Literaturnachweis - Detailanzeige
| Autor/inn/en | Son, Yonggi; Gurvitch, Rachel; De Luna, Wellington; Carmon, Angela |
|---|---|
| Titel | Applications of Cognitive Load Theory in Strength and Conditioning Course: Considerations and Implementations |
| Quelle | In: Journal of Physical Education, Recreation & Dance, 94 (2023) 7, S.5-9 (5 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Son, Yonggi) ORCID (Gurvitch, Rachel) ORCID (De Luna, Wellington) ORCID (Carmon, Angela) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0730-3084 |
| DOI | 10.1080/07303084.2023.2237547 |
| Schlagwörter | Cognitive Processes; Difficulty Level; Productivity; Learning Processes; Short Term Memory; Long Term Memory; Muscular Strength; Physical Fitness; Higher Education; Physical Education; Teacher Education Programs |
| Abstract | The Cognitive Load Theory (CLT) aims to foster learning productively under optimal cognitive loads. Students across all ages and stages of learning have limited capacity due to the human brain's functionality. Therefore, an effective learning design allows for knowledge acquisition that will minimize the loading effect on the working memory and foster the transition of knowledge to unlimited long-term memory. This article introduces the Cognitive Load Theory effects within Kinesiology instructional settings. In specific, the authors share examples of three cognitive load effects: (a) goal-free effect, (b) split attention effect, and (c) redundancy effect; and its implementations within the strength and conditioning for educators' course in higher education settings. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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