RESUMO
The purpose of this study was to describe and examine the occupational socialization of nine adapted physical educators (APEs). The questions we attempted to answer were (a) What were the perspectives and practices of the APEs? and (b) What factors influenced these perspectives and practices? Data were collected through six qualitative techniques and analyzed by using analytic induction and constant comparison. At the time the study was conducted, the APEs possessed traditional or progressive teaching orientations. They had been attracted to a career as an APE through their participation in sport and physical activity and interactions with persons with disabilities. The quality of adapted physical education teacher education the APEs received varied, but high-quality adapted physical education teacher education appeared to exert a powerful influence on their values and pedagogies. The school cultures and conditions in which the APEs worked on entry into the workforce either served to support or negate their programs. We conclude the paper by providing several hypotheses regarding the influences of occupational socialization on in-service APEs' teaching.
Assuntos
Educação Física e Treinamento , Professores Escolares/psicologia , Socialização , Aculturação , Adulto , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Entrevistas como Assunto , Masculino , Pessoa de Meia-Idade , Cultura Organizacional , Pesquisa QualitativaRESUMO
This study examined the separate effects of caffeine and menthol on cognition and mood during simulated firefighting in the heat. Participants (N = 10) performed three trials in a counterbalanced order, either with 400 mg caffeine, menthol lozenges, or placebo. The simulated firefighting consisted of 2 bouts of 20-min treadmill exercise and one bout of 20-min stepping exercise in the heat with two brief 15-min rest periods between each exercise phase. Exercise induced significant dehydration (>3%) and elevated rectal temperature (>38.9 °C), for all three conditions. Neither caffeine nor menthol reduced perceived exertion compared to placebo (p > 0.05). Mood ratings (i.e., alertness, hedonic tone, tension) significantly deteriorated over time (p < 0.05), but there was no difference among the three conditions. Simple reaction time, short-term memory, and retrieval memory did not alter with treatments or repeated evaluations. Reaction accuracy from a math test remained unchanged throughout the experimental period; reaction time from the math test was significantly faster after exposure to the heat (p < 0.05). It is concluded that, exhaustive exercise in the heat severely impacted mood, but minimally impacted cognition. These treatments failed to show ergogenic benefits in a simulated firefighting paradigm in a hot environment.
Assuntos
Afeto/efeitos dos fármacos , Cafeína/farmacologia , Estimulantes do Sistema Nervoso Central/farmacologia , Cognição/efeitos dos fármacos , Bombeiros/psicologia , Temperatura Alta , Mentol/farmacologia , Temperatura Corporal/efeitos dos fármacos , Estudos Cross-Over , Incêndios , Frequência Cardíaca/efeitos dos fármacos , Temperatura Alta/efeitos adversos , Humanos , Masculino , Testes Neuropsicológicos , Esforço Físico/efeitos dos fármacos , Redução de Peso/efeitos dos fármacos , Adulto JovemRESUMO
The purpose of this study was to examine the impact of a physical education teacher's disability on elementary school pupils' learning and perceptions of the teacher's competence. Participants (N = 113) were randomly assigned to view one of two virtually identical videotaped swimming lessons. In the first lesson, the teacher was able-bodied (ABL) while in the second, she taught from a wheelchair (WCL). Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a perception questionnaire regarding the teacher. Results showed that pupils who viewed the WCL scored significantly higher on the technique portion of the examination than pupils who watched the ABL. There were no significant differences between the perceptions of either group.
Assuntos
Pessoas com Deficiência , Docentes , Educação Física e Treinamento , Instituições Acadêmicas , Estudantes/psicologia , Criança , Docentes/normas , Feminino , Humanos , Masculino , Sudeste dos Estados Unidos , Inquéritos e Questionários , Gravação de VideoteipeRESUMO
This paper describes the Physical Education Climate Assessment Instrument designed for systematic observation and to quantify variables associated with different types of objective motivational climates created by teachers and coaches in physical education and sports practices. The theoretical framework which guided the development is outlined with recording procedures and methods by which data can be summarized. In addition, estimates of validity, reliability, and feasibility are reported.
