상세정보
Export to Refworks부가기능
Anatomy and Physiology as Embodied Learning in a Yoga Teacher Training Program: A Mixed Methods Study
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Anatomy and Physiology as Embodied Learning in a Yoga Teacher Training Program: A Mixed Methods Study. |
| 개인저자 | Behmer, Philomena M. |
| 단체저자명 | The Pennsylvania State University. Adult Education. |
| 발행사항 | [S.l.]: The Pennsylvania State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 255 p. |
| 기본자료 저록 | Dissertations Abstracts International 80-12A. Dissertation Abstract International |
| ISBN | 9781392318232 |
| 학위논문주기 | Thesis (D.Ed.)--The Pennsylvania State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Publisher info.: Dissertation/Thesis. Advisor: Tisdell, Elizabeth J. |
| 이용제한사항 | This item must not be added to any third party search indexes.This item must not be sold to any third party vendors. |
| 요약 | The purpose of the study is to explore how yoga teacher training students learn anatomy and physiology (A&P) for sustainable body alignment and how it connects to a more substantial embodied experience.This mixed method study explores the understanding of A&P training on nineteen female students. The participants were concurrently enrolled in or had completed a 200-hour yoga teacher training program (YTT). The intervention, a curriculum I wrote and delivered, consisted of eight three-hour A&P sessions spanning eight months. During instructional delivery, I began each session with an A&P focused yoga class followed by instruction on anatomy language, or the musculoskeletal, nervous, or respiratory systems using a cycle of lecture, written activities, body movement exercises, peer discussions, and class discussions. Theoretical frameworks supporting this study are Kolb's (1984) experiential learning theory (KELT), and embodied learning.Regarding quantitative data, I administered and analyzed pre- post-test results by applying them to a t-test using statistical analysis software (SAS) to determine the statistical significance of the intervention. To collect and analyze basic interpretive qualitative data, I coded data from journal responses, teaching observations and transcribed interviews (using qualitative analysis software, NVivo 12 Plus).Quantitative pre- post-test analysis yielded a significant increase between the prepost-test of 34%. Qualitative data suggest that participants prefer more engaging activities, established an unfolding understanding of A&P knowledge and embodied learning, and had a greater integration with the Baptiste style of yoga over time. |
| 일반주제명 | Adult education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
