Ian Culpan
Biographic Data
| ID | 6685312 |
|---|---|
| NAME | Ian Culpan |
| GIVEN NAMES | Ian |
| FAMILY NAME | Culpan |
| SIGNATURE | CULPAN I |
| AFFILIATIONS | University of Canterbury |
| ORCID | 0000-0002-2293-8871 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Implementation of Brain Breaks® in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting
This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks ® ) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3-5 who were randomly assigned to either an experimental or a control group. The experimental group participated in Brain Breaks ® video intervention for 3-5 min dai…
Olympism, physical education and critical pedagogy
This article sets out to present a new imagery for capturing the power and potential of Olympism in attempting to educate the next generation of sport consumers and decision makers. It is hoped that the new imagery can make a contribution on how to moderate and regulate the rampant commodification of sport. This new imagery begins with the need for physical educators to open their minds and instigate a critical orientation to thinking about sport…
Olympic Education
Olympism, physical education and attitudes and values
Attitudes and values (A + V) are an important component of the New Zealand physical education (PE) curriculum. These A + V have a strong synergy with the philosophy of Olympism and New Zealand is recognised as one of the few countries to link these constructs in a national curriculum statement. While these two constructs are linked, little is known about graduating teachers’ knowledge of them. This study set out to understand the graduating teach…
High-performance cricket coaches' perceptions of an educationally informed coach education programme
This paper reports and discusses the findings of a research project that investigated the recently conceptualized and implemented New Zealand Cricket, Level 3, high-performance coach education programme (CEP). A qualitative methodology was employed to gather data from six coaches involved in the CEP. In particular the researchers sought the perceptions of the six participating coaches around the additional educational perspectives that had been i…
Constructivist pedagogies for Olympism education
Olympism as a philosophical concept has been highly contested and challenged for its relevancy in a contemporary world. Some scholars argue that Olympism is simply a relic of the modern age and has little educative and/or social legitimacy. Others argue that despite the criticism and its contested nature it remains one of the most coherent and systematised ethical explanations of sport to have emerged. This article argues that Olympism does have …
The Montreal Olympics
The Montreal Olympics: an insider's view of organising a self-financing games Paul Howell, 2009 Montreal & Kingston, London, Ithaca, McGill-Queen's University Press £32.99 (hbk), 235pp ISBN 978-0-7
No prominent works on this page.
The Montreal Olympics
The Montreal Olympics: an insider's view of organising a self-financing games Paul Howell, 2009 Montreal & Kingston, London, Ithaca, McGill-Queen's University Press £32.99 (hbk), 235pp ISBN 978-0-7
High-performance cricket coaches' perceptions of an educationally informed coach education programme
This paper reports and discusses the findings of a research project that investigated the recently conceptualized and implemented New Zealand Cricket, Level 3, high-performance coach education programme (CEP). A qualitative methodology was employed to gather data from six coaches involved in the CEP. In particular the researchers sought the perceptions of the six participating coaches around the additional educational perspectives that had been i…
Constructivist pedagogies for Olympism education
Olympism as a philosophical concept has been highly contested and challenged for its relevancy in a contemporary world. Some scholars argue that Olympism is simply a relic of the modern age and has little educative and/or social legitimacy. Others argue that despite the criticism and its contested nature it remains one of the most coherent and systematised ethical explanations of sport to have emerged. This article argues that Olympism does have …
Olympic Education
Olympism, physical education and attitudes and values
Attitudes and values (A + V) are an important component of the New Zealand physical education (PE) curriculum. These A + V have a strong synergy with the philosophy of Olympism and New Zealand is recognised as one of the few countries to link these constructs in a national curriculum statement. While these two constructs are linked, little is known about graduating teachers’ knowledge of them. This study set out to understand the graduating teach…
Olympism, physical education and critical pedagogy
This article sets out to present a new imagery for capturing the power and potential of Olympism in attempting to educate the next generation of sport consumers and decision makers. It is hoped that the new imagery can make a contribution on how to moderate and regulate the rampant commodification of sport. This new imagery begins with the need for physical educators to open their minds and instigate a critical orientation to thinking about sport…
Implementation of Brain Breaks® in the Classroom and Its Effects on Attitudes towards Physical Activity in a Chinese School Setting
This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks ® ) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3-5 who were randomly assigned to either an experimental or a control group. The experimental group participated in Brain Breaks ® video intervention for 3-5 min dai…
Physical Education and Pedagogy (5 works) · Sociology (4 works) · Sport and Mega-Event Impacts (4 works) · Motivation and Self-Concept in Sports (3 works) · Pedagogy (3 works) · Political science (3 works) · Aesthetics (2 works) · Art (2 works) · Law (2 works) · Law (2 works)