Motivation to Move with Exergaming in Online Physical Education

Motivation to move is critical in online physical education (OLPE). This study looked at the motivational aspect of remote exergaming versus another student versus proximally against a console generated non-player character (NPC). Research shows that students in grades 4-12 are motivated to play exergames because they are native gamers. The entertainment value of the exergame garners more effort from the students than they realize they are expending. This research showed that exergames are motivating for students (N=124) aged 11-18 in grades 6-12. The subjects reported high motivation to participate while playing both a computer-generated NPC and a remote human opponent over the internet. Scores for motivation were highest when subjects played another student over the internet but were also high for proximal NPC play. This research positions exergaming as a potential piece of OLPE curriculum that can help students access the emotional aspect of physical education curriculum

Politieke cultuur en de werking van de democratie

This article is an extensive review of G. A. Almond and S. Verba, The civic culture: political attitudes and democracy in five nations, Princeton, N.J., 1963. The study is one of the first important works in the new branch in political science — comparative politics. It certainly is a trend setter in the behavioral approach to the cross-cultural study op political phenomena and as such its value can hardly be overestimated. The central question asked by the researchers is whether a significant correlation or congruence between the subjective experience among citizens exists — political culture — and the working of the political systems they live in. An effort is being made to measure the attitudes of citizens in systems ‘democracies’ towards their governments and their own place and role as citizens. The main criticisms are directed against the use of the concept ‘culture’ — exclusively operationally defined —, the more or less arbitrary way in which the democracies are differentiated and the fact that the authors do not pay much attention to intervening variables between what they call the micro level of attitudes and the macro level of systems variables — in spite of their promise to do this. These criticisms are mainly an expression of disappointment,, in view of the importance, scope and costs of this study

'The heart of what we do': policies on teaching, learning and assessment in the learning and skills sector

One of the stated aims of government policy in England is to put teaching, training,and learning at the heart of the learning and skills system. This paper provides a critical review of policies on teaching, learning and assessment in the learning and skills sector over the past five years. It draws upon data collected and analysed in the early stages of an ESRC-funded Teaching and Learning Research Programme project. Using evidence from policy sources, we argue that despite policy rhetoric about devolution of responsibility to the 'front line', the dominant 'images' that government has of putting teaching, learning and assessment at the heart of the Learning and Skills Sector involves a narrow concept of learning and skills; an idealisation of learner agency lacking an appreciation of the pivotal role of the learner/tutor relationship and a top-down view of change in which central government agencies are relied on to secure education standards

Do activity monitors increase physical activity in adults with overweight or obesity? A systematic review and meta-analysis

Objective: To systematically assess contemporary knowledge regarding behavioral physical activity interventions including an activity monitor (BPAI+) in adults with overweight or obesity. Methods: PubMed/MEDLINE, Embase, CINAHL, PsycINFO, CENTRAL and PEDro were searched for eligible full text articles up to July 1st 2015. Studies eligible for inclusion were (randomized) controlled trials describing physical activity outcomes in adults with overweight or obesity. Methodological quality was independently assessed employing the Cochrane Collaboration's tool for risk of bias. PROSPERO registration: CRD42015024086. Results: Fourteen studies (1157 participants) were included for systematic review and eleven for meta-analysis. A positive trend in BPAI+ effects on several measures of physical activity was ascertained compared to both waitlist or usual care (WL/UC) and behavioral physical activity interventions without an activity monitor (BPAI-). No convincing evidence of BPAI+ effectiveness on weight loss was found compared to BPAI-. Conclusions: Behavioral physical activity interventions with an activity monitor increase physical activity in adults with overweight or obesity. Also, adding an activity monitor to behavioral physical activity interventions appears to increase the effect on physical activity, although current evidence has not yet provided conclusive evidence for its effectiveness