R esearch has shown psychological, psychophysical, and physical effects of music in sport (Bateman & Bale, 2009). However, music has received little attention among sport scholars. The purpose of this study was to examine high school varsity volleyball coaches' pedagogical assumptions and practices of allowing female high school volleyball teams to create and play their own pre-competition warm-up music. Eleven head coaches of female high school varsity volleyball teams who employed athlete created pre-competition warm-up music were interviewed (minimum 45 minutes). All interviews were transcribed then analyzed using open and axial coding (Corbin & Strauss, 2008). All 11 coaches believed that having athletes create and develop pre-competition music positively impacted athlete performance. Analysis further illustrated the coaches believed a connection exists between the use of music and athletic performance across three themes, increased motivation, mood, and team cohesion. Coaches interviewed in this study believed that music provided a consistent and inspirational routine. A limitation of this study is that actual performance was not measured, so future research is needed to examine the actual impact of music on athletic performance, as well as the impact of warm-up music in other sport settings. Keywords 128Research examining the physical effects of music has been around for over 5 decades (Ellis & Brighouse, 1952). Additionally, research has demonstrated psychological, psychophysical, and physical effects of music in sport (Bateman & Bale, 2009). Recently there has been a sizeable interest from researchers to study the use of music in different sport and exercises settings (Boutcher & Trenske, 1990;Priest & Karageorghis, 2008;Karageorghis, Jones, & Low, 2006;North, Hargreaves, & Heath, 1998;Szabo, Small, & Leigh, 1999). Findings have shown that carefully selected music can improve exercise performance (Karageorghis, Jones, & Low, 2006;Pates, Karageorghis, Fryer, & Maynard, 2003;Szabo, Small, & Leigh, 1999;Tenenbaum et al., 2004). Studies examining the impact of music on sport have also shown that music can increase performance (Eliakin, Meckel, Nemet & Eliakim, 2007), elevate mood (Hayakawa et al. 2000) and increase the probability of attaining "flow" states and motivation (Pates et al., 2003;Pelletier, Fortier, Vallerand, Tuson, Briere, & Blais, 1995;Priest & Karageorghis, 2008).Several studies have holistically analyzed characteristics and effects of music accompanying exercise and sport (Boutcher & Trenske, 1990;Priest & Karageorghis, 2008;Priest & Karageorghis, 2004). Boutcher and Trenske (1990) examined responses to music during an 18-minute cycling session by comparing control, deprived, and music condition groups across the variables of perceived exertion, affect, and heart rate. Boutcher found no differences in heart rate, however showed that significantly lower perceived exertion existed between music of deprived groups at low and moderate workloads. Priest, Karageorghis, & Sharp (2004) investigate...
Background: College students majoring in psychology often report low interest and engagement in statistics and research methods courses. Objective: The purpose of the current study was to examine potential benefits of integrating movement with learning activities in Introduction to Statistics and Research Methods courses at the college level. Method: A quasi-experimental design examined movement-based learning activities compared to traditional learning activities during class periods. Students’ perceptions of the activities were assessed using an experience sampling method. Result: Hierarchical linear models revealed that students rated the movement-integrated activities higher compared to control activities for the following subscales: physical, affect, enjoyment, concentration, and social states. Conclusion: College students may benefit from integration of the movement learning activities into statistics and research methods classes. Teaching Implications: Movement-integrated learning activities offer the potential to increase physical activity, increase positive affect, enhance concentration, and provide opportunities to socialize with classmates. We offer specific techniques for incorporating movement into the college classroom.
The purpose of this study was to investigate the beliefs among professionals in the field of physical education in elementary level, more specifically in the context of Thailand. The participants were five exemplary elementary PE teachers. All participants signed informed consent prior to data collection. We used semi-structured interviews in order to gather information of participants’ beliefs. Each interview lasted approximately 45 minutes. All interviews were audio recorded and later transcribed for analysis. Data collection occurred in two ways: (a) in-depth semi-structured interviews (b) semi-structured follow-up interviews. Data were analyzed using a thematic coding procedure in order to find the significant statements that related to research questions. Results showed three themes constructed from data analysis including trends: (1) to teach foundation of basic skills that moved beyond sport oriented PE, (2) to consider physical education for Health and the integrated physical education, and (3) to perceive limited time to deliver contemporary physical education. We conclude that the beliefs about the trends in physical education has been aligned with the global trends in physical education. These cover topic areas of skill development and health issues with strong emphasis on physical education that serves the best interests of the children. Relevant stakeholders should then ensure that physical education will be delivered according to the interest of today’s children. Future research should seriously focus on this specific area of study, encompassing policy, program, and practice of physical education.
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