Administrative Strategies for Delivering High-Quality Instruction in a University-Based Physical Activity and Wellness Program

2018 ◽  
Vol 7 (4) ◽  
pp. 345-349
Author(s):  
Sheri J. Brock ◽  
Jared A. Russell ◽  
Brenna Cosgrove ◽  
Jessica Richards
Keyword(s):  
Physical Activity ◽  
Teaching Assistants ◽  
Team Sport ◽  
Wellness Program ◽  
High Quality ◽  
Quality Instruction ◽  
Graduate Teaching ◽  
Auburn University ◽  
Administrative Strategies ◽  
Academic Year

The School of Kinesiology at Auburn University has a large Physical Activity and Wellness Program (PAWP) that services approximately 8,000 students each academic year. The roughly 470 courses offered annually include aquatics, leisure, martial arts, fitness, and individual- and team-sport offerings taught predominantly by graduate teaching assistants. Overall, Auburn University has experienced a great deal of success in providing a PAWP program that students enjoy and often wish to repeat although these courses are not required as compulsory credit. Delivering high-quality undergraduate educational experiences is paramount to the overall instructional mission of the School of Kinesiology. This paper outlines administrative strategies to ensure that PAWP instructors are prepared and supported in their instructional responsibilities.

Graduate Teaching Assistants’ Experiences Using Digital Media Pedagogies in University Physical Activity Courses

2021 ◽  
Vol 78 (5) ◽  
Author(s):  
Dannon Cox ◽  
Jennifer Krause
Keyword(s):  
Physical Activity ◽  
Digital Media ◽  
Interpretative Phenomenological Analysis ◽  
Teaching Assistants ◽  
Case Study Research ◽  
The United States ◽  
Graduate Teaching Assistants ◽  
Graduate Teaching ◽  
Document Collection ◽  
Multiple Variables

Many college and universities in the United States provide physical activity courses (PAC) for students to earn credit toward graduation. Institutions vary in PACs, as physical activity programs are affected by administrative goals and needs. Although PACs can vary by institution, it is important to examine how PACs can contemporarily address the cultural changes in education and physical activity. This study employed a case study research design and investigated the lived experiences of eight graduate teaching assistants working as PAC instructors at one university. Interview, observational, document collection, and technology journal data were collected throughout a 16-week semester. An interpretative phenomenological analysis of multiple variables, attitudes and beliefs, and pedagogical implementations resulted in four recurrent themes regarding the use of digital media in PACs: (a) experimenting with student engagement, (b) finding meaningful resources, (c) learning Canvas, and (d) valuing video and audio media. This article also provides future considerations around digital resources and professional development opportunities. Subscribe to TPE

scholarly journals Utilising graduate teaching assistants to implement active learning at university level

2017 ◽  
Author(s):  
David Read ◽  
Stephen Michael Barnes ◽  
Charles Kenneth Harrison ◽  
Rachel Koramoah ◽  
Iveta Ivanova
Keyword(s):  
Active Learning ◽  
Teaching Assistants ◽  
Positive Impact ◽  
Graduate Teaching Assistants ◽  
Small Group Teaching ◽  
Graduate Teaching ◽  
University Courses ◽  
Crucial Component ◽  
The University ◽  
Academic Year

Active learning is recognised as a crucial component of university courses in enhancing performance and retention. However, universities face numerous challenges in broadening the provision of active learning, including time constraints, and a lack of staff training and confidence to develop appropriate activities.  This article outlines an approach taken at the University of Southampton to engage a team of graduate teaching assistants (GTAs) in the process of developing, delivering, and evaluating active learning resources to support small-group teaching in chemistry on a Science Foundation Year programme.  A team of four GTAs developed nine activities during the 2015/16 academic year, with evaluation supporting their enhancement for 2016/17.  The article outlines the progress of this work over two academic years, providing evidence of a positive impact on students and teachers alike.Keywords: Active learning; peer-assisted learning; GTAs

scholarly journals 1113. A Novel Means of Acquiring High Quality Feedback for Training Programs –The Program Director Ombudsperson

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S587-S587
Author(s):  
David J Riedel ◽  
Rana Malek
Keyword(s):  
Training Programs ◽  
Evaluation Process ◽  
Program Director ◽  
Additional Time ◽  
High Quality ◽  
Constructive Feedback ◽  
Quality Feedback ◽  
Program Leadership ◽  
Constructive Criticism ◽  
Academic Year

Abstract Background Trainees may not always be comfortable providing frank feedback or constructive criticism to their Program Director (PD) due to fears of negative repercussions. PDs likewise may lack the means to obtain high quality feedback from trainees, particularly among smaller training programs, e.g. fellowships. An ombudsperson is defined as an independent appointee whose task is to investigate and attempt to resolve complaints and problems. Methods The PDs from Infectious Disease (ID) and Endocrinology fellowships partnered to meet with fellows from the opposite program. Meetings were held with fellows in December and June of the academic year. Each PD started their meeting with 2 questions on a 1-10 scale: How do you rate the fellowship program? How do you rate the job the PD and program leadership are doing? Additional questions covered the fellow evaluation process, faculty feedback, education vs. service balance, and gaps in training. Additional time was allotted for fellow-raised concerns. Meeting notes were summarized anonymously and returned to the PD of the other program. Fellows were asked to complete a brief questionnaire about their experience. Results A total of 15 fellows completed the survey (6 Endocrinology, 9 ID; Table). All 15 fellows agreed that the goal of the ombudsperson review meeting (i.e. to address fellow concerns in a more confidential setting) was achieved and were comfortable sharing concerns and feedback to the ombudsperson. The majority of fellows (53%) was more comfortable sharing concerns regarding the fellowship to the ombudsperson than directly to the PD. Thirteen (87%) agreed that concerns raised during the first ombudsperson meeting were addressed by the Program in subsequent months. All fellows (100%) found it helpful that the ombudsperson was another PD and recommended that the ombudsperson review meetings should continue in the fellowship. Table. Characteristics of participants and outcomes of questions about fellowship ombudsperson program Conclusion The fellowship PD ombudsperson meeting is a novel means for soliciting constructive feedback from trainees at small training programs. Fellows were comfortable with the ombudsperson arrangement, felt the meetings achieved their goal, and recommended that the meetings continue in the future. Disclosures All Authors: No reported disclosures

Association of Behavioral Phenotypes With Changes in Sleep During a Workplace Wellness Program

2021 ◽  
pp. 089011712110150
Author(s):  
Kimberly J. Waddell ◽  
Sujatha Changolkar ◽  
Gregory Szwartz ◽  
Sarah Godby ◽  
Mitesh S. Patel
Keyword(s):  
Physical Activity ◽  
Sleep Duration ◽  
Physical Activity Intervention ◽  
Secondary Analysis ◽  
The United States ◽  
Behavioral Phenotype ◽  
Workplace Wellness ◽  
Wellness Program ◽  
Behavioral Phenotypes ◽  
Physically Active

Purpose: Examine changes in sleep duration by 3 behavioral phenotypes during a workplace wellness program with overweight and obese adults. Design: Secondary analysis of a randomized clinical trial Setting: Remotely monitored intervention conducted across the United States Subjects: 553 participants with a body mass index ≥25 Intervention: Participants were randomized to 1 of 4 study arms: control, gamification with support, gamification with collaboration, and gamification with competition to increase their physical activity. All participants were issued a wrist-worn wearable device to record their daily physical activity and sleep duration. Measures: The primary outcome was change in daily sleep duration from baseline during the 24 week intervention and follow-up period by study arm within behavioral phenotype class. Analysis: Linear mixed effects regression. Results: Participants who had a phenotype of less physically active and less social at baseline, in the gamification with collaboration arm, significantly increased their sleep duration during the intervention period (30.2 minutes [95% CI 6.9, 53.5], P = 0.01), compared to the control arm. There were no changes in sleep duration among participants who were more extroverted and motivated or participants who were less motivated and at-risk. Conclusions: Changes in sleep during a physical activity intervention varied by behavioral phenotype. Behavioral phenotypes may help to precisely identify who is likely to improve sleep duration during a physical activity intervention.

scholarly journals Comparison of Energy Expenditure Observed between Scheduled Activities in Collegiate Team-Sport Female Athletes

Sports ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 50
Author(s):  
Jessica M. Moon ◽  
Hannah A. Zabriskie ◽  
Patrick S. Harty ◽  
Bradley S. Currier ◽  
Julia C. Blumkaitis ◽  
...  
Keyword(s):  
Energy Expenditure ◽  
Female Athletes ◽  
Team Sport ◽  
Activity Level ◽  
Ncaa Division Ii ◽  
Activity Monitors ◽  
Energy Needs ◽  
The Difference ◽  
Academic Year ◽  
Activity Energy

Energy needs of female team-sport athletes are poorly understood with no evidence highlighting differences present between scheduled activities. The purpose of this study was to examine the difference in energy expenditure between NCAA Division II female basketball (BBALL) and lacrosse (LAX) athletes during different scheduled team activities. Female BBALL (n = 13; 19.8 ± 1.3 yrs; 173.9 ± 13.6 cm; 74.6 ± 9.1kg; 27.1 ± 3.2%fat) and LAX (n = 20; 20.4 ± 1.8yrs; 168.4 ± 6.6cm; 68.8 ± 8.9kg; 27.9 ± 3.1%fat) athletes were outfitted with heart rate and activity monitors during four consecutive days on five different occasions (20 days total) across an entire academic year to assess differences in total daily activity energy expenditure (TDEE), activity energy expenditure (AEE), and physical activity level (PAL). Data were categorized by type of scheduled daily activities: Practice, Game, Conditioning, or Off. Independent of day type, TDEE, AEE, and PAL levels were greater (p < 0.05) in BBALL athletes. For each sport, TDEE, AEE, and PAL were significantly different (p < 0.05) between classified activity days. BBALL and LAX athletes experienced higher values on game days for TDEE, AEE, and PAL, with the lowest values experienced on off days. In conclusion, calculated levels of TDEE, AEE, and PAL in female collegiate BBALL and LAX athletes were determined to be different, irrespective of the scheduled activity.

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