Martin Yelling
Biographic Data
| ID | 6685307 |
|---|---|
| NAME | Martin Yelling |
| GIVEN NAMES | Martin |
| FAMILY NAME | Yelling |
| SIGNATURE | YELLING M |
| AFFILIATIONS | Loughborough University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 2 |
Effective Professional Development for Physical Education Teachers
This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group inte…
Continuing professional development for experienced physical education teachers
Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be ‘developed’ in a logical and structured way from the moment they enter the profession until retirement. As a result (it is claimed) teacher retention will be improved, pupils' learning will be enhanced and standards w…
Professional ëdevelopmentí and Professional ëLearningí
This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had undertaken in their careers, what they thought of their experiences and any recommendations they would make …
Validity of a Pictorial Perceived Exertion Scale for Effort Estimation and Effort Production During Stepping Exercise in Adolescent Children
Recent developments in the study of paediatric effort perception have continued to emphasize the importance of child-specific rating scales. The purpose of this study was to examine the validity of an illustrated 1–10 perceived exertion scale: the Pictorial Children’s Effort Rating Table (PCERT). Four class groups comprising 104 children, 27 boys and 29 girls, aged 12.1±0.3 years and 26 boys, 22 girls, aged 15.3±0.2 years were selected from two s…
Professional ëdevelopmentí and Professional ëLearningí
This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had undertaken in their careers, what they thought of their experiences and any recommendations they would make …
Continuing professional development for experienced physical education teachers
Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be ‘developed’ in a logical and structured way from the moment they enter the profession until retirement. As a result (it is claimed) teacher retention will be improved, pupils' learning will be enhanced and standards w…
Validity of a Pictorial Perceived Exertion Scale for Effort Estimation and Effort Production During Stepping Exercise in Adolescent Children
Recent developments in the study of paediatric effort perception have continued to emphasize the importance of child-specific rating scales. The purpose of this study was to examine the validity of an illustrated 1–10 perceived exertion scale: the Pictorial Children’s Effort Rating Table (PCERT). Four class groups comprising 104 children, 27 boys and 29 girls, aged 12.1±0.3 years and 26 boys, 22 girls, aged 15.3±0.2 years were selected from two s…
Validity of a Pictorial Perceived Exertion Scale for Effort Estimation and Effort Production During Stepping Exercise in Adolescent Children
Recent developments in the study of paediatric effort perception have continued to emphasize the importance of child-specific rating scales. The purpose of this study was to examine the validity of an illustrated 1–10 perceived exertion scale: the Pictorial Children’s Effort Rating Table (PCERT). Four class groups comprising 104 children, 27 boys and 29 girls, aged 12.1±0.3 years and 26 boys, 22 girls, aged 15.3±0.2 years were selected from two s…
Continuing professional development for experienced physical education teachers
Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be ‘developed’ in a logical and structured way from the moment they enter the profession until retirement. As a result (it is claimed) teacher retention will be improved, pupils' learning will be enhanced and standards w…
Professional ëdevelopmentí and Professional ëLearningí
This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had undertaken in their careers, what they thought of their experiences and any recommendations they would make …
Effective Professional Development for Physical Education Teachers
This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group inte…
Medicine (4 works) · Psychology (4 works) · Continuing professional development (3 works) · Inclusion and Disability in Education and Sport (3 works) · Medical education (3 works) · Pedagogy (3 works) · Physical Education and Pedagogy (3 works) · Professional development (3 works) · Faculty Development (2 works) · Physical education (2 works)