Pub Date : 2023-09-03DOI: 10.1080/08924562.2023.2238297
Ger Post, Tim van Gelder
AbstractThis article presents typology of coaching decisions based on the kinds of cognitive processes involved, with the aim of helping coaches improve their decisions by helping them better understand the many kinds of decisions they make. The typology has seven primary types – Snap, Simulation, Rule, Metaphor, Analogy, Story, and Pros and Cons – and another special type, Meta. The authors briefly describe each decision type and list some of their strengths and pitfalls. Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 The need for this typology became clear to both authors in work we were separately doing with elite sports coaches as consultants or trainers. To develop the typology, we reviewed models of decision making from cognitive science, psychology of judgment and decision making, and related fields. We were particularly interested in identifying the types of decisions people frequently make without the need for any training (i.e., “natural” or spontaneous modes of decision making). The seven primary types emerged from this background research. We then checked our list of types against the academic literature on coaching decision making, and against our own experience working directly with coaches. We “reframed” the types by developing a set of labels we hoped would (1) intuitively highlight the essence of each type and its differences with the others, and (2) be clear, useful and memorable for sports coaches. Finally, we sought out compelling, real-world examples of sports coaches making decisions with each of the types.2 There are many such breakdowns in both the academic literature and in more popular works. Our breakdown is similar to that provided in March (Citation2009). We do not treat carrying out the selected option, or implementation, as part of decision making; it is what happens when you follow through on a decision.3 The less valid the environment, the more difficult it is to develop genuine expertise in snap decision making, and when the stakes are high, the more valuable any increment of expertise becomes. In weakly valid environments, great coaches’ snap decisions will be only marginally more reliable than those of average coaches, but such marginal differences can have a big impact on overall success.4 More accurately, simulation decisions are one variant of recognition-primed decisions. Klein (Citation2017) presented three variants, and simulation decisions are the third or “integrated” variant. The first is equivalent to snap decisions in our typology, and the second is an intermediate case. In our view, “simulation decision” is a more useful label in the context of this typology than “recognition-primed decision, integrated variant,” bringing out in a more simple and useful way what makes these decisions distinctively different to the other types.5 Klein and Crandall (Citation1995, Citation1996) have argued that mental simulation can lead to several types of decision errors, i
摘要本文根据教练员所做的各种认知过程，提出了教练员决策的类型，旨在帮助教练员更好地理解他们所做的各种决策，从而改进他们的决策。这种类型有七种主要类型——Snap, Simulation, Rule, Metaphor, Analogy, Story, Pros and Cons——还有另一种特殊类型，Meta。作者简要地描述了每种决策类型，并列出了它们的一些优点和缺陷。披露声明作者未报告潜在的利益冲突。注1:在我们分别与精英运动教练作为顾问或训练师进行的工作中，两位作者都清楚地认识到这种类型学的必要性。为了发展这一类型学，我们从认知科学、判断与决策心理学以及相关领域对决策模型进行了综述。我们特别感兴趣的是识别人们在不需要任何培训的情况下经常做出的决策类型(即，“自然的”或自发的决策模式)。这七种主要的类型是从这个背景研究中产生的。然后，我们对照有关教练决策的学术文献，以及我们自己与教练直接合作的经验，检查了我们的类型列表。我们通过开发一套标签来“重构”这些类型，我们希望(1)直观地突出每种类型的本质及其与其他类型的区别，(2)对体育教练来说清晰、有用和难忘。最后，我们找到了令人信服的、真实的体育教练对每种类型做出决定的例子在学术文献和通俗作品中都有许多这样的细分。我们的分类与三月份提供的类似(Citation2009)。我们不把执行选定的方案或实施作为决策的一部分;这是当你坚持做决定时所发生的事情环境的有效性越低，在快速决策中培养真正的专业知识就越困难，当风险很高时，专业知识的任何增量就变得越有价值。在弱有效环境中，优秀教练的快速决策只会比普通教练的决策略微可靠，但这种边际差异会对整体成功产生重大影响更准确地说，模拟决策是识别启动决策的一种变体。Klein (Citation2017)提出了三种变体，模拟决策是第三种或“集成”变体。第一种相当于我们类型学中的快速决策，第二种是一种中间情况。在我们看来，“模拟决策”在这种类型的背景下比“识别型决策，综合变体”更有用，它以一种更简单、更有用的方式揭示了这些决策与其他类型的区别克莱因和克兰德尔(Citation1995, Citation1996)认为，心理模拟会导致几种类型的决策错误，包括对行动成功可能性的过度自信，通过寻找反解释来解释不确定的证据，以及未能进行彻底的心理模拟来调查执行行动过程的风险他们做的事。作者简介:Ger Post (ger.post@unimelb.edu.au)是澳大利亚墨尔本大学解剖与生理学系的讲师。蒂姆·范·盖尔德是澳大利亚墨尔本大学亨特情报研究实验室的主任。
{"title":"Seven Kinds of Decisions Sports Coaches Make","authors":"Ger Post, Tim van Gelder","doi":"10.1080/08924562.2023.2238297","DOIUrl":"https://doi.org/10.1080/08924562.2023.2238297","url":null,"abstract":"AbstractThis article presents typology of coaching decisions based on the kinds of cognitive processes involved, with the aim of helping coaches improve their decisions by helping them better understand the many kinds of decisions they make. The typology has seven primary types – Snap, Simulation, Rule, Metaphor, Analogy, Story, and Pros and Cons – and another special type, Meta. The authors briefly describe each decision type and list some of their strengths and pitfalls. Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 The need for this typology became clear to both authors in work we were separately doing with elite sports coaches as consultants or trainers. To develop the typology, we reviewed models of decision making from cognitive science, psychology of judgment and decision making, and related fields. We were particularly interested in identifying the types of decisions people frequently make without the need for any training (i.e., “natural” or spontaneous modes of decision making). The seven primary types emerged from this background research. We then checked our list of types against the academic literature on coaching decision making, and against our own experience working directly with coaches. We “reframed” the types by developing a set of labels we hoped would (1) intuitively highlight the essence of each type and its differences with the others, and (2) be clear, useful and memorable for sports coaches. Finally, we sought out compelling, real-world examples of sports coaches making decisions with each of the types.2 There are many such breakdowns in both the academic literature and in more popular works. Our breakdown is similar to that provided in March (Citation2009). We do not treat carrying out the selected option, or implementation, as part of decision making; it is what happens when you follow through on a decision.3 The less valid the environment, the more difficult it is to develop genuine expertise in snap decision making, and when the stakes are high, the more valuable any increment of expertise becomes. In weakly valid environments, great coaches’ snap decisions will be only marginally more reliable than those of average coaches, but such marginal differences can have a big impact on overall success.4 More accurately, simulation decisions are one variant of recognition-primed decisions. Klein (Citation2017) presented three variants, and simulation decisions are the third or “integrated” variant. The first is equivalent to snap decisions in our typology, and the second is an intermediate case. In our view, “simulation decision” is a more useful label in the context of this typology than “recognition-primed decision, integrated variant,” bringing out in a more simple and useful way what makes these decisions distinctively different to the other types.5 Klein and Crandall (Citation1995, Citation1996) have argued that mental simulation can lead to several types of decision errors, i","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949158","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}
Pub Date : 2023-09-03DOI: 10.1080/08924562.2023.2241181
John Knorr
AbstractAmong the most challenging of the varied tasks that athletic directors face is that of human resource management, commonly referred to as HR. Human resource management requires of an athletic director the ability to hire talented personnel, provide them with the resources and training to be successful, to evaluate performance against established goals and criteria, and to maintain accountability. It has been said that the secret to success is to “hire well and delegate.” The evaluation of personnel, head coaches in particular, is often the most challenging, time-consuming, and yet critical HR aspect for athletic administrators. Additional informationNotes on contributorsJohn KnorrJohn Knorr (johnek@stedwards.edu) is a professor of Kinesiology in School of Natural Sciences at St. Edward’s University in Austin, TX.
{"title":"The Case for Providing the Student Athlete a Voice in the Evaluation of Coaches","authors":"John Knorr","doi":"10.1080/08924562.2023.2241181","DOIUrl":"https://doi.org/10.1080/08924562.2023.2241181","url":null,"abstract":"AbstractAmong the most challenging of the varied tasks that athletic directors face is that of human resource management, commonly referred to as HR. Human resource management requires of an athletic director the ability to hire talented personnel, provide them with the resources and training to be successful, to evaluate performance against established goals and criteria, and to maintain accountability. It has been said that the secret to success is to “hire well and delegate.” The evaluation of personnel, head coaches in particular, is often the most challenging, time-consuming, and yet critical HR aspect for athletic administrators. Additional informationNotes on contributorsJohn KnorrJohn Knorr (johnek@stedwards.edu) is a professor of Kinesiology in School of Natural Sciences at St. Edward’s University in Austin, TX.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949157","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}
Pub Date : 2023-09-03DOI: 10.1080/08924562.2023.2241168
Julie Zuleger
AbstractThe hip hinge is a foundational movement pattern along with squat, lunge, push, pull, and carry. In daily life, the hip hinge allows us to pick things up, sit down, and stand up. The hip hinge is a foundational “starting point” in most sports. If we look at a golfer at the start of a golf swing or a tennis player ready to receive a serve, this starting position places the athlete’s center of gravity and body in a position to move and respond quickly. Additional informationNotes on contributorsJulie ZulegerJulie Zuleger (zulegerj@uwosh.edu) is an assistant professor in the Department of Human Kinetics and Health Education at University of Wisconsin Oshkosh in Oshkosh, WI.
{"title":"The Hip Hinge: How to Do It, How to Fix It","authors":"Julie Zuleger","doi":"10.1080/08924562.2023.2241168","DOIUrl":"https://doi.org/10.1080/08924562.2023.2241168","url":null,"abstract":"AbstractThe hip hinge is a foundational movement pattern along with squat, lunge, push, pull, and carry. In daily life, the hip hinge allows us to pick things up, sit down, and stand up. The hip hinge is a foundational “starting point” in most sports. If we look at a golfer at the start of a golf swing or a tennis player ready to receive a serve, this starting position places the athlete’s center of gravity and body in a position to move and respond quickly. Additional informationNotes on contributorsJulie ZulegerJulie Zuleger (zulegerj@uwosh.edu) is an assistant professor in the Department of Human Kinetics and Health Education at University of Wisconsin Oshkosh in Oshkosh, WI.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949156","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}
Pub Date : 2023-09-03DOI: 10.1080/08924562.2023.2241180
Kimberly Maljak
AbstractAllowing students choice and autonomy could lead to feelings of ownership and increased motivation to participate in PE. Research suggests that one of the best practices to increase motivation is through dance and physical expression. Consider implementing a fun, student-centered assignment that focuses on creating a themed dance. In this column we outline the benefits of creating a group dance, tools you need to create a successful themed dance, and include a sample rubric. Additional informationNotes on contributorsKimberly MaljakKimberly Maljak (k-maljak@neiu.edu) is an associate professor in the Department of Health Sciences & Physical Education at Northeastern Illinois University in Chicago, IL.
{"title":"Creating a Themed Dance","authors":"Kimberly Maljak","doi":"10.1080/08924562.2023.2241180","DOIUrl":"https://doi.org/10.1080/08924562.2023.2241180","url":null,"abstract":"AbstractAllowing students choice and autonomy could lead to feelings of ownership and increased motivation to participate in PE. Research suggests that one of the best practices to increase motivation is through dance and physical expression. Consider implementing a fun, student-centered assignment that focuses on creating a themed dance. In this column we outline the benefits of creating a group dance, tools you need to create a successful themed dance, and include a sample rubric. Additional informationNotes on contributorsKimberly MaljakKimberly Maljak (k-maljak@neiu.edu) is an associate professor in the Department of Health Sciences & Physical Education at Northeastern Illinois University in Chicago, IL.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949161","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}
Pub Date : 2023-09-03DOI: 10.1080/08924562.2023.2238294
Elaine Wotherspoon, Sue Barnd, Nhu V. Nguyen-Siedem
Preparing tomorrow’s teachers includes carefully developed curriculums, extensive class work and experiences that support student teachers to learn and apply content knowledge, theory and pedagogical skills. A significant part of this is often clinical work and student teaching experiences, which allow student teachers to put theory into practice. Teacher preparation programs seek to instill necessary skills and dispositions to be effective physical education teachers. However, there are previous, personal experiences of student teachers/ preservice teachers that are not part of formal teacher preparation that may influence teacher preparation. This professional enquiry considered the lasting impact of personal physical education (PE) experiences on preservice teachers (PSTs).
{"title":"The Lasting Impact of Memories from Personal Physical Education Experiences on PE Preservice Teachers","authors":"Elaine Wotherspoon, Sue Barnd, Nhu V. Nguyen-Siedem","doi":"10.1080/08924562.2023.2238294","DOIUrl":"https://doi.org/10.1080/08924562.2023.2238294","url":null,"abstract":"Preparing tomorrow’s teachers includes carefully developed curriculums, extensive class work and experiences that support student teachers to learn and apply content knowledge, theory and pedagogical skills. A significant part of this is often clinical work and student teaching experiences, which allow student teachers to put theory into practice. Teacher preparation programs seek to instill necessary skills and dispositions to be effective physical education teachers. However, there are previous, personal experiences of student teachers/ preservice teachers that are not part of formal teacher preparation that may influence teacher preparation. This professional enquiry considered the lasting impact of personal physical education (PE) experiences on preservice teachers (PSTs).","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949159","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}
Pub Date : 2023-09-03DOI: 10.1080/08924562.2023.2238299
Bradford Strand
AbstractCaring relationships with athletes form the foundation of successful coaching. Without relationships, athletes often wonder why they are playing for a coach or why they are working so hard for a coach. This article presents ideas for developing a six-pillar relationship culture in sport settings based on Maslow’s Hierarchy of Needs, emotional intelligence, social–emotional learning, vulnerability and empathy, and education-based athletics. Additional informationNotes on contributorsBradford StrandBradford Strand (Bradford.strand@ndsu.edu) is a professor in the Department of Health, Nutrition and Exercise Sciences at North Dakota State University in Fargo, ND.
{"title":"Building a Relationship Culture in Sport","authors":"Bradford Strand","doi":"10.1080/08924562.2023.2238299","DOIUrl":"https://doi.org/10.1080/08924562.2023.2238299","url":null,"abstract":"AbstractCaring relationships with athletes form the foundation of successful coaching. Without relationships, athletes often wonder why they are playing for a coach or why they are working so hard for a coach. This article presents ideas for developing a six-pillar relationship culture in sport settings based on Maslow’s Hierarchy of Needs, emotional intelligence, social–emotional learning, vulnerability and empathy, and education-based athletics. Additional informationNotes on contributorsBradford StrandBradford Strand (Bradford.strand@ndsu.edu) is a professor in the Department of Health, Nutrition and Exercise Sciences at North Dakota State University in Fargo, ND.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949155","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}
Pub Date : 2023-09-03DOI: 10.1080/08924562.2023.2238303
Casey Hollibaugh
AbstractCurrent grade calculations are comprised of managerial factors like dressing out and participation. While well intentioned, these practices are often inequitable and misrepresent the learning occurring in physical education classrooms. This article gives six challenges and examples for grading more equitably in physical education. Consideration for barriers and realities of the practical setting were given regarding grading ideas. Discussion focuses on using formative assessments for feedback and summative assessments to inform grading. Practical challenges and examples are provided to help physical educators move away from managerial grading styles to a mastery approach. Additional informationNotes on contributorsCasey HollibaughCasey Hollibaugh (caseyihollibaugh@missouristate.edu) is a professor in the Department of Kinesiology at Missouri State University in Springfield, MO.
{"title":"Grading Strategies in Physical Education","authors":"Casey Hollibaugh","doi":"10.1080/08924562.2023.2238303","DOIUrl":"https://doi.org/10.1080/08924562.2023.2238303","url":null,"abstract":"AbstractCurrent grade calculations are comprised of managerial factors like dressing out and participation. While well intentioned, these practices are often inequitable and misrepresent the learning occurring in physical education classrooms. This article gives six challenges and examples for grading more equitably in physical education. Consideration for barriers and realities of the practical setting were given regarding grading ideas. Discussion focuses on using formative assessments for feedback and summative assessments to inform grading. Practical challenges and examples are provided to help physical educators move away from managerial grading styles to a mastery approach. Additional informationNotes on contributorsCasey HollibaughCasey Hollibaugh (caseyihollibaugh@missouristate.edu) is a professor in the Department of Kinesiology at Missouri State University in Springfield, MO.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949160","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}
Pub Date : 2023-07-04DOI: 10.1080/08924562.2023.2221709
Brad Strand
Abstract Expectations in sport cause many athletes to struggle with their performance. Athletes enter competitions with high expectations and when things don’t go as planned, frustrations happen, and performance suffers. To improve performance and increase enjoyment, athletes need to learn to manage their expectations. This article uses golf science to help an athlete better manage their expectations.
{"title":"To Play Better and Increase Fun, Manage Expectations: A Golf Example","authors":"Brad Strand","doi":"10.1080/08924562.2023.2221709","DOIUrl":"https://doi.org/10.1080/08924562.2023.2221709","url":null,"abstract":"Abstract Expectations in sport cause many athletes to struggle with their performance. Athletes enter competitions with high expectations and when things don’t go as planned, frustrations happen, and performance suffers. To improve performance and increase enjoyment, athletes need to learn to manage their expectations. This article uses golf science to help an athlete better manage their expectations.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42099391","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}
Pub Date : 2023-07-04DOI: 10.1080/08924562.2023.2222056
R. Whitehead, Sharon Rice
Abstract The purpose of this column is to provide strategies for physical education (PE) teachers/coaches on how to obtain weight and BMI readings discretely from their students. Continuing to acquire weight and BMI readings where the students can see and know their own readings, and the readings of their peers can lead to serious unplanned concerns. These concerns include the unintended harms of body image issues that could lead to eating disorders. In this effort, we argue for the use of several strategies as a preferred framework for PE teachers/coaches to discretely take the weight and BMI readings which do not disclose the results.
{"title":"Strategies for Weight and BMI Discretion When Administering the FitnessGram","authors":"R. Whitehead, Sharon Rice","doi":"10.1080/08924562.2023.2222056","DOIUrl":"https://doi.org/10.1080/08924562.2023.2222056","url":null,"abstract":"Abstract The purpose of this column is to provide strategies for physical education (PE) teachers/coaches on how to obtain weight and BMI readings discretely from their students. Continuing to acquire weight and BMI readings where the students can see and know their own readings, and the readings of their peers can lead to serious unplanned concerns. These concerns include the unintended harms of body image issues that could lead to eating disorders. In this effort, we argue for the use of several strategies as a preferred framework for PE teachers/coaches to discretely take the weight and BMI readings which do not disclose the results.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49642553","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}
Pub Date : 2023-07-04DOI: 10.1080/08924562.2023.2222057
Jim Davis
Abstract When reevaluating the educational landscape and aiming to incorporate movement into the day, remember that all exercise is not created equal. We recommend creating a model to evaluate the level of student exercise within an organization. The four-level framework discussed in this column can be used to evaluate exercise and sedentariness within an organization.
{"title":"A Framework for Evaluating Movement and Sedentariness in Schools","authors":"Jim Davis","doi":"10.1080/08924562.2023.2222057","DOIUrl":"https://doi.org/10.1080/08924562.2023.2222057","url":null,"abstract":"Abstract When reevaluating the educational landscape and aiming to incorporate movement into the day, remember that all exercise is not created equal. We recommend creating a model to evaluate the level of student exercise within an organization. The four-level framework discussed in this column can be used to evaluate exercise and sedentariness within an organization.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43672358","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}
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