1 / 39

Dr. David Fitzpatrick

Research Interests. Dr. David Fitzpatrick. Presentation Outline. Introductory Comments Academic Qualifications Academic Work Experience Personal Information Overview of Early Eclectic Studies Major Research Focus Questions/Comments. Academic Qualifications: Graduate/Undergraduate Degrees.

russ
Télécharger la présentation

Dr. David Fitzpatrick

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research Interests Dr. David Fitzpatrick

  2. Presentation Outline • Introductory Comments • Academic Qualifications • Academic Work Experience • Personal Information • Overview of Early Eclectic Studies • Major Research Focus • Questions/Comments

  3. Academic Qualifications:Graduate/Undergraduate Degrees • Doctor of Philosophy (Ph.D.) University of Alberta • Master of Education (M.Ed.) University of Manitoba • Educational Administration • Master of Education (M.Ed.) University of Manitoba • Curriculum and Instruction • Special Education Certificate - Manitoba Education • Bachelor of Education (B.Ed.) University of Manitoba • Certificate in Education (Ed. Cert) University of Manitoba • Bachelor of Physical Education (BPE)University of Manitoba

  4. ACADEMIC EMPLOYMENT HISTORY • Teacher, Winnipeg School Division (1973 -1990) • Consultant, Manitoba Dept. of Education (1976 -1977) • Instructor, Physical Activity and Sport Studies (1990 - 01) • Associate Professor, Kinesiology (2001 - present) • Coordinator, Physical Activity and Sport Studies (2001-02) • Chair, Kinesiology and Applied Health (2002 - 2005) • Interim Associate Dean, Social Science (2005) • Acting Associate Dean, Faculty of Arts (2005 - 2006) • Associate Dean, Faculty of Arts (July, 2006) • Acting Dean, Faculty of Arts (Oct. 2006 - June 2007)

  5. 2005 - Goodwin, Connelly, Hall, C. & Fitzpatrick, (Collaborator), “The Other Adult in Inclusive Physical Education Settings: Helping or Hindering?” Social Sciences Humanities Research Council (SSHRC) ($116,800) - In progress 2004 - Watkinson & Fitzpatrick (Co-investigator), “Children’s’ Affective Memories of Recess”, University of Alberta, Humanities, Fine Arts and Social Sciences Research Operating Grant. ($6,000.00) - In progress 2003 - Goodwin, Fitzpatrick, (Co-investigator) & Hall, “The Meaning of Special Olympics Participation to the Families of Children with Mental Disabilities”, Canadian Special Olympics ($10,000) – Published (Adapted Physical Activity Quarterly - 2006) Recent External Grants

  6. 2006 - UW Travel Grant ($1000) 2006 - Canada Work Study Grant ($932) 2006 - UW Special Research Grant ($2000) 2005 - UW International Travel Grant ($2000) 2004 - UW Major Research Grant ($2500) 2004 - Canada Work Study Grant ($800) 2003 - UW Travel Grant ($1000) 2003 - Canada Work Study Grant ($712) 2002 - Canada Work Study Grant ($694) 2002 - UW Discretionary Grant ($600) 2002 - UW Travel Grant ($500) 2001 - UW International Travel Grant ($1500) 2001 - Canada Work Study Grant ($700) Recent Internal Grants

  7. Significant Creative Accomplishment

  8. Motor Behaviour Motor Development

  9. Manitoba SchoolsPhysical Fitness Survey • Studied selected fitness, performance, and anthropometric measures of 10,000 K-12 public school students in a geographic random sample of 700 Manitoba schools • Largest survey of it type worldwide • Established Manitoba norms and percentiles • Established Minimal Performance Standards • Evidence of low fitness among Manitoba Students • Member of research team of five who designed, conducted, and analyzed results

  10. Basic Movement Skills (BMS)Assessment Instrument • Developed BMS Observation Profile • Developed Group Screening Protocol • Developed Individual Test Protocol • Confirmed test validation • Established Inter-rater reliability • Efficacy of teacher administering profile • Remedial program development • Part of Early Identification Program (EIP) • 25,000 observations on 8,000 students

  11. Other Early Studies • Daily Physical Education Project • Pre - Post intervention with control • Experimental school showed favourable gains • Families Play to Grow • Enhancing participation for children with disability • Families were more active one year following program • Active Living Alliance for Canadians With a Disability (Research Sub-Committee) • PE participation of Students with Disability • High percentage of SWD have a negative PE Experience

  12. Series of 10 disability specific curriculum resources distributed to 15,000 Canadian schools and over 25 countries. “Among the most comprehensive and practical adapted physical education resources developed” (Dr. Julien Stein) Moving To Inclusion

  13. Report of the AnalysisOctober 1999 Survey of Selected Physical Education and Health Teaching Variables in Manitoba Schools In cooperation with: The Manitoba Physical Education Supervisors’ Association The Manitoba Physical Education Teachers’ Association David FitzpatrickUniversity of Winnipeg

  14. Recommended Minutes of PE per Cycle% above150 + % Below 150- • Gr.1 29.9% 70.1% • Gr. 2 29.9% 70.1% • Gr.3 30.6% 69.4% • Gr. 4 30.6% 69.4% • Gr.5 35.4% 64.6% • Gr. 6 35.4% 64.6% • Gr.7 44.6% 55.4% • Gr.8 44.6% 55.4%

  15. Minutes of PE by Grade Minutes Grade Mean Minutes of PE per cycle by Grade

  16. Positive and Negative Experiences In Physical Education Class: What Students Say A Presentation to the: Western Canadian Physical Education Supervisors’ Conference Winnipeg, Manitoba February 9, 2000 David Fitzpatrick University of Winnipeg

  17. Physical Education ExperiencesDescriptive Writing Exercise 1. Describe a positive or rewarding incident from your school physical education experience. 2. Describe a negative or disappointing incident from your school physical education experience.

  18. Major Research Path The Lived Experience of Physical Awkwardness: Views From Various Perspectives Dr. David Fitzpatrick

  19. Physical Awkwardness or DCD Physical awkwardness, also known as Developmental Coordination Disorder (DCD), is an unexplained impairment in the development of motor coordination.

  20. “Awkward” Research Questions • What is it like to be physical awkward? • How do students who are physically awkward cope with their awkwardness? • What is it like to teach PE to students who are physically awkward? • How do those who are physically awkward view their bodies?

  21. Heuristic Benefits • Not all may fully appreciate what it is like to experience awkwardness • Others may benefit from personal insight • Need for more tactful teaching/coaching • Research has not identified a definitive instructional intervention for DCD

  22. Qualitative Methodology Hermeneutic Phenomenology • A qualitative research method, that seeks to describe, explain, and understand the meaning of human experiences.

  23. The Lived Experience ofPhysical Awkwardness:Adults’ Retrospective Views International Symposium on Adapted Physical Activity (ISAPA) Vienna, Austria July 3, 2001 David A. Fitzpatrick University of Winnipeg Winnipeg, Manitoba, Canada

  24. Describing Awkwardness • “When other people say … they can't play, … it means they can't play very well. If I say I can't play, it really means, ‘I can't play’!” • “There are people who are athletes, and people who are non-athletes, and then there is me.” • “Baseball … I couldn’t throw. I couldn’t catch. I couldn’t bat. That doesn’t leave much.”

  25. Invariant or Essential Themesof Experiencing Awkwardness “Failing and Falling” “Hurt and Humiliation” “Worrying and Wondering” “Avoiding Awkwardness”

  26. Telling Quotes • “I was on the ground more than I was standing.” • “I had to take my turn at serving. I was totally humiliated, being so unskilled.” • “Why can’t I throw a ball like a regular human being?” • “I took three Sciences, three Maths, two English and Russian History so there wasn't room for PE.”

  27. Avoiding Awkwardness:A Subversive Activity Adults’ Reflections of Childhood Coping Strategies Presentation to the: NAFAPA 2002 Conference Corvallis, Oregon September 27, 2002 David Fitzpatrick University of Winnipeg

  28. Physical Education is Public The child is in a position of being acclaimed or humiliated by an authority from whose decision there is no recourse and in a group from which there is no escape (Wood, 1983, p. 220).

  29. Cognition and Avoidance “I was a klutz, but I was a thinking klutz, so I learned how to hide most of it.”

  30. Compliance/Trying hard Supportive others Selective participation Pseudo participation Hiding within activity  Humour Emotional Response Illness Misrepresentation Doing other things Actively avoiding PE Refused/Rebelled Gave Up/Did not try Didn’t care/Accept it Avoiding AwkwardnessVaried Involvement Uninvolved Involved

  31. Pseudo-Participation, Substitution,Teacher Criticism • “Just run around and as long as you don't get the ball, you don't worry about getting ‘swacked.’” • “I did a school history compilation. I missed a lot of PE. • “No one ever taught me … I had no help from my ‘teachers’.”

  32. SCAPPS 2003 - Hamilton The Experience of Teaching Students Who are Physically Awkward David A. Fitzpatrick University of Winnipeg October 18, 2003

  33. Invariant Themes • Recognizing Students who are Awkward • Empathic Awareness • Answering the Challenge • Hopeful Expectations • Frustrations • Occasional Success

  34. Promoting success Encouragement Choice Individual attention Physical guidance Modifications Individual activities Peer Teaching Groups/Partners Volunteers Pull out programs Practice Mass participation Gradual competition Strategies Employed

  35. Effective Instruction Guidelines • Warm and Orderly Environment • Realistic, High, Achievable Outcomes • Promote Student Choice and Control • Structured Instruction • Demonstrate Expectations • Group Students and Use Stations • Ask and Encourage Questions • Maximize Practice and Success • Circulate and Monitor Progress • Provide Feedback (Vogel & Seefeldt 1988)

  36. Experiencing Physical Awkwardness: Conflicting Accounts of Teachers and Students International Symposium on Adapted Physical Activity (ISAPA) Verona, Italy July 5, 2005 David A. Fitzpatrick University of Winnipeg, Canada

  37. Societal Disaffection with Unskillfulness: Atypical Physical Performance and the Imperfect Body Presentation at the Biannual Symposium of the North American Federation of Adapted Physical Activity (NAFAPA) University of Michigan, Ann Arbor October 14, 2006 David A. Fitzpatrick University of Winnipeg, Canada

  38. Work Study in Progress Naturalistic Observations of Voluntary, Self-generated, Incidental Physical Activity at Selected Sites on the University of Winnipeg Campus • Only 10% of the University of Winnipeg Community opt to take stairs when an elevator or and escalator is available.

  39. The Beginning With thanks Questions/Comments?

More Related