Assessment can serve different purposes. In Spain there has been an increase of research in assessment processes that intends to enhance students’ learning. Attending to this scenario, this study intends to explore the understandings of four teachers from one Spanish university, known as one of the most active in developing formative and shared assessment processes, about i) the process of implementing formative and shared assessment processes and ii) the impact of these assessments on students and on the teaching-learning process. Four teachers were purposively selected to be interviewed, according to their availability, use of assessment to promote students’ learning, work in a teacher education programme and have more than 15 years of experience as teacher. Analysis of data collected from semi-structured individual interviews resulted in the following themes i) formative and shared assessment – advantages vs. disadvantages, ii) vision about teacher education programmes, iii) teachers’ changes throughout their career, iv) students’ participation in assessment, and v) negotiating the teaching-learning process with students. These teachers consider that formative and shared assessment can be laborious, but worth the effort, mainly in teacher education programmes, where the focus is not only on student-person, but also on future teacher-person.
{"title":"Understandings and uses of assessment: case study with Spanish teacher educators","authors":"André Moura, A. Graça, P. Batista","doi":"10.47863/WOOH4376","DOIUrl":"https://doi.org/10.47863/WOOH4376","url":null,"abstract":"Assessment can serve different purposes. In Spain there has been an increase of research in assessment processes that intends to enhance students’ learning. Attending to this scenario, this study intends to explore the understandings of four teachers from one Spanish university, known as one of the most active in developing formative and shared assessment processes, about i) the process of implementing formative and shared assessment processes and ii) the impact of these assessments on students and on the teaching-learning process. Four teachers were purposively selected to be interviewed, according to their availability, use of assessment to promote students’ learning, work in a teacher education programme and have more than 15 years of experience as teacher. Analysis of data collected from semi-structured individual interviews resulted in the following themes i) formative and shared assessment – advantages vs. disadvantages, ii) vision about teacher education programmes, iii) teachers’ changes throughout their career, iv) students’ participation in assessment, and v) negotiating the teaching-learning process with students. These teachers consider that formative and shared assessment can be laborious, but worth the effort, mainly in teacher education programmes, where the focus is not only on student-person, but also on future teacher-person.","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121068847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The football coaches formation is a topic of considerable analysis and constant development. Today football coaches are very heterogeneous, whether in terms of experience as a coach, age, context of intervention and even past practice as a player. This heterogeneity may be more evident in regional football, since it is the basis of this sport, where most players and coaches begin their careers. Thus, regional football can present a big difference between the age and experience of the coaches, which leads to different views and interventions on the part of the coaches. So it is relevant to analyze the importance that coaches (expert and young) in this context give to different professional skills to understand what their convergences and divergences, 40 interviews were conducted (20 expert coaches and 20 young coaches) with an average age of 35.6 years and standard deviation of 8.6 years, following a script composed of five parts: a Personal and socio-professional characterization, the importance given by the interviewees to the Competencies: “Knowledge-Knowledge "," Knowledge-Do "and Knowledge-Be". We observed that both groups give relative importance to the different “knowledges”, however it is the Young Coaches who present the best results, with (51%) of items of (PNFT-RCFG).
{"title":"Importância dada às Competências Profissionais entre Treinadores Experientes e Treinadores Jovens do Futebol Distrital","authors":"J. P. Araújo","doi":"10.47863/DQQE5391","DOIUrl":"https://doi.org/10.47863/DQQE5391","url":null,"abstract":"The football coaches formation is a topic of considerable analysis and constant development. Today football coaches are very heterogeneous, whether in terms of experience as a coach, age, context of intervention and even past practice as a player. This heterogeneity may be more evident in regional football, since it is the basis of this sport, where most players and coaches begin their careers. Thus, regional football can present a big difference between the age and experience of the coaches, which leads to different views and interventions on the part of the coaches. So it is relevant to analyze the importance that coaches (expert and young) in this context give to different professional skills to understand what their convergences and divergences, 40 interviews were conducted (20 expert coaches and 20 young coaches) with an average age of 35.6 years and standard deviation of 8.6 years, following a script composed of five parts: a Personal and socio-professional characterization, the importance given by the interviewees to the Competencies: “Knowledge-Knowledge \",\" Knowledge-Do \"and Knowledge-Be\". We observed that both groups give relative importance to the different “knowledges”, however it is the Young Coaches who present the best results, with (51%) of items of (PNFT-RCFG).","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126939561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The complexity of the inclusive education paradigm increasingly requires from physical education professionals the ability to indorse, at the same time and in the same space, the promotion of inclusion, participation, and educational success for all students. However, the assertiveness of this answer requires a profile of the physical education teacher that transcends the scientific pedagogical matrix and brings together, intentionally, and equitably, dimensions of human education, knowing how to be, knowing how to be and act. Thus, and in reply to the scant evidence surrounding the profile of the inclusive physical education teacher, in this article we aim to catalyze the theoretical reflection around the values, attitudes, skills and practices that can establish this profile in facing the inclusion processes of students with specific educational needs in the context of physical education. In this sense, in achieving an inclusive physical education teacher profile, we defend teacher training and intervention we praise teaching achievement from a bio-psycho-socio- axiological perspective. Therefore, the inclusive physical education teacher must be guided by an intentionality in thinking, acting, and being, because of the integrated and permanent catalysis of the following dimensions: (a) ethics of being a physical education teacher, (b) specific training, and (c) teaching achievement and performance.
{"title":"Perfil do Professor de Educação Física Inclusivo: Contributos para uma reflexão","authors":"Tadeu Celestino, A. Pereira, Esperança Ribeiro","doi":"10.47863/GNQX7442","DOIUrl":"https://doi.org/10.47863/GNQX7442","url":null,"abstract":"The complexity of the inclusive education paradigm increasingly requires from physical education professionals the ability to indorse, at the same time and in the same space, the promotion of inclusion, participation, and educational success for all students. However, the assertiveness of this answer requires a profile of the physical education teacher that transcends the scientific pedagogical matrix and brings together, intentionally, and equitably, dimensions of human education, knowing how to be, knowing how to be and act. Thus, and in reply to the scant evidence surrounding the profile of the inclusive physical education teacher, in this article we aim to catalyze the theoretical reflection around the values, attitudes, skills and practices that can establish this profile in facing the inclusion processes of students with specific educational needs in the context of physical education. In this sense, in achieving an inclusive physical education teacher profile, we defend teacher training and intervention we praise teaching achievement from a bio-psycho-socio- axiological perspective. Therefore, the inclusive physical education teacher must be guided by an intentionality in thinking, acting, and being, because of the integrated and permanent catalysis of the following dimensions: (a) ethics of being a physical education teacher, (b) specific training, and (c) teaching achievement and performance.","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123053113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Run-tracking devices are used by athletes and exercisers to monitor various metrics of human locomotion such as pace and distance. This study sought to determine the effects of pace monitoring on run performance and rate of perceived exertion (RPE). Participants were 41 (17 male, 24 female) recreationally fit runners, age 19-40 years (M = 22.4, SD = 4.4), who completed the Test of Attentional and Interpersonal Style (TAIS) to determine individual attentional focus. They then completed an associative condition (AC) 1-mile time trial and a dissociative condition (DC) 1-mile time trial 24-36 hours apart. Individual, independent t-tests compared completion time means between conditions. The internalizers group (AC) performed significantly faster in the associative condition (M = 496.10, SD = 105.05 seconds) than in the dissociative condition (M = 525.00, SD = 109.67 seconds), t(20) = 5.79, p < .001. The externalizers group (DC) performed significantly faster in the dissociative condition (M = 522.70, SD = 97.37 seconds) than in the associative condition (M = 556.90, SD = 116.62), t(19) = -4.92, p < .001. Results support the value of identifying an individual’s preferred attentional focus to place them in the optimal environment for success. While the study showed no significant difference in RPE scores between conditions, there may be practical implications of similar RPE scores when accompanied by significant changes in performance.
{"title":"Attentional Style and Pace Monitoring on Rate of Perceived Exertion and Run Performance","authors":"Todd E. Christensen, Frances Cacho, T. Baghurst","doi":"10.47863/WWWV9694","DOIUrl":"https://doi.org/10.47863/WWWV9694","url":null,"abstract":"Run-tracking devices are used by athletes and exercisers to monitor various metrics of human locomotion such as pace and distance. This study sought to determine the effects of pace monitoring on run performance and rate of perceived exertion (RPE). Participants were 41 (17 male, 24 female) recreationally fit runners, age 19-40 years (M = 22.4, SD = 4.4), who completed the Test of Attentional and Interpersonal Style (TAIS) to determine individual attentional focus. They then completed an associative condition (AC) 1-mile time trial and a dissociative condition (DC) 1-mile time trial 24-36 hours apart. Individual, independent t-tests compared completion time means between conditions. The internalizers group (AC) performed significantly faster in the associative condition (M = 496.10, SD = 105.05 seconds) than in the dissociative condition (M = 525.00, SD = 109.67 seconds), t(20) = 5.79, p < .001. The externalizers group (DC) performed significantly faster in the dissociative condition (M = 522.70, SD = 97.37 seconds) than in the associative condition (M = 556.90, SD = 116.62), t(19) = -4.92, p < .001. Results support the value of identifying an individual’s preferred attentional focus to place them in the optimal environment for success. While the study showed no significant difference in RPE scores between conditions, there may be practical implications of similar RPE scores when accompanied by significant changes in performance.","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130443284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study sought to raise the perception of trainees about teaching in the basic education school, based on the experiences developed in the pre-service. The data collection instruments involved questionnaires with 18 interns who participated in the practicum course 1 of the Physical Education degree course at a public university, documentary analysis of the internship reports and the course's pedagogical plan and semi-structured interviews with part of the interns. The experiences developed at internship discipline enabled the trainees: a) To recognize the welcoming of the school's teachers, as well as to identify their different formatives roles in the school; b) To understand the difficulties in the development of the teacher's work in its most varied aspects, highlighting the importance of lesson planning. c) Defining about the engagement (or not) on facing the choice of the teaching profession. Such learning was favored due to the work carried out in partnership between university and school, established as a two-way street, which allowed to promote a joint work with the university, which has been aimed a better quality in the training of teachers for basic education.
{"title":"A visão dos estagiários sobre a docência a partir do estágio curricular supervisionado em Educação Física [The intern’s view about teaching at a school since the practicum in physical education]","authors":"Dijnane Vedovatto, R. C. Ribeiro","doi":"10.47863/xcnk6161","DOIUrl":"https://doi.org/10.47863/xcnk6161","url":null,"abstract":"The study sought to raise the perception of trainees about teaching in the basic education school, based on the experiences developed in the pre-service. The data collection instruments involved questionnaires with 18 interns who participated in the practicum course 1 of the Physical Education degree course at a public university, documentary analysis of the internship reports and the course's pedagogical plan and semi-structured interviews with part of the interns. The experiences developed at internship discipline enabled the trainees: a) To recognize the welcoming of the school's teachers, as well as to identify their different formatives roles in the school; b) To understand the difficulties in the development of the teacher's work in its most varied aspects, highlighting the importance of lesson planning. c) Defining about the engagement (or not) on facing the choice of the teaching profession. Such learning was favored due to the work carried out in partnership between university and school, established as a two-way street, which allowed to promote a joint work with the university, which has been aimed a better quality in the training of teachers for basic education.","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121642792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supervised Curricular Internship in Physical Education","authors":"","doi":"10.47863/ablk1750","DOIUrl":"https://doi.org/10.47863/ablk1750","url":null,"abstract":"","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123465893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, after present a framework of the Fitness area, a reflection is made about the legal framework and qualifications of fitness professionals, as well as their professional activity, identifying some aspects to improve, and, consequently, enhancing quality and confidence in the Fitness sector, promoting an increase in exercise practice among the populations.
{"title":"Profissionais de Fitness: Enquadramentos","authors":"Susana Franco","doi":"10.47863/kmpg3820","DOIUrl":"https://doi.org/10.47863/kmpg3820","url":null,"abstract":"In this article, after present a framework of the Fitness area, a reflection is made about the legal framework and qualifications of fitness professionals, as well as their professional activity, identifying some aspects to improve, and, consequently, enhancing quality and confidence in the Fitness sector, promoting an increase in exercise practice among the populations.","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125122617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In analysis of the cultures of graduated karatekas, we intend to analyze that the mythical warrior traditions of Japan Samurai is present in a dominant way in karate globalization process, constitutive by an eastern philosophy, an identity lifestyle, and private organizational involvements as a form of resistance to Western sports competition model. We set three hypotheses and construct an analysis model. We have used extensive methodology and the application of various techniques of social research: direct observation, participant observation, semi-directive interviews and survey. The universe was 244 practitioners of advanced karate (brown and black belts), at national level. 31 interviews have been made. The results show that there are an identity lifestyle among experienced practitioners of karate, although due to particular uses and social provisions. The analysis of the information mobilized points out the existence of a character multidimensional of orientation. The data also point out that the relationships between the experience apprentices of karate of the non-competition and sport competition have been becoming characterized for tensions, resistance and conflicts dynamics, generators of scissions among teaching agents, practice spaces or clubs and federal structure.
{"title":"Análise sociológica sobre o karaté em Portugal","authors":"Vitor Rosa","doi":"10.47863/rfyd7442","DOIUrl":"https://doi.org/10.47863/rfyd7442","url":null,"abstract":"In analysis of the cultures of graduated karatekas, we intend to analyze that the mythical warrior traditions of Japan Samurai is present in a dominant way in karate globalization process, constitutive by an eastern philosophy, an identity lifestyle, and private organizational involvements as a form of resistance to Western sports competition model. We set three hypotheses and construct an analysis model. We have used extensive methodology and the application of various techniques of social research: direct observation, participant observation, semi-directive interviews and survey. The universe was 244 practitioners of advanced karate (brown and black belts), at national level. 31 interviews have been made. The results show that there are an identity lifestyle among experienced practitioners of karate, although due to particular uses and social provisions. The analysis of the information mobilized points out the existence of a character multidimensional of orientation. The data also point out that the relationships between the experience apprentices of karate of the non-competition and sport competition have been becoming characterized for tensions, resistance and conflicts dynamics, generators of scissions among teaching agents, practice spaces or clubs and federal structure.","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115386064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Góis, E. Gouveia, J. Martins, V. B. Filho, Adilson Marques
This study analyzed the relationships hypothesized by the Theory of Achievement Objectives in physical education classes and school satisfaction in the prediction of attitudes (the taste for physical activity and self-efficacy) and the level of physical activity of adolescents from two secondary schools. 624 adolescents (326 boys) participated, aged between 14 and 17 years old from two schools in Fortaleza, Ceará, Brazil. Several questionnaires were used as an instrument. Linear regression analysis stratified by school was performed, testing three models hierarchically. Most students did not meet the recommendations for physical activity (<60 min / day) and showed moderate effectiveness, with no significant difference between schools. There was a difference between schools regarding the taste for physical activity (p = 0.001), school satisfaction (p = 0.007), the mastery objective (p <.001), the social approval objective (p = 0.002), the mastery climate (p <0.001) and the performance-approximation climate (0.001). In conclusion, the model that included the motivational climate, school satisfaction and achievement objectives, proved to be the most adequate to predict the physical activity of students from both schools.
{"title":"Perceções discentes sobre a escola e a educação física: influências na prática de atividade física","authors":"F. Góis, E. Gouveia, J. Martins, V. B. Filho, Adilson Marques","doi":"10.47863/lptn4982","DOIUrl":"https://doi.org/10.47863/lptn4982","url":null,"abstract":"This study analyzed the relationships hypothesized by the Theory of Achievement Objectives in physical education classes and school satisfaction in the prediction of attitudes (the taste for physical activity and self-efficacy) and the level of physical activity of adolescents from two secondary schools. 624 adolescents (326 boys) participated, aged between 14 and 17 years old from two schools in Fortaleza, Ceará, Brazil. Several questionnaires were used as an instrument. Linear regression analysis stratified by school was performed, testing three models hierarchically. Most students did not meet the recommendations for physical activity (<60 min / day) and showed moderate effectiveness, with no significant difference between schools. There was a difference between schools regarding the taste for physical activity (p = 0.001), school satisfaction (p = 0.007), the mastery objective (p <.001), the social approval objective (p = 0.002), the mastery climate (p <0.001) and the performance-approximation climate (0.001). In conclusion, the model that included the motivational climate, school satisfaction and achievement objectives, proved to be the most adequate to predict the physical activity of students from both schools.","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127340878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
João Andrade, A. Cruz, D. Patrício, Raquel Correia, Adilson Marques
Planning is a part of teaching-learning processes influencing its effectiveness. The accomplishment of this task is often difficult by the innumerable variants that the practical context of teaching presents. For this reason, it undergoes through several changes during its application. The model of physical education planning recommended in Portugal and defined by the PNEF (guiding document), is the step-by-step planning. This planning model structures the learning throughout the year, in logic of progression and monitoring the student’s development. There is no evidence to support this type of planning to be more effective compared to any other. As an indispensable tool for the teacher, it is important to find out if this type of planning is feasible, meeting the objectives that it proposes. Therefore, the purpose of this document was to investigate the perception of pre-service teachers about the viability of the step-by-step planning in the teaching process of physical education. As a method of data collection, a focus group was formed constituted by four pre-service teachers. The pre-service teachers concluded that this planning model is viable, admitting that its feasibility is dependent on certain factors.
{"title":"Viabilidade do planeamento por etapas: visão dos estudantes-estagiários","authors":"João Andrade, A. Cruz, D. Patrício, Raquel Correia, Adilson Marques","doi":"10.47863/cuwm8901","DOIUrl":"https://doi.org/10.47863/cuwm8901","url":null,"abstract":"Planning is a part of teaching-learning processes influencing its effectiveness. The accomplishment of this task is often difficult by the innumerable variants that the practical context of teaching presents. For this reason, it undergoes through several changes during its application. The model of physical education planning recommended in Portugal and defined by the PNEF (guiding document), is the step-by-step planning. This planning model structures the learning throughout the year, in logic of progression and monitoring the student’s development. There is no evidence to support this type of planning to be more effective compared to any other. As an indispensable tool for the teacher, it is important to find out if this type of planning is feasible, meeting the objectives that it proposes. Therefore, the purpose of this document was to investigate the perception of pre-service teachers about the viability of the step-by-step planning in the teaching process of physical education. As a method of data collection, a focus group was formed constituted by four pre-service teachers. The pre-service teachers concluded that this planning model is viable, admitting that its feasibility is dependent on certain factors.","PeriodicalId":286641,"journal":{"name":"Journal of Sport Pedagogy & Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131052784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：