Search

The main purpose of this study was to identify the challenges of using formative assessment (FA) and authentic assessment (AA) in physical education (PE) teaching, based on some experienced teachers' perspectives. Semi-structured interviews of four teachers were conducted and analysed. The results show how the teachers operationalised the FA and AA to support student learning. They emphasised that to obtain positive results for teachers and pupils, it is key that the teaching is organised with assessment in mind, and that the assessment is structured. The study concludes that with pedagogic knowledge and a positive attitude to use the FA and AA, it is possible to overcome the drawbacks revealed in the PE assessment literature. Nevertheless, these teachers belonged to communities of practice linked to the FA and AA in PE, which seems to be a key factor to achieve the desired 'assessment literacy' needed to initiate those changes in PE.

Intraspecific competition is believed to play a pivotal role in shaping the structure and resource use of migrant and resident bird communities. We compared seasonal movements and apparent survival of patagially-markcd and radio-tagged individuals of a Neotropical subspecies of Turkey Vulture (Cathartes aura ruficollis) in central Venezuela in relation to the presence and absence of a larger, dominant, northern subspecies, C. a. meridionalis. We found that the ruficollis population was partially migratory during the periods when migrants arrived and departed. Tagged individuals used areas with higher and lower proportional forest and semi-open vegetation types, respectively, during the dry season than wet season months to avoid competition with migrants. Moreover, apparent survival of ruficollis was lower during sympatry than allopatry. Our study provided evidence that C. a. meridionalis competed with C. a. ruficollis during their tropical residence period, supporting the hypothesis that intraspecific competition contributes to niche separation between these subspecies. Received 1 November 2022. Accepted 11 August 2023. Key words: competition, land cover, Neotropics, resource partitioning, Venezuela. La competencia intraespecifica juega un papel fundamental en la estructura y uso de recursos de las comunidades de aves migratorias y residentes. Comparamos los movimientos estacionales y la sobrevivencia aparente de la cataneja cabeza roja neotropical (Cathartes aura ruficollis) marcada patagialmente y con radiotransmisores en el centro de Venezuela con relacion a la presencia y ausencia de una subespecie boreal mas grande y dominante, C. a. meridionalis. Encontramos que algunos individuos de ruficollis eran migrantes parciales durante la estacion seca, utilizaban areas con mayor y menor proporcion de vegetacion boscosa y ambientes semiabiertos, respectivamente, durante la estacion seca en comparacion con los meses de la estacion humeda para evitar la competencia con los migratorios boreales, y que la sobrevivencia aparente de ruficollis fue mas baja durante simpatria que en alopatria. Nuestro estudio proporciono evidencia de que C. a. meridionalis podria competir con C. a. ruficollis durante su periodo de residencia tropical, lo que respalda la hipotesis de que la competencia intraespecifica podria contribuir a la separacion de nichos entre estas subespecies. Palabras clave: cobertura del suelo, competencia, Neotropico, reparto de recursos, Venezuela., Migrant congeners coexist with more sedentary and resident individuals in many species of birds, including scavengers and raptors, during winter in the northern hemisphere (Bohall-Wood and Collopy 1986, Heredia et [...]

Ride-hailing businesses, including Uber and Lyft, have reshaped road traffic since they first began operating in the United States approximately a decade ago. It follows that ride-hailing may also alter the incidence and distribution of road traffic crash injuries and deaths. The available evidence relating ride-hailing to crashes is critically reviewed in this article. We present a theoretical model that synthesizes the hypothesized mechanisms, and we identify common methodological challenges and suggest priorities for future research. Mixed results have been reported for the overall incidence of road traffic crash injuries and deaths, likely due to heterogeneous impacts on vehicular traffic flow (e.g., increasing the volume of vehicles); on vehicle-, person-, and event-level characteristics (e.g., reducing alcohol-impaired driver crashes); on road-user types (e.g., increasing pedestrian crashes); and on environmental conditions (e.g., reducing crashes most substantially where public transit access is poorest). The lack of a well-developed theory of human mobility and methodological challenges that are common to many ecological studies impede exploration of these sources of moderation. Innovative solutions are required to explicate ride-hailing's heterogeneous impacts, to guide policy that can take advantage of the public health benefits of ride-hailing, and to ensure that research keeps pace with technological advances that continue to reshape road traffic use.

Purpose: The aim of this study was to investigate coaches' perceptions of using sport education (SE) for the first time with socially vulnerable children in order to explore its suitability for equipping young people living in precarity with the skills they need to take positive action to challenge their socially vulnerable backgrounds. In doing so, we want to explore what experiences of learning to use SE these coaches had and what their perspectives of the children's learning were. Settings and participants: The study developed in a community-based program in three economically disadvantaged neighbourhoods with high rates of delinquency in a city in Central Spain. The programme is run by a non-governmental organization and is funded by several public institutions and private donations. The study included three youth workers who acted as coaches and 31 nine- to eleven-year-olds from different ethnic groups. Programme: The SE season comprised 36 one-hour sessions which included an introduction to SE and the activity called ringo (two lessons), a pre-season (14 lessons), a season (18 lessons) and culminating event preparation and celebration (two lessons). Ringo is a net game, which was chosen to improve participation. Data collection/analysis: Four focus groups were conducted with the coaches and an open analysis format was followed, using open-ended questions. The first author also kept a diary of his experience as a participant observer, including field notes and participation in focus groups. The data were transcribed verbatim and analysed through thematic analysis. Findings: Three major results were found. First, although coaches perceived that sport had a great potential for children to get several benefits, the quality of the pedagogical strategies they used to implement before the study did not allow them to reach those benefits. Second, SE gave the coaches the possibility to enact an ethic of care with participant children; emotional labour played a key role in that process, allowing coaches to care both for children and for themselves. Third, coaches appreciated how SE features, especially competition, teams, festivity, and the culminating event, favoured motivation and engagement, what improved behaviour and the assumption of roles responsibilities. Conclusions: Sport per se is not enough to teach ethical conduct. However, a quality programme which exposes young people to the stimuli they need, and efficient physical educators who can develop the programme properly and with a coherent attitude are necessary. Pre-service education for any future professional working with youth from socially vulnerable backgrounds (teachers, coaches, youth workers) should consider the need of teaching pedagogies of affect like SE as well as the development of an ethic of care and emotional labour.

Sport and physical education are considered a powerful tool to empower children from socially vulnerable backgrounds (SVB). The purpose of this study was to analyse coaches' perceptions of the effect of the Sport Education (SE) pedagogical model, and use of the allocation of roles beyond player in particular, on the empowerment of children from SVB who participated in a community-based programme. Participants included three coaches, the lead researcher and 31 nine- to eleven-year-olds (17 boys and 14 girls) from diverse ethnic groups (Roma, North African, Latin-American, Caucasian and sub-Saharan). A 36 one-hour session's SE season was implemented. The data were obtained by four focus groups (before implementing the programme; at the end of the pre-season; after the first round of the formal competition; when the programme was completed) and a diary of the lead researcher who participated as participant observer. Coaches' perceived that SE roles were authentic empowering strategies to help children from SVB to have experiences of meaningful participation in a safe environment, sharing power through the responsibilities they assumed, collaboration, and challenging gender stereotypes. In order to accomplish those results, SE had a flexible implementation in terms of duration and roles assignment to become more student-centred, roles were clearly defined to guarantee a safe environment for the children coaches showed an authentic ethic of care, and gender stereotypes were broken through going beyond the equality of opportunities.

Given the rapid growing number of the ageing population worldwide, it has been questioned how health and wellbeing in old age can be improved, especially for women in socially vulnerable contexts. Research have shown that social aspects are key determinants for older-age groups' engagement in an active life. It is crucial to understand older people's experiences with physical activity in order to develop interventions that contribute to health promotion beyond disease prevention. The study's purpose was to explore the experiences of middle-aged and older socially vulnerable women with physical activity within a public-funded programme under the "Sistema Único de Saúde" -- SUS [Brazilian public healthcare system]. The study involved a Health and Physical Education professional and 16 women (43-66y) who regularly attended the programme. Data were generated through condensed fieldwork, employing semi-structured interviews and non-participant observation of sessions. Drawing on salutogenesis theory and a critical gender perspective, a qualitative analysis was conducted using the constant comparative method. From the women's experiences, a major finding was the construction of a community of active women, which served as a collective resource to support them in the process of health development. Relating to the emerging community, another three themes were developed. The first was dancing and challenging the gender order, referring to women's experiences of negotiating a collective identity and disrupting the invisibility of their bodies. The second was the HPE professional's dialogical pedagogies as emancipatory, revealing the ways in which the community was supported. The third was the empathetic relationships among the women as a way of coping, representing the women's positive experiences of social support, connectedness and resilience. The findings supported the conclusion that there are promising possibilities for research and practice in socially vulnerable contexts to widen the contributions to health promotion that are not limited to exercise prescription.

Physical education is expected to play a significant role in developing pupils' health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils' HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils' HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers' and pupils' practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers' concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers' regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect.

Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, 'enabling critical reflection', highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss 'taken for granted' understandings of gender, health, and body ideals within physical education. The second main theme, 'Exploring (new) movements', shows how pupils' exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.

Ridehailing services such as Uber have been promoted as viable interventions for curbing alcohol-involved driving fatalities. However, evidence of ridehailing's impact has been mixed, with some studies finding no association but others finding either an increase or a decrease in fatalities. We contribute to this literature by examining more recent years of data, which capture a period during which Uber ridership has grown substantially and alcohol-involved fatalities have increased. Furthermore, we test whether the relationship between Uber availability and traffic fatalities depends on local characteristics. We employ multivariate regression models to test the association between Uber availability and total, alcohol-involved, and weekend and holiday-specific traffic fatalities in the 100 most populated metropolitan areas in the United States between 2009 and 2017. We find that Uber availability is not associated with changes in total, alcohol-involved, and weekend and holiday-specific traffic fatalities in aggregate, yet it is associated with increased traffic fatalities in urban, densely populated counties.

Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered.

Most homicides in the United States are committed using a handgun, but little research examines gun carrying over critical stages of the life course and changing contexts of violence. Notably, although most of the handgun homicides are committed by adults, most research on concealed gun carrying focuses on adolescents in single cohort studies. Using more than 25 years of longitudinal multicohort data from Chicago, 1994-2021, we show that pathways of concealed gun carrying are distinct between adolescence and adulthood. Adolescent carrying is often age-limited and responsive to direct exposure to gun violence (witnessing and victimization), while adult carrying is a persistent behavior that is less tied to direct exposure. The onset of concealed carry is also a strong predictor of later gun use (shooting or brandishing), and we find distinct patterns of gun use between individuals who first carry in adolescence versus adulthood. We discuss the implications of these dual pathways for research and policies on firearm use. [ABSTRACT FROM AUTHOR]

Private short‐term letting via Airbnb has exploded in the last decade, yet little is known about how this affects neighborhood crime rates. We estimate the association between Airbnb short‐term letting activity and six types of police‐reported crime in London, as well as an intervening mechanism, collective efficacy. We estimate these associations with maximum likelihood dynamic panel models with fixed effects (ML‐SEM) using data on Airbnb lettings in 4,835 London neighborhoods observed for 13 calendar quarters. We explore mechanisms for the observed effects using multiple lag specifications and by disaggregating lettings into entire properties and spare rooms. We find that Airbnb activity is positively related to robbery, burglary, theft, and violence. These associations are attributable to lettings for entire properties rather than for rooms. Furthermore, associations are contemporaneous, as is consistent with an opportunity mechanism, rather than delayed, as would be consistent with a social control mechanism. Similarly, we find that the association between Airbnb activity and crime is not mediated by collective efficacy. Overall, these results suggest short‐term letting contributes to neighborhood crime and these effects are more likely to be attributable to changes in criminal opportunity than erosion of neighborhood social control. [ABSTRACT FROM AUTHOR]

Background: It is well established in the literature how exercise prevents chronic diseases. Nevertheless, we still lack knowledge about the ways in which health-related bodily practices might contribute to health promotion. Less is known about pedagogies in public health directed at adult and older-age groups, within non-formal educational settings. Considering a lack of tailored and attractive approaches to health-related bodily practices for adults and older people [Pettigrew et al. 2019. "Encouraging Older People to Engage in Resistance Training: A Multi-Stakeholder Perspective." "Ageing & Society" 39 (8): 1806-1825; Van Dyck, D., L. Mertens, G. Cardon, K. De Cocker, and I. De Bourdeaudhuij. 2017. "Opinions Toward Physical Activity, Sedentary Behavior, and Interventions to Stimulate Active Living During Early Retirement: Qualitative Study in Recently Retired Adults." Journal of Aging and Physical Activity 25 (2): 277-286], we argue that there is a need to explore pedagogical practices that might further health promotion with this target group. Purpose: Drawing on Antonovsky's theory of salutogenesis [1996. "The Salutogenic Model as a Theory to Guide Health Promotion." "Health Promotion International" 11 (1): 11-18], the purpose of the study was to investigate how health and physical education (HPE) professionals delivered health-related bodily practices for adults and older people in community-based programmes. Data collection and analysis: A qualitative and grounded theory study design was employed. Participants included six HPE professionals, three health centre coordinators and thirty-four adults and older people enrolled in four community-based programmes from Brazil. Condensed fieldwork was adopted to generate data through three-days visits to each programme. Multiple data sources comprised semi-structured interviews, non-participant observation of health-related bodily practices sessions and documents/materials produced by participants. Data were analysed through open, axial and selective coding, using the constant comparative method [Charmaz 2006. "Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Book." Vol. 10. London: Sage Publications]. Findings: Three themes were generated to explain the ways HPE professionals worked with adults and older people in health promotion: adopting a holistic view of health, serving as a health resource and nurturing further health resources. These practices included caring attitudes, such as listening carefully to adults and older people, showing attentiveness and responsiveness to them. Moreover, a key finding indicated that the HPE professionals served in their pedagogical practices as health resources, which the adults and older people learned to draw on to cope with life situations and experience health development. Conclusion: The HPE professionals in the four programmes demonstrated they were capable of moving beyond a solely biomedical approach to health and focus on the salutary factors that enable health promotion through the development of a combination of pedagogical practices that were consistent with salutogenesis.

The assessment of tactics is a subject of great interest in physical education and sport pedagogy. However, the lack of knowledge of the topic and the variety of assessment instruments make the assessment of tactics difficult. This study aimed to describe assessment in relation to tactical learning outcomes through an analysis of assessment instruments, based on variables that must be considered when using an instrument: (a) criteria definitions; (b) tactical levels; (c) indexes; (d) units of observation; (e) player/learner roles; and (f) institutional contexts. Hence, the following instruments were found: Game Performance Assessment Instrument, spatial location instruments, game performance evaluation tool, team sport assessment procedure, and system of tactical assessment in Soccer. Building on the review's purpose, the following issues were found. First, some studies reviewed used non-validated criteria. Second, not all studies considered the three tactical levels (match level, partial forefront level and primary level). Third, the majority of the studies used indexes that masked the results. Fourth, the individual unit of observation was widely used to assess global tactical learning outcomes. Fifth, many instruments were used in contexts for which they were not validated. According to these limitations, general recommendations are proposed. First, researchers should use validated instruments as long as the characteristics of the instruments are aligned with the nature of the study. Second, it is recommended when validating an instrument to consider the following general guidelines: (a) only use validated criteria descriptions; (b) include all three tactical levels; (c) do not use indexes; (d) use the team as the unit of observation; (e) assess both defender and attacker roles; (f) develop the instrument in the same institutional context as the study context; (g) include context variables if applicable.

Introduction Childhood cancer is a leading cause of death. It is unclear whether the COVID-19 pandemic has impacted childhood cancer mortality. In this study, we aimed to establish all-cause mortality rates for childhood cancers during the COVID-19 pandemic and determine the factors associated with mortality.Methods Prospective cohort study in 109 institutions in 41 countries. Inclusion criteria: children