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dc.contributor.authorShultz, SPen_NZ
dc.contributor.authorMillar, S-Ken_NZ
dc.contributor.authorFink, Pen_NZ
dc.contributor.authorHébert-Losier, Ken_NZ
dc.contributor.authorHandsfield, Gen_NZ
dc.contributor.authorSheerin, Ken_NZ
dc.contributor.authorWells, Den_NZ
dc.contributor.authorClarke, Jen_NZ
dc.date.accessioned2020-01-06T02:29:14Z
dc.date.available2020-01-06T02:29:14Z
dc.date.copyright2019en_NZ
dc.identifier.citationASME. Journal of Biomechanical Engineering. December 2019; 141(12): 124501. https://doi.org/10.1115/1.4044782
dc.identifier.issn0148-0731en_NZ
dc.identifier.issn1528-8951en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/13075
dc.description.abstractStudent engagement is an essential aspect of educational environments, and this is especially true for Science, Technology, Engineering, and Mathematics (STEM) disciplines, where student engagement declines in middle and high school years. Techniques for bolstering student engagement, such as hands-on learning, may be especially effective in the field of biomechanics since this discipline is rooted in STEM and has fundamental applications to everyday movement. To this end, this paper describes 1) the perceptions of student teachers in their first year of tertiary (undergraduate) education regarding the biomechanics content from their secondary (high school) education, and 2) a professional development initiative, in the form of a discipline specific teacher training workshop, to enhance biomechanics resources for teachers via peer networking. The perception of student teachers in their first year of tertiary education in teaching indicated a positive relationship between perception of secondary school teaching quality and self-confidence with specific biomechanical concepts. Open responses focused on the need to cover concepts thoroughly, using practical activities where possible, and taking time to ensure understanding before progressing to more advanced concepts. The teacher training workshop provided secondary school Physical Education teachers with an opportunity to network nationally with other teachers across New Zealand, and internationally with university-based biomechanics researchers. Peer focus groups helped to design and refine sets of experiential learning activities that could be easily implemented in the classroom.en_NZ
dc.languageengen_NZ
dc.publisherAmerican Society of Mechanical Engineersen_NZ
dc.relation.urihttps://asmedigitalcollection.asme.org/biomechanical/article/doi/10.1115/1.4044782/975395/Improving-Engagement-With-Biomechanics-Student
dc.rightsASME © 2019. ASME supports compliance with government and funder mandates for Open Access publication, including Plan S for European-funded research. ASME currently offers authors the choice to publish their papers Open Access across all our technical journals with payment of an Article Publishing Charge (APC) or through traditional subscription access with no cost to the author. ASME also participates in the CHORUS initiative whereby research papers of participating funders are made available after a one-year embargo. Authors also have the option to archive their final post-refereed manuscripts in an approved repository.
dc.titleImproving Engagement With Biomechanics: Student Perspectives and a Professional Development Initiativeen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.1115/1.4044782en_NZ
aut.relation.articlenumber124501en_NZ
aut.relation.issue12en_NZ
aut.relation.volume141en_NZ
pubs.elements-id363780
aut.filerelease.date2020-10-01
aut.relation.journalJournal of Biomechanical Engineeringen_NZ


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