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Related Concept Videos

Purposive Learning01:22

Purposive Learning

385
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
385
Cognitive Learning01:21

Cognitive Learning

934
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
934

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Implementing physically active learning: Future directions for research, policy, and practice.

Andy Daly-Smith1, Thomas Quarmby1, Victoria S J Archbold1

  • 1School of Sport, Leeds Beckett University, Leeds, LS63QS, UK.

Journal of Sport and Health Science
|January 11, 2020
PubMed
Summary
This summary is machine-generated.

This study identified key factors for widespread physically active learning (PAL) adoption by combining perspectives from policymakers, educators, and researchers. Future interventions should be evidence-based and address classroom, school, and policy levels for successful PAL implementation.

Keywords:
ChildrenPhysical activityPhysically active learningPolicySchool

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Area of Science:

  • Education
  • Public Health
  • Pedagogy

Background:

  • Physically Active Learning (PAL) integrates physical activity into academic instruction.
  • Successful widespread adoption requires understanding multi-stakeholder perspectives.

Purpose of the Study:

  • To identify co-produced multi-stakeholder perspectives crucial for widespread physically active learning (PAL) adoption and implementation.

Main Methods:

  • A design thinking workshop involved 35 stakeholders: policymakers, commercial education sector representatives, teachers, and researchers.
  • Participants collaborated in multi-disciplinary groups to identify PAL opportunities and strategies for normalization.
  • Inductive thematic analysis was used to categorize findings into implementation, practice, policy, and research priorities.

Main Results:

  • Key PAL implementation themes included opportunities within the school day, delivery environments, learning approaches, and intensity.
  • Priorities for practice focused on teacher confidence, resources, and communities of practice.
  • Policy priorities encompassed self-governance, regulatory bodies, teacher training investment, and curriculum reform.
  • Research priorities highlighted the need for a strong evidence base, school-based implementation, and a whole-systems approach.

Conclusions:

  • This study is the first to identify PAL implementation factors from a combined multi-stakeholder viewpoint.
  • Future interventions must be evidence-based, addressing classroom, school, and policy levels for effective PAL adoption.