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RISS 인기검색어
- 검색키워드
- 저자 : Paul T. Stuhr (검색결과 3 건)
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The Importance of Emotions in Teaching:Developing Positive Emotions in Physical Education
Paul T. Stuhr 한국체육학회 2013 International journal of human movement science Vol.7 No.1
This manuscript examines the phenomenon of emotions, the possible benefits from experiencing lived-positive emotionality (LPE), and various ways LPE can be developed within physical education. First, the focus will be on the nature of emotions and the different components that make up an emotional experience. Specific attention was given to the cognitive and constructivist theories of emotion because the prominence with these views in the education literature. Evidence is provided highlighting the variation that exists within the literature in terms of the components of emotions, what an emotional experience is, and how people experience emotions. The second section starts by explaining a theory on positive emotions (broaden-and-build theory) and the benefits from experiencing positive emotions. The third section explores a definition for LPE within the context of education and benefits from LPE within physical education. The concept of LPE was constructed from three sources and found to be a highly desired phenomenon within physical education. In this third section attention will also be paid to the teaching practices to consider when developing LPE within physical education. Finally, potential research implications for studying LPE are discussed
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Care Enacted by Two Elementary Physical Education Teachers and Their Students
Paul T. Stuhr,Sue Sutherland,Phillip Ward 한국체육학회 2011 International journal of human movement science Vol.5 No.1
Positive, supportive teacher-student relationships can produce behaviors (e.g., helping tendencies, generosity, and interpersonal understanding) that represent an ethic of care (Noddings, 1992). Teachers who are able to build close caring relationships with students are likely to have students with higher student engagement and achievement (Pianta, Stuhlman, & Hamre, 2002). Using a phenomenological design we examined the lived-experience of care produced and enacted by two physical education teachers and their 5th grade students. Findings indicated that the physical education teachers did find fostering caring and supportive relationships with students as having an impact on achieving learning objectives within class. Specifically, four themes from the data supported the care framework (Noddings, 1984) used in this study: (a) establishing a care relationship is primary, (b) using intentional dialogue, (c) valuing the caring-learning association, and (d) understanding the importance of reciprocity. Findings from this study challenge readers to conceptualize care situated within their own physical education context.
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Adventure-based Learning and Reflection: The Journey of One Cohort of Teacher Candidates
Sue Sutherland,James Ressler,Paul T. Stuhr 한국체육학회 2011 International journal of human movement science Vol.5 No.2
Adventure-based learning (ABL) consists of a deliberate sequence of activities that foster the personal and social development of participants (Cosgriff, 2000). Participation in ABL programs help to foster an increased level of self-awareness which can then be applied to other areas of the participant’s life. The mechanism to help participants to reflect on the learning that has occurred in an ABL program is called the debrief, and it is one of the most important aspects of ABL. The purpose of this study was to explore, through the lens of experiential learning (Jarvis, 2004), how teacher candidates (TCs) in one Physical Education Teacher Education program learned to incorporate a meaningful debrief (reflection) in a five day ABL unit. An interpretive qualitative research design utilizing a case study approach was employed to explore the experiences of TCs learning to incorporate a meaningful debrief during an ABL unit. Data were collected through three different sources: observations, interviews, daily reflections (called critical friends). Data were analyzed using line by line coding (Strauss & Corbin, 1998) and constant comparison (Patton, 2002) resulting in two themes: Technical vs practical understanding and learning to guide not teach. The TCs in this study demonstrated that the primary experience of both participating in and teaching an ABL unit resulted in reflective cognitive learning (Jarvis, 2004) that further developed their biographies related to incorporating a meaningful debrief in their lessons.
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