Notice bibliographique
Résumé
Researchers have reported that people in many professions (e.g., professional athletes, coaches, law enforcement officers, family physicians and surgeons) commonly employ mental imagery and find it to be a useful aid when completing the behaviours common to their profession (Hall, 2001; Jedlic, Hall, Munroe-Chandler, & Hall, 2007; Edwards, Sadoski, & Burdenski, 2005). Recently researchers have encouraged the investigation of mental imagery use among physical educators (Hall & Fishburne, 2010). However, there has been no research to date on mental imagery use by physical education teachers. Therefore, the purpose of the present study was to investigate the use of mental imagery by those who teach physical education. Bandura’s (1986) Social Cognitive Theory and Paivio’s Analytic Framework of Mental Imagery (1985) were used as a foundation for this research. Consequently, this research focused on the teaching behaviours and self-regulatory behaviours of physical educators, and the possible use of the cognitive and motivational functions of mental imagery to aid in these behaviours. A basic qualitative study methodology (Merriam, 2009) was employed as a means of completing this investigation. Fifteen teachers who specialized in teaching physical education at the middle or secondary school grade level participated in this research. A convenience sample of participants was recruited from schools in both Alberta and Ontario using the snowball sampling effect (Patton, 1990). The participants varied in gender, age, years of teaching experience, grade(s) presently taught, and gender of students taught. Each physical education teacher who participated in the study completed a one-on-one semi-structured interview, as well as, a short demographic questionnaire. Following data collection thematic coding of the data was completed. The results demonstrated that the physical education teachers in the present study were employing mental imagery to aid in many of the teaching behaviours and self-regulatory behaviours that are common in their profession. In addition, the participants indicated that they used the cognitive function of mental imagery more commonly than the motivational function of mental imagery. Furthermore, most of the participants perceived mental imagery to be a beneficial skill, and yet the use of mental imagery by the participants was completely unstructured (i.e., never planned). These results have potential implications for both present physical education teachers and also physical education teacher education programs.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».