplify the WVPAP for local stakeholders, 3) evaluate the PA plan's implementation frequently from the outset, 4) use quick and efficient engagement techniques with stakeholders when working with them to select strategies, tactics, and measurable outcomes, and 5) understand the elements necessary to implement, manage, and evaluate a good PA plan. INTERPRETATION: An EA process is recommended for other leaders of PA plans. Our project highlights the stakeholders' desire to simplify the WVPAP so that it can be set up as a locally driven process that engages communities in implementation.
Asunto(s)
Conducta Cooperativa , Ejercicio Físico , Implementación de Plan de Salud/métodos , Promoción de la Salud/métodos , Desarrollo de Programa , Enfermedad Crónica/epidemiología , Enfermedad Crónica/prevención & control , Humanos , Evaluación de Procesos, Atención de Salud , West VirginiaRESUMEN
PURPOSE: As the scope of motor development and learning knowledge has successfully broadened over the years, there is an increased need to identify the content and learning experiences that are essential in preparing preservice physical educators. The purpose of this study was to generate expert consensus regarding the most critical motor development and learning competencies that prospective physical educators need to learn within the physical education teacher education (PETE) curriculum and to identify learning environments and instructional methods for delivering core knowledge. METHOD: The study employed a 2-round, modified Delphi procedure involving the repeated circulation of a questionnaire to a panel of motor development specialists, motor learning specialists, teacher educators, and K-12 physical education teachers. Panel members rated an initial list of theoretical and applied motor development and learning competencies derived from various curricular guidelines and textbook sources. An open-response question was incorporated into the 2nd round asking panel members to recommend specific instructional methods and settings for delivering core motor development and learning content to prospective physical educators within the PETE curriculum. RESULTS: Expert consensus determined that 64 out of the initial 159 motor development and learning competencies were critical in preparing preservice physical educators. Early field experiences and peer practice in a variety of settings were recommended by panelists for delivering the identified competencies. CONCLUSIONS: The Discussion section represents an important link between the motor development and learning body of knowledge and physical education teachers' role in promoting skillful movement, physical activity, and fitness among youth in the school setting.
Asunto(s)
Curriculum , Técnica Delphi , Docentes , Aprendizaje , Actividad Motora , Educación y Entrenamiento Físico/normas , Humanos , Competencia ProfesionalRESUMEN
CONTEXT: With a limited number of outcomes-based studies, only recommendations for strength-training and rehabilitation programs can be made. OBJECTIVE: To determine the extent to which throwing accuracy, core stability, and proprioception improved after completion of a 6-week training program that included open kinetic chain (OKC), closed kinetic chain (CKC), and/or core-stability exercises. DESIGN: A 2 x 3 factorial design. SETTING: Division III college. PARTICIPANTS: 19 healthy baseball athletes with a control group of 15. INTERVENTIONS: Two 6-week programs including OKC, CKC, and core-stabilization exercises that were progressed each week. MAIN OUTCOME MEASURES: Functional throwing-performance index, closed kinetic chain upper extremity stability test, back-extensor test, 45 degrees abdominal-fatigue test, and right- and left-side bridging test. RESULTS: There was no significant difference between groups. An increase was evident in all pretest-to-posttest results, with improvement ranging from 1.36% to 140%. CONCLUSION: Both of the 6-week training programs could be used to increase throwing accuracy, core stability, and proprioception in baseball.