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pro vyhledávání: '"Catherine D. Ennis"'
Publikováno v:
Journal of Sport and Health Science, Vol 10, Iss 2, Pp 243-251 (2021)
Background: The Science, PE, & Me! (SPEM) curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences. The purpose of
Externí odkaz:
https://doaj.org/article/e2cbb4b625da47a9ab335549ff0d86b0
Autor:
Catherine D. Ennis
Publikováno v:
Journal of Sport and Health Science, Vol 4, Iss 2, Pp 119-124 (2015)
Literate individuals possess knowledge and skill and can apply these to perform tasks in novel settings. Knowledge is at the heart of physical literacy and provides the foundation for knowing what to do and how and when to perform. In this paper I ar
Externí odkaz:
https://doaj.org/article/4b562cf1d91542d68ad62b0abb523ab0
Autor:
Catherine D. Ennis
Publikováno v:
Motriz: Revista de Educacao Fisica, Vol 19, Iss 4, Pp 662-672 (2013)
Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school
Externí odkaz:
https://doaj.org/article/d2413f6a27224ab8a783a7d4ed95d116
Publikováno v:
Journal of Sport and Health Science
Journal of Sport and Health Science, Vol 10, Iss 2, Pp 243-251 (2021)
Journal of Sport and Health Science, Vol 10, Iss 2, Pp 243-251 (2021)
Highlights • This was one of the few large-scale curriculum intervention studies (n = 30 schools), that examined the effect of an elementary school constructivist physical education curriculum (i.e., the Science, PE & Me curriculum) on learners’
Publikováno v:
Sport Educ Soc
The purpose of this study was to explore and reveal naive conceptions and misconceptions about energy embedded in elementary school students' prior knowledge. Students' performance on standardized knowledge test was used to classify students into low
Publikováno v:
Eur Phy Educ Rev
Acquiring scientific knowledge about physical activity is necessary for students to become physically literate for life, and cognitive engagement and cognitive levels of tasks are two components that often determine the effectiveness of knowledge acq
Publikováno v:
Journal of Teaching in Physical Education. 36:152-161
Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-ce
Autor:
Jerry W. Loflin, Stephanie Wells, Ang Chen, Ray Schweighardt, Sami Yli-Piipari, Tan Zhang, Kevin Moennich, Catherine D. Ennis, Deockki Hong
Publikováno v:
Learning and Individual Differences. 51:132-140
Research has shown that interest in knowledge facilitates students' academic achievement in learning. Because individual interest is often based on how much one knows, in other words existing or prior knowledge, studying adolescents' interest in heal
Autor:
Denis Pasco, Catherine D. Ennis
Publikováno v:
Journal of Teaching in Physical Education. 34:76-92
Students’ prior knowledge has been identified to play an important role in the learning process through conceptual change. In physical education, positive changes in students’ lifestyles may come from changes in their conceptual understanding. In
Autor:
Catherine D. Ennis
Publikováno v:
Research quarterly for exercise and sport. 88(3)
For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active li