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Purposive Learning01:22

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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...
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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
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Movement joints in buildings are essential design elements that accommodate inevitable motions caused by various factors such as temperature changes, moisture content variations, and structural deflections. These motions, if not considered in design and construction, can lead to unsightly or dangerous damage. Movement joints are incorporated in different forms to manage these stresses and allow materials to move without causing distress.
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Reframing physically active learning as movement-centred pedagogy: a European priority action framework.

Anna Chalkley1,2, Mathias Brekke Mandelid3,4, Amika Singh3,5

  • 1Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway. anna.chalkley@hvl.no.

The International Journal of Behavioral Nutrition and Physical Activity
|August 25, 2023
PubMed
Summary
This summary is machine-generated.

Physically Active Learning (PAL) can improve pupil health and education but varies across Europe. This study co-developed an action framework to support PAL adoption and implementation by integrating health and education.

Keywords:
Co-developmentMovement-centred pedagogyPhysically active learningPolicySchool-based physical activityTeachers

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Area of Science:

  • Education
  • Public Health
  • Pedagogy

Background:

  • Physically Active Learning (PAL) shows promise for pupil health and education outcomes.
  • Significant variability exists in PAL's perception, operationalization, and prioritization across European settings.
  • A need exists for a structured approach to enhance PAL adoption and implementation.

Purpose of the Study:

  • To co-develop a framework for action supporting the adoption and implementation of Physically Active Learning (PAL) across Europe.
  • To address the variability in PAL practices and promote consistent, effective integration.

Main Methods:

  • A design thinking approach was employed with 40 international stakeholders from research, practice, and policy across 13 countries.
  • Participants engaged in idea generation workshops to identify PAL landscape, barriers, and objectives.
  • Inductive qualitative content analysis was used to analyze transcribed discussions and prioritize objectives.

Main Results:

  • Five key themes emerged: integration of health and education, coherent national policy, teacher development, whole-school approach, and strengthening the evidence base.
  • These themes form an interconnected framework for action.
  • Key objectives were identified for research, policy, and practice.

Conclusions:

  • A priority action framework with five key areas was developed to facilitate PAL adoption and implementation.
  • Integrating health and education paradigms is crucial for widespread PAL uptake.
  • Reframing PAL as movement-centered pedagogy offers a more holistic and inclusive approach.