Статті в журналах: "Teachers' postures"

1

Hall, Cathy W., Rosina Chia, and Deng F. Wang. "Nonverbal Communication among American and Chinese Students." Psychological Reports 79, no. 2 (October 1996): 419–28. http://dx.doi.org/10.2466/pr0.1996.79.2.419.

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The present study assessed nonverbal communication in a sample of Chinese and American elementary students. Participants were 412 children ranging in age from 7 years to 11 years (Grades 2 through 4), 241 from mainland China and 171 from the USA. Perception of nonverbal communication was assessed by use of the Diagnostic Analysis of Nonverbal Accuracy which assesses receptive nonverbal communication through facial expression, posture, gestures, and paralanguage (tone of voice). Only facial expression, posture, and gestures were examined, and significant differences between the two groups on gestures and postures were found but not on facial expressions. Teachers were also asked to rate their students using the Social Perception Behavior Rating Scale. Surprisingly, the teachers rated Chinese boys as having more difficulty with social behaviors and lower social perception than Chinese girls or American boys and girls.

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2

Rantala, Leena, Eeva Sala, and Elina Kankare. "Teachers’ Working Postures and Their Effects on the Voice." Folia Phoniatrica et Logopaedica 70, no. 1 (2018): 24–36. http://dx.doi.org/10.1159/000487593.

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3

Chacón Borrego, Fátima, Jose Luis Ubago-Jimenez, Juan José La Guardia García, Rosario Padial Ruiz, and Mar Cepero González. "Educación e higiene postural en el ámbito de la Educación Física. Papel del maestro en la prevención de lesiones. Revisión sistemática (Education and postural hygiene in the field of physical education. Teacher's role in injury prevention. Systematic rev." Retos, no. 34 (October 26, 2017): 8–13. http://dx.doi.org/10.47197/retos.v0i34.54319.

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La educación postural o educación en higiene postural, es necesaria actualmente en el ámbito escolar. Numerosos alumnos y alumnas pueden sufrir daños en su columna vertebral debido a una mala postura al sentarse en clase, la realización incorrecta de actividades físicas, o el exceso de peso en las mochilas escolares, entre otros. Con el desarrollo de este trabajo de revisión se analizan los documentos teóricos e investigaciones que desde 2005 hasta la actualidad se han realizado sobre la educación e higiene postural, la visión y actuación del profesorado de educación física en este ámbito, así como los programas de intervención que se realizan fuera del entorno escolar, pero que puedan utilizarse de forma complementaria en las clases de educación física con el fin de alcanzar una adecuada educación postural de los alumnos y alumnas. Abstract. Postural education, or postural hygiene education, is currently required in schools. In fact, students are at high risk of suffering spine injuries due to inefficient postures when sitting in the classroom, improper physical activities, or overweight school backpacks, among others. This review work analyzes theory-focused documents and research, published from 2005 to the present day, that focus on education and hygiene posture, on Physical Education teachers’ vision and actions in this field, as well as on intervention programs carried out outside the school environment that might be used as a complement for physical education classes in order to achieve students’ adequate postural education.

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4

Cejudo, Antonio. "Lower-Limb Range of Motion Predicts Sagittal Spinal Misalignments in Children: A Case-Control Study." International Journal of Environmental Research and Public Health 19, no. 9 (April 25, 2022): 5193. http://dx.doi.org/10.3390/ijerph19095193.

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The main objective of this study was to determine lower-limb range of motion (ROM) as a risk factor associated with sagittal spinal misalignments in children. Two hundred and one children (10.9 ± 0.7 years old) from five different primary schools were recruited for this retrospective case—control study. Anthropometric variables, sagittal spinal alignment in habitual everyday postures, and lower-limb ROM, such as ankle dorsiflexion with the knee flexed (ADF-KF), hip extension with the knee relaxed (HE), and hip flexion with the knee extended (HF-KE) were measured. Multivariate and univariate analyses revealed differences between the means of HE and HF-KE ROM, and the thoracic and lumbar curves (p ≤ 0.034; η2 ≥ 0.052). The HE (p ≤ 0.028; OR ≥ 1.066) predicted sagittal thoracic misalignment in the slump sitting (SSP) and relaxed standing (RSP) postures in males and the sagittal lumbar misalignment in the RSP in female children; while HF-KE (p ≤ 0.006; OR ≥ 1.089) predicted sagittal thoracic misalignment in the maximum trunk forward flexion posture (MTFP) and sagittal lumbar misalignment in SSP and MTFP in males. In this study, the reference values for restricted HE and HF-KE were significantly associated with sagittal spinal misalignment in male children but not for the ankle ROM. Physical education teachers should include stretching exercises in the ISQUIOS programme to increase the extensibility of the iliopsoas (HE) and hamstrings (HF-KE) and prevent sagittal spinal misalignments in habitual everyday postures.

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5

Cejudo, Antonio. "Lower-Limb Range of Motion Predicts Sagittal Spinal Misalignments in Children: A Case-Control Study." International Journal of Environmental Research and Public Health 19, no. 9 (April 25, 2022): 5193. http://dx.doi.org/10.3390/ijerph19095193.

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The main objective of this study was to determine lower-limb range of motion (ROM) as a risk factor associated with sagittal spinal misalignments in children. Two hundred and one children (10.9 ± 0.7 years old) from five different primary schools were recruited for this retrospective case—control study. Anthropometric variables, sagittal spinal alignment in habitual everyday postures, and lower-limb ROM, such as ankle dorsiflexion with the knee flexed (ADF-KF), hip extension with the knee relaxed (HE), and hip flexion with the knee extended (HF-KE) were measured. Multivariate and univariate analyses revealed differences between the means of HE and HF-KE ROM, and the thoracic and lumbar curves (p ≤ 0.034; η2 ≥ 0.052). The HE (p ≤ 0.028; OR ≥ 1.066) predicted sagittal thoracic misalignment in the slump sitting (SSP) and relaxed standing (RSP) postures in males and the sagittal lumbar misalignment in the RSP in female children; while HF-KE (p ≤ 0.006; OR ≥ 1.089) predicted sagittal thoracic misalignment in the maximum trunk forward flexion posture (MTFP) and sagittal lumbar misalignment in SSP and MTFP in males. In this study, the reference values for restricted HE and HF-KE were significantly associated with sagittal spinal misalignment in male children but not for the ankle ROM. Physical education teachers should include stretching exercises in the ISQUIOS programme to increase the extensibility of the iliopsoas (HE) and hamstrings (HF-KE) and prevent sagittal spinal misalignments in habitual everyday postures.

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6

Baheti, Radhika S., Manish M. Ray, Ashok Shyam, and Parag Sancheti. "Awareness of ergonomics for online teaching in school teachers." International Journal Of Community Medicine And Public Health 8, no. 11 (October 27, 2021): 5446. http://dx.doi.org/10.18203/2394-6040.ijcmph20214286.

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Background: Musculoskeletal disorders (MSDs) have been a well-known health issue in many occupations and its incidence among school teachers is particularly high. The teachers were thrown into a “new normal” of working from home offices because of the COVID-19 pandemic. Online teaching invites its own set of musculoskeletal aches and pains accompanied with eye strain and even hoarseness of voice or discomfort in the throat caused due to speaking for hours at a stretch. Teachers teaching online have to work in a sitting posture for extended periods of time, gaze at the screens of the computer/mobile constantly throughout the task, speak continuously for most hours of their work and make voice modulations for them to be clearly audible over the connection. Hence, this study was conducted to find out the awareness of various ergonomic principles in school teachers conducting online lectures.Methods: The study included 97 participants within the age group of 20-58 years (38.35±10.50) who were sent the Self-made questionnaire via online platform. The questionnaire included several closed ended questions about the ergonomic principles, sitting postures and workstation set ups. The information so obtained was documented and converted into a computer based spread sheet for data analysis. Results: Based on the results obtained, the participants showed reduced levels of ergonomic awareness.Conclusions: The study therefore concluded that the teachers had reduced levels of ergonomic awareness.

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Edling, Cecilia Wahlström, and Anncristine Fjellman-Wiklund. "Musculoskeletal Disorders and Asymmetric Playing Postures of the Upper Extremity and Back in Music Teachers: A Pilot Study." Medical Problems of Performing Artists 24, no. 3 (September 1, 2009): 113–18. http://dx.doi.org/10.21091/mppa.2009.3025.

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To play a musical instrument, such as the violin or flute, requires controlled, adequate movements performed by the arm, hand, and fingers in an asymmetric playing posture. The movements are monotonous and often of long duration, involving static and repetitive muscle work of the upper extremity and neck-shoulder muscles. This situation may lead to an increased risk of contracting musculoskeletal problems. The aim of this cross-sectional study was to investigate the relationship between physical workload, defined as playing posture and playing time per week, and musculoskeletal disorders in music teachers. A questionnaire was distributed, with items based on work-related musculoskeletal disorders and physical working conditions. The study population consisted of music teachers employed at a Swedish municipal music school. Out of 61 music teachers, 47 (77%) agreed to participate, including 28 women and 19 men. The study group was divided into two groups depending on if they had an asymmetric or symmetric upper extremity/back playing position. Of the total participants, 77% reported musculoskeletal disorders during the preceding 12 months. Female teachers reported significantly more symptoms in the neck, shoulders, and upper back than male teachers. Music teachers with an asymmetric playing posture had significantly more musculoskeletal disorders than music teachers with a symmetric playing posture. This study demonstrates that an asymmetric playing position may affect the amount of musculoskeletal disorders in the upper extremity and back.

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8

Fernandes, Cleonice Terezinha, and Carla Cristina El-Hage Serafim. "Pedagogia Sistêmica: uma Nova Abordagem no Processo de Ensino Aprendizagem." Revista de Ensino, Educação e Ciências Humanas 21, no. 3 (December 17, 2020): 303–13. http://dx.doi.org/10.17921/2447-8733.2020v21n3p303-313.

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Resumo O século XXI expressa um grande desafio: a educação escolar que não tem conseguido atender a demanda exigida pelas atuais mudanças sociais. A Pedagogia Sistêmica vem ao encontro deste dilema de encontro ao , e não como uma nova metodologia, mas como uma postura do professor: quem ensina é também sujeito que aprende; surgiu enquanto adaptação para a escola, a partir dos trabalhos do filósofo e psicanalista alemão Bert Hellinger, que aborda a visão sistêmica-fenomenológica e os campos morfogenéticos em procedimentos terapêuticos breves. O objetivo deste estudo é compreender a experiência de professores de Cuiabá\MT, que colocaram em prática exercícios sistêmicos, a partir de suas próprias narrativas. A metodologia utilizada foi a história oral, estruturada a partir da leitura de artigos e livros de outros professores nacionais e internacionais, que também utilizaram a Pedagogia Sistêmica nos fazeres pedagógicos, realizando uma triangulação com autores consagrados da Educação mundial. Como resultado se traz um percurso histórico da Pedagogia Sistêmica no Brasil e no Mundo; exemplos de atividades escolares com os quais foi possível sentir a importância de revisão de hábitos e posturas frente aos problemas, em sala de aula, quando se coloca a culpa dos baixos resultados somente nos alunos e suas famílias e se esquece de preconceitos e fragilidades pessoais e docentes. A conclusão é de que há ganhos efetivos do professor, durante o processo da auto permissão do olhar sistêmico, em sala de aula, haja vista que esse profissional estará olhando também para suas questões afetivas\emocionais. Palavras-chave: Educação Holística. Práticas Sistêmicas. Ensino-Aprendizagem. Abstract The 21st century expresses a great challenge: school education that has not been able to meet the demand required by current social changes. Systemic Pedagogy is consistent with this dilemma, and not as a new methodology, but as a teacher's posture: the one who teaches is also a subject who learns; it arose as an adaptation to the school from the works of German philosopher and psychoanalyst Bert Hellinger, who approaches the systemic-phenomenological vision and morphogenetic fields in brief therapeutic procedures. The objective of this study is to understand the experience of teachers from Cuiabá\MT, who put in practice systemic exercises, based on their own narratives. The methodology used was oral history, structured from reading articles and books from other national and international teachers, who also used the Systemic Pedagogy in the pedagogical practice, performing a triangulation with consecrated World Education authors. As a result, there is a historical course of systemic Pedagogy in Brazil and in the world; examples of school activities with which it is possible to feel the importance of reviewing habits and postures in the face of problems, in the classroom, when the blame for the low results is placed only on students and their families and forget personal prejudices and weaknesses and the teachers. The conclusion is that there are effective gains from the teacher, during the self-permission of the systemic perspective process, in the classroom, since this professional will also be looking at his or her emotional\affective issues. Keywords: Holistic Education. Systemic Practices. Teaching-learning.

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Ramsay, Lorna Louise. "Performing Embodied Pedagogy: Listening to the Small Talk of My Injured Back." in education 20, no. 2 (November 17, 2014): 147–60. http://dx.doi.org/10.37119/ojs2014.v20i2.176.

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I approach my new class of teachers-in-training with familiar embodied postures of discomfort and pain, anxiety and fear. I listen to my embodied poetic texts and reinterpret them through an injured body as inquiry into all my identities as musician, writer, photographer, educator, and yogi. I introduce myself to my new students by playing my flute, a vulnerable demonstration and invitation to negotiate corporeal histories through arts-based expression and transformative writing processes.

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Bennett, Cole. "Translingualism in Three University Roles: Pedagogical Postures and Critical Cautions." Journal of Academic Writing 10, no. 1 (December 18, 2020): 195–202. http://dx.doi.org/10.18552/joaw.v10i1.643.

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This essay offers and develops some useful parameters toward the ongoing conversations on multilingual and multi-dialectic writing students in Europe and the United States, two settings with oft-competing views of writers’ varied language backgrounds. I present a synchronic snapshot of writing pedagogy as it relates to translingualism at this temporal moment. Specifically, I seek to link three different university roles—classroom teachers, writing center directors, and WAC directors—to certain translingual postures and their consequential applications. By introducing and elaborating upon the labels “Traditionalist,” “Allied Enthusiast,” and “Active Advocate” as they attend each role, I wish to offer helpful ways to understand the consequences of embracing these postures. This charting of stakeholders and their characteristics can more readily facilitate concrete scholarly discussion concerning translingual writing instruction as it moves forward. I conclude with recommendations and cautions, bringing into question some of the settled assumptions remaining in our field.

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Armstrong, Thomas. "Backtalk: Keep religion out of mindfulness." Phi Delta Kappan 101, no. 4 (November 25, 2019): 72. http://dx.doi.org/10.1177/0031721719892986.

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Mindfulness practices have become increasingly common in the United States and elsewhere in the world. The fact that mindfulness originally emerged out of Buddhism raises questions about whether public school teachers using it in their classrooms are violating the separation of church and state. Thomas Armstrong argues that contemporary mindfulness rests on a solid foundation of scientific research and can help students improve their self-regulation, executive functioning, sustained attention, and other school-worthy skills. There is a danger, however, that injecting Buddhist or Hindu-associated gestures, postures, words, or concepts into the teaching may violate the First Amendment. Public school teachers are enjoined to be scrupulously vigilant in presenting mindfulness practices in a totally secular way.

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Amaral, Bruna, mariza da Costa, and Giovana Maria Belém Falcão. "IDENTIDADE DE PROFESSORES INICIANTES: TRAJETÓRIAS FORMATIVAS À LUZ DE CARTAS NARRATIVAS." COLLOQUIUM HUMANARUM 17, no. 1 (October 21, 2020): 295–307. http://dx.doi.org/10.5747/ch.2020.v17.h484.

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Understanding the process of constituting identity requires entering into a professional but also personal history, in view of the way we are in the interaction with the world and with others. This process becomes even more significant when we refer to teachers who are in the early stages of their careers, since it is the moment when they seek to institute their actions, positions and professional postures, based on the personal and formative experiences they have experienced. This writing aims to understand how the teachers that the beginning teachers had throughout their academic trajectories, reflect on the formation of their identity processes. The research was based on a qualitative approach and narrative letters woven by three beginning teachers from the public basic education network were used as an instrument for data production. According to the subjects’ writings, it was possible to perceive a close relationship between personal and professional identity and that the implications arising from the school or formative experiences of the profession are shaping professionality and constituting the teaching identity. It is also perceived that the subjects recognize the actions and practices of some of their masters reflected in their teaching practice, electing significant figures in the process of professional insertion and constitution of the teacher identity. It can also be seen that this process is permeated with singularity, because each one experienced formative experiences and differentiated professionals, they found teachers with specific practices and in different contexts and, thus, gave meaning and meaning to these experiences in a particular way.

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Canut, Emmanuelle, Magali Husianycia, Morgane Jourdain, and Karen Cappele. "Compétence des enseignants de maternelle sur le langage de l'enfant et partenariat avec les familles : des postures et une formation à réinterroger." Travaux neuchâtelois de linguistique, no. 74 (January 1, 2021): 97–110. http://dx.doi.org/10.26034/tranel.2021.2920.

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This study is based on a survey of172 pre-school teachers conducted to investigate the representations of teachers regarding their competence in oral language acquisition/ learning and how the issue is addressed with the children's families. The standing hypothesis is that teachers are more likely to conceive and implement a coeducation approach when they gain work experience and improve their teaching practices through training. This paper shows that the current situation is even more paradoxical and that the absence of a collaboration with the families concerning language can be associated with how teachers perceive teaching or learning oral skills.

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Carey, Doris M., and Paul Sale. "A Comparison of High School Teachers’ Instructional Postures in Regular Classrooms and in Computing Environments." Journal of Information Technology for Teacher Education 2, no. 2 (January 1993): 181–92. http://dx.doi.org/10.1080/0962029930020206.

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Högström, Karin. "Rätt kropp för integration och arbete." Budkavlen 98 (September 29, 2020): 93–121. http://dx.doi.org/10.37447/bk.98446.

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The Correct Body for Integration and Work An ethnological study of courses for newly arrived and jobseekers Karin Högström Using ethnographic examples from Sweden this article focuses on a form of training through which people are taught new movements and postures to use during different processes; it also includes transmission of certain attitudes and ideals. These examples demonstrate how certain bodies, bodily attitudes and behaviors are perceived as problematic and are therefore considered in need of change. In the integration-project Right step (Rätt steg) in Stockholm, great emphasis is placed on bodily aspects. Newly arrived Somali refugees without previous education are assisted to practice “correct” behavior and posture during job interviews: stand and walk upright, make eye-contact and give a firm handshake. Participants are also encouraged to eat healthier and exercise more. Courses at the Swedish Public Employment Agency instruct jobseekers how to make a good impression on potential employers. Here, too, appropriate behavior and posture are addressed, and the correct way to shake hands and establish eye contact is taught. The teachers aim at changing not only the participants’ behavior, but also their manners and, to a certain extent, their attitudes. The goal is to purposefully adapt bodies and minds to the expectations and ideals of potential employers and Swedish society. Conforming to the behavior and norms provided by the teachers can seem to be the only viable option for the participants, given their subordinate position as immigrants or jobseekers. The course participants’ own ideals and physical attitudes are assigned low or almost no value. The asymmetry of power is also evident to those responsible and sometimes the participants protest against the teachers’ attempts to change them. However, learning the new norms and behaviors can provide benefits for the course participants. Mastering the codes can, to a certain extent, make it possible to choose how to use the new skills. Learning the correct behaviors can thus lead to a greater freedom of action, within very limited conditions.

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Rahimipour Najafabadi, Elham, Reza Rajabi, Mohammad Hossein Alizade, and Ali Mirabedi. "Comparing the Musculoskeletal Disorders of the Neck Between the Teachers of Physical Education and Other Majors in High Schools of Tehran City, Iran." Journal of Exercise Science and Medicine 11, no. 1 (January 1, 2020): 43–50. http://dx.doi.org/10.32598/jesm.11.1.5.

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Introduction: Musculoskeletal Disorders (MDs) largely contribute to occupational diseases in the workplace. Prevention from these disorders requires their evaluation in different occupations. This study aimed to compare the MDs of the neck between the teachers of Physical Education (PE) and those of the other majors in the high schools of Tehran City, Iran. Methods: The study sample included 180 teachers of mathematics, PE, and the religion and lifestyle in the high schools of Tehran (with the Mean±SD age of 42.11±6.65 years, and the Mean±SD weight of 72.28±12.98 kg). The participants were selected from 19 districts of the Tehran Departments of Education using multistage cluster sampling. The standard Nordic questionnaire was administered to investigate MDs among the teachers. The obtained data were analyzed with the Chi-square test to compare the MDs of the neck between the three groups of teachers. Results: A significant relationship was observed between the neck problems of the female (P=0.016) and male (P=0.017) PE teachers and the other teachers. Moreover, the neck problems were associated with the teaching experience (P=0.024) and teaching major (P=0.004). Conclusion: Based on the results, it seems that regular exercise can reduce the developing risk of MDs in the neck. Thus, this study recommends the performance of regular exercise and the correction of job-related postures to all teachers.

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Young, Jane. "Doing Research: A Tutorial for Yoga Teachers." International Journal of Yoga Therapy 11, no. 1 (January 1, 2001): 23–33. http://dx.doi.org/10.17761/ijyt.11.1.r3xx494640206188.

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This article describes a Yoga teacher's experience in conceiving, designing, and implementing a research project. The study examined the effects of brief Yoga training on symptoms of psychological distress in individuals recovering from heart disease. A quasi-experimental design with pre-test, post-test, and non-equivalent groups was used. Seventeen cardiac rehabilitation outpatients (mean age: 65, age range:53-81) in three hospital programs received six weeks of Yoga training. The Yoga intervention consisted of modified Yoga postures practiced dynamically and integrated with conscious breathing. Each session ended with several minutes of regulated breathing practiced in a resting position. Emphasis throughout the six weeks was on cultivating a relatively long, smooth exhalation. Participants in the Yoga classes made significant improvements in their scores on Anxiety, Somatization, Tension,Depression, and the global measures, General Severity Index and Mood Disturbance. Somatization was the only variable in which the comparison group scored as high as or higher on the pretests than did the treatment group. The comparison group showed little change in Somatization at the end of the study, whereas the treatment group's differences were statistically significant (p <.01). Participants reported a number of benefits on an open-ended questionnaire at the end of the six weeks. At three-months follow-up, 12 of 15 respondents were maintaining at-home practice. The author discusses issues confronted by Yoga teachers attempting to measure and document the effects of their teaching. Consideration is given to other methods of inquiry appropriate for examining the processes as well as the outcomes of a Yoga intervention.

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Agyapong, V., M. Migone, and B. Marckey. "Perception of Primary School Teachers About Asperger’s Syndrome." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71117-4.

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Objectives:To assess the knowledge and perception of primary school teachers about Asperger's Syndrome (AS).Methods:Structured questionnaires about AS were posted to 90 primary school principals for them to distribute to teachers in their schools.Results:343 completed questionnaires were returned by 54 principals giving a response rate of 60%. Of these, 49% of the teachers reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training whilst 58% said they had ever taught a child with AS. 90% said intense absorption in certain subjects was a feature of AS, 84% recognised lack of empathy and poor social interaction whilst 58%, 64% and 69.7% respectively recognised pedantic repetitive speech, clumsy or ill-coordinated movements or odd postures and poor non-verbal communication as features of AS. 71% said children with Asperger's Syndrome should be taught in mainstream classes. However, only 10.5% of the teachers believed that main stream schools in Ireland are adequately resourced to cater for children with AS. 87.2% said they saw the need for a closer collaboration between schools and psychiatric services in the management of children with AS whilst 96.2% said they would like to receive in-service training on the management of children with AS.Conclusion:Most primary school teachers recognise the features of AS and want schools to have greater collaboration with psychiatric services regarding management of AS. An in-service training for teachers on the management of AS might be of benefit to children with AS.

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Wilson, Angela, Kate Marchesiello, and Sat Bir Khalsa. "Perceived Benefits of Kripalu Yoga Classes in Diverse and Underserved Populations." International Journal of Yoga Therapy 18, no. 1 (January 1, 2008): 65–71. http://dx.doi.org/10.17761/ijyt.18.1.q5152q8222549x18.

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Objective: To determine if diverse and underserved populations report benefit from Yoga practices and report an intention to continue with Yoga, meditation, or breathing practices. Design: This was a retrospective study using archival data from exit questionnaires acquired at the end of Yoga programs serving diverse populations. Qualitative data was also collected from the Yoga teachers. Setting: Free Kripalu Yoga classes offered to diverse and underserved/underprivileged populations (e.g., minority groups, the elderly, gay populations), as part of the Teaching for Diversity (TFD) program through the Kripalu Center for Yoga and Health (KCYH). Participants: 220 participants, ranging in age from adolescence through old age. Measures: Nine questions about the perceived benefits and usefulness of Yoga practices in everyday life were administered to participants on the last day of class. Qualitative data was collected from teachers regarding their experience teaching underserved populations. Results: Of the 220 respondents, 89% reported that the Yoga class left them with a feeling of overall wellness, and 83% found the practices helpful. 98% reported that they would recommend this Yoga class to others. Participants found the individual Yoga components of the breathing, Yoga postures, and meditation practices effective and said they were useful in their daily life. Pairwise t-test comparisons of average scores between these three practices indicated that participants were more likely to rate breathing useful as compared to either the postures or meditation (p < 0.01). Conclusion: Diverse and underserved populations report benefit from and interest in Yoga, meditation, and breathing practices.

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Restuningrum, Novi. "TEACHERS’ STRATEGY OF POSITIONING IN TEACHING YOUNG LEARNERS." International Journal of Educational Best Practices 2, no. 1 (August 18, 2018): 1. http://dx.doi.org/10.31258/ijebp.v2n1.p1-13.

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Abstract: Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher's gestures including positioning and body posture bring the particular message to the students, the position whether a teacher should stand in front of the students, crouch down near them or sit with them on the floor needs to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselves in the classroom, the observed students’ behaviour during the lesson as the impacts of the positioning, and the teachers’ perspectives of the impacts of their positioning towards the students’ movement in the classroom. The study is done through observations towards an interview with two English teachers teaching classes of children of early years (4-5 years old), at a pre-school in Jakarta. It portrays a description of the teachers' position in the classroom and why they choose a particular position for a particular activity. The findings show that standing, sitting and kneeling in front of the students or among them is the most chosen position. Analysis on how students react to their lesson in relation to their position while teaching is also presented after a discussion on the reasons of teachers choosing their position in the classroom. As a final point, I elaborate the discussion on how teacher's positioning strategy can be implemented to help improving teacher's teaching practice. The presentation is envisioned for language teachers, language teaching researchers, teacher trainers, and those who are interested in the area of Teaching English to Young Learners (TEYL).

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Anami, Basavaraj S., and Venkatesh Arjunasa Bhandage. "A Comparative Study of Certain Classifiers for Bharatanatyam Mudra Images' Classification using Hu-Moments." International Journal of Art, Culture and Design Technologies 8, no. 2 (July 2019): 58–71. http://dx.doi.org/10.4018/ijacdt.2019070104.

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India is rich in culture and heritage where various traditional dances are practiced. Bharatanatyam is an Indian classical dance, which is composed of various body postures and hand gestures. This ancient art of dance has to be studied under guidance of dance teachers. In present days there is a scarcity of Bharatanatyam dance teachers. There is a need to adopt technology to popularize this dance form. This article presents a 3-stage methodology for the classification of Bharatanatyam mudras. In the first stage, acquired images of Bharatanatyam mudras are preprocessed to obtain contours of mudras using canny edge detector. In the second stage, Hu-moments are extracted as features. In the third stage, rule-based classifiers, artificial neural networks, and k-nearest neighbor classifiers are used for the classification of unknown mudras. The comparative study of classification accuracies of classifiers is provided at the end. The work finds application in e-learning of ‘Bharatanatyam' dance in particular and dances in general and automation of commentary during concerts.

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Barbosa, Mariza Maria Alves, João Paulo De Alencar Vieira, and Tiago De Araújo de Souza. "Saúde funcional de trabalhadores docentes do ensino superior em um município do Sertão Central do Ceará." Revista Brasileira de Educação e Saúde 6, no. 2 (June 19, 2016): 08. http://dx.doi.org/10.18378/rebes.v6i2.3966.

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No contexto de trabalho do professor, além dos fatores relacionados diretamente ao corpo, como a ergonomia inadequada, existem os fatores externos que vão desde aos problemas advindos das relações entre professor e aluno, até as exigências sobre a atividade docente. Objetivou-se com este estudo identificar possíveis fatores de risco à saúde funcional de professores do ensino superior de Quixadá-CE avaliando as possíveis disfunções musculoesqueléticas decorrentes de sua atividade laboral. O estudo foi de natureza quantitativa, transversal e descritivo, nas Instituições de Ensino Superior de Quixadá-CE e os participantes foram 75 docentes. Os dados foram coletados por meio de um questionário estruturado sobre ergonomia, um roteiro de observação sistemática acerca e o questionário Nórdico. Os resultados apontaram que dos participantes 56% (42) eram do gênero masculino e 44% (33) do gênero feminino, com idade média de 31 anos de vida e que do total, 52% (39) tem uma jornada de trabalho de 40 horas semanais. Quanto à postura adotada majoritariamente durante o trabalho, 56% (42) professores alternam entre as posturas de pé e sentada. 68% (51) tem noções sobre boa postura, 20% (15) tem noção parcialmente e 12% (09) não tem nenhuma noção sobre boa postura. Verificou-se que 64% (48) dos participantes referiram alguma dor em uma determinada região do corpo durante o trabalho, prevalecendo a região lombossacra com 33,33% (25). Quanto a participação em práticas de ginástica laboral, 76% (57) nunca participaram, enquanto 24% (18) praticaram atividades laborais. Na pesquisa observacional, 92% (69) dos participantes, não adaptaram suas posturas ao seu material de trabalho. Concluiu-se que os docentes observados e entrevistados, estão expostos a riscos que comprometem a sua saúde funcional e, associado aos fatores de risco advindos da relação ergonômica, os professores envolvidos no estudo não praticam exercícios físicos ou participam de ginástica laboral.Functional health workers teachers of higher education in a municipality of Ceará Central Wilderness Abstract<span style="font-size: 10.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: PT-BR;" lang="EN-US">: <span style="font-size: 10.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: PT-BR;" lang="EN-US">The teacher's working environment, in addition to factors directly related to the body, such as inadequate ergonomic, there are external factors, ranging from problems arising from the relations between teacher and student, until the demands over the teaching activity. The objective of this study is to identify possible risk factors for functional health of higher education teachers of Quixadá-CE and evaluate possible musculoskeletal disorders arising from their work activities. The study was quantitative, transversal and descriptive nature, in Quixadá-CE of higher education institutions and participants were 75 teachers. The data were collected through a structured questionnaire about ergonomics, combined with a systematic observation script about the nordic questionnaire. The results showed that the 56% of the participants (42) were male and 44% (33) were female with a average age of 31 years of life and that, of the total, 52% (39) have working day of 40 hours per week. As for the stance taken mostly during work, 56% (42) teachers alternate between standing and sitting postures. 68% (51) have notions about good posture, 20% (15) is partially aware and 12% (09) has no notion of good posture. It was found that 64% (48) of participants reported some pain in a particular region of the body during the work, prevailing the lumbosacral region with 33.33% (25). About the participation in labor gymnastics practices, 76% (57) have never participated, while 24% (18) had practiced labor activities. In the observational study, 92% (69) of the participants do not adapted their attitudes to their work material. It was concluded that the observed teachers and interviewed, are exposed to risks that prejudice their functional health and, associated to risk factors arising from the ergonomic relation, the teachers involved in the study do not practice exercise or participate of labor gymnastics.

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Gleason, Daniel W. "The humanities meet STEM: Five approaches for humanists." Arts and Humanities in Higher Education 19, no. 2 (October 25, 2018): 186–206. http://dx.doi.org/10.1177/1474022218806730.

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With STEM education garnering an increasing share of educational budgets and press, humanities teachers should consider how to respond to the growing power of math and science. Should humanists read the writing on the wall and tether themselves to the economic engine of STEM? Or should humanists separate themselves, retreating securely into their own disciplinary homes? Middle ground options, including critique of and partnership with STEM, are available as well. This article lays out five postures or approaches that humanists should weigh as they consider how to proceed. Drawing from various case studies, including medical humanities, digital humanities, and innovative interdisciplinary curricula, the article fleshes out the advantages and limitations of each approach.

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Good, Thomas L. "In the Midst of Comprehensive School Reform: Principals’ Perspectives." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2341–60. http://dx.doi.org/10.1177/016146810811001104.

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Background/Context The role of the principal, and especially the role of the principal in promoting school reform to increase student achievement, is a topic with a long and evolving history. Principals are believed to play a critical role in school reform because they have the potential to impact all aspects of school policy, from time allocated to recess to decisions about curriculum and instruction, teacher hiring and evaluation, assignment of students to teachers, and after-school programs. There is a growing and complex literature about the role of principal and teacher leadership in school reform and improvement, and the degree to which the principal's leadership and management can improve academic achievement is actively debated. However, most of this debate occurs on logical grounds because the empirical evidence linking principal leadership to student achievement is sparse. Research Question The interview questions assessed principals’ perceptions about degree of program implementation, school progress, and issues of teacher and student stability, and their beliefs about what policy makers should know about school reform. Population Twenty-one principals of schools involved in Comprehensive School Reform in Arizona. Research Design The research was based on interviews conducted with each of the principals. The focus of this article centers on their discussions of English language learners, teacher turnover, what students are like, teacher effort, parent involvement, budget constraints, and principal expectations for improving achievement. Conclusions Principals described some of the issues they faced in trying to improve student achievement. These issues included high numbers of students (and parents) with limited English skills, high turnover rates of teachers and students, difficulty of involving parents in schooling, inadequate and inflexible budgets, and the various constraints imposed by the pervasive conditions of poverty that surrounded these schools and their students. Yet, despite these obstacles, principals exhibited matter-of-fact and, in most cases, positive postures toward school improvement. Principals did not see their problems—especially those of students’ learning—to be intractable, but they did urge policy makers to have patience and a fuller awareness of the difficulties they face.

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Houde, Patricia Marie Anne, and Suzanne Guillemette. "L’accompagnement selon une démarche réflexive sur-dans-pour la pratique tel que vécu par trois types d’acteurs." McGill Journal of Education 55, no. 2 (June 15, 2021): 285–304. http://dx.doi.org/10.7202/1077969ar.

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Collective accompaniment, as per the reflexivity approach on-in-for practice, requires the adoption of different postures, whether one is placed in the role of the accompanying or accompanied person. This article presents the lived experiences of an accompaniment process fostering research and training within an individual and collective reflexivity approach. Three types of actors are interrelated: an accompanying research director, an accompanied and accompanying doctoral candidate, and accompanied and accompanying English as a second language teachers. Advocating for an action-research approach using the first-person point of view (“I”), each actor was invited to reflect on their practice from an on-in-for perspective. The discussion presents three dimensions: the role of ethical rules, the art of questioning, and the interdependence between involved actors.

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Bonura, Kimberlee Bethany. "The Psychological Benefits of Yoga Practice for Older Adults: Evidence and Guidelines." International Journal of Yoga Therapy 21, no. 1 (September 1, 2011): 129–42. http://dx.doi.org/10.17761/ijyt.21.1.j4ll204h12535874.

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Yoga is an effective complementary approach to health maintenance and promotion for older adults and has been demonstrated to support many dimensions of psychological wellbeing, from everyday stress to anxiety,depression, and coping with health challenges. Yoga has the potential to be even more effective when consciously and systematically integrated into an individual's overall self-care and medical care program, through deliberate and open dialogue among patients, healthcare professionals, and yoga professionals. The purpose of this article is to (1) briefly review the psychological benefits of yoga practice for older adults; (2) outline practice guidelines for older adult yoga, including key postures; and (3) provide some basic practical guidelines for both healthcare professionals referring patients to yoga and yoga teachers interested in working with older adults.

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JOAQUIM GOMES, CASSIO. "REFLECTIONS OF THE MORAL GROUNDS THAT LEAD TEACHERS OF MARTIAL ARTS AND FIGHTING TO TAKE AGGRESSIVE OR DISCIPLINARY POSTURES." Fiep Bulletin- Online 87, no. I (January 1, 2017): 272–75. http://dx.doi.org/10.16887/87.a1.68.

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Quilter, Deborah. "Yoga for People with Repetitive Strain Injury (RSI)." International Journal of Yoga Therapy 17, no. 1 (January 1, 2007): 89–94. http://dx.doi.org/10.17761/ijyt.17.1.t96m361gx860r275.

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Repetitive strain injury (RSI) is the leading occupational disease in the United States, yet very few Yoga teachers know how to offer a safe lesson for injured students. Symptoms of RSI can appear in the neck, shoulders, elbows, and wrists, and many Yoga postures can make them worse. RSI can be severely disabling, leading to unemployment and chronic pain or weakness. Common risk factors for RSI include computer or other intensive occupational or recreational hand use. Warning signs of RSI can be extremely subtle, and should be taken seriously. Yoga, if expertly modified for the person's injury, can be enormously helpful for people with RSI; however, the wrong âsana practice can make matters significantly worse. The challenge for Yoga teachers and therapists is to both understand general principles of practice for RSI, and how to adapt to the individual. Some of these general principles are counterintuitive to many teachers. This paper discusses techniques for doing Yoga without exacerbating injuries. Other Yoga practices, such as pratyahara (withdrawal of the senses), meditation, and breathing techniques, can help reduce symptoms of RSI. Yoga precepts of yama and niyama, such as self-study and truthfulness, encourage people to look at lifestyle patterns that can lead to injury and reinjury. Proper practice of Yoga can lead to long-term diminution of symptoms and improved hand function.

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Farooq, Mudassar, та Saeed Ahmad. "جسمانی حرکات و سکنات سے اظہار ِ جرح و تعدیل Expressions of Jarh wa Ta'dīl through Physical Movements and Postures". Al-Wifaq, № 4.2 (31 грудня 2021): 55–66. http://dx.doi.org/10.55603/alwifaq.v4i2.u4.

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By going through the glory era of Muslim Ummah in history, it was revealed that they had worked with utmost determination and care in publishing and propagating knowledge from generation to generation. At every age and in every class, such people have been born who have proven to be extraordinary Scholars starving for the right knowledge rather than Dumb idlers. They took special care in every type of knowledge and above all in Science of hadith that whatever information they have spreading or narrating, did it with full assurity, even in the transcript of the shortest word. The ancient books of Tafsīr bear witness to this fact. Take the example of Tafsīr Ṭabrī, in which every sentence related to Tafsīr is stated with full authority, except that it is an expression of Ibn Jarīr Ṭabrī's own opinion. Isnād is more mentioned in the science of hadith, because it is directly related to the Sharīʿah, because like the Qurʾan, the words of the Prophet are also the source of the Sharīʿah. That's why the scholars of Hadith have constantly commented on the authenticity of every hadith and have thoroughly examined every person in it. The individual's memory, hobbies, the status of the sheikhs and teachers, etc. were examined in detail so that the prophetic words could be kept free from the mixture of lies and slander. This is a great scholarly achievement of the scholars of the Muslim Ummah which is unparalleled in the nations of the world. In case the condition of the narrators is objectionable, the narration is invalidated and the words from which the objections are raised are considered interrogative words (Jaraḥ), while the words through which the reliable status of the narrator of the hadith is clarified are called modification (Tʿadīl). Regardless of the common words, sometimes the movements and gestures have been used by the scholars in Jaraḥ and Tʿadīl, which was not explicitly Jaraḥ and Tʿadīl, However, the common sense and the understanding of the students present in front of the teacher-led to the hint of Jaraḥ or Tʿadīl. In the contents of this article, some of the indications, physical movements and postures are mentioned which make the Jaraḥ and Tʿadīl clear.

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Iqbal, Zaheen A., Ahmad H. Alghadir, and Shahnawaz Anwer. "Efficacy of Deep Cervical Flexor Muscle Training on Neck Pain, Functional Disability, and Muscle Endurance in School Teachers: A Clinical Trial." BioMed Research International 2021 (January 13, 2021): 1–6. http://dx.doi.org/10.1155/2021/7190808.

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Background. Neck pain (NP) is a common work-related disorder, with high prevalence in the profession of teaching. The daily duties of a school teacher involve head-down postures while reading and writing, which expose them to the risk of developing NP. Deep cervical flexor (DCF) muscles have been reported to have lower endurance in patients with cervical impairment, which has additionally been associated with disability. There is limited evidence regarding the efficacy of training of DCF muscles in occupational NP. The objective of this study was to investigate the effects of DCF muscle training on pain, muscle endurance, and functional disability using pressure biofeedback in school teachers with NP. Methods. Sixty-five teachers (age, 25-45 years) with more than 5 years of teaching experience participated in this study. They were randomly divided into two groups: the experimental (E) and control (C) groups. In the E group, the subjects underwent DCF muscle training using pressure biofeedback in addition to conventional exercises for neck pain, while those in the C group underwent conventional exercises only. Pain, muscle endurance, and disability were measured at day 0 (before the treatment) and days 14 and 42 after the treatment. Endurance of DCF muscles was measured by the craniocervical flexion test using pressure biofeedback, pain intensity was measured using the numeric pain rating scale, and functional disability was assessed using the neck disability index questionnaire. This study was performed in accordance with CONSORT guidelines. Results. On day 0, there were no significant differences in the age, pain, muscle endurance, and disability levels between the groups. After initiating the intervention, although there were improvements in both groups, there was a statistically significant improvement in muscle endurance, pain, and disability in subjects who received additional training with pressure biofeedback. Conclusions. Besides increasing muscle endurance, specific training of DCF muscles in addition to conventional exercises can improve neck pain and functional disability. These results should be further correlated clinically. A dedicated time for exercises at school could help prevent the development of NP in teachers. This trial is registered with ClinicalTrials.gov NCT03537300 May 24, 2018 (retrospectively registered).

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Noël, René, Diego Miranda, Cristian Cechinel, Fabián Riquelme, Tiago Thompsen Primo, and Roberto Munoz. "Visualizing Collaboration in Teamwork: A Multimodal Learning Analytics Platform for Non-Verbal Communication." Applied Sciences 12, no. 15 (July 26, 2022): 7499. http://dx.doi.org/10.3390/app12157499.

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Developing communication skills in collaborative contexts is of special interest for educational institutions, since these skills are crucial to forming competent professionals for today’s world. New and accessible technologies open a way to analyze collaborative activities in face-to-face and non-face-to-face situations, where collaboration and student attitudes are difficult to measure using traditional methods. In this context, Multimodal Learning Analytics (MMLA) appear as an alternative to complement the evaluation and feedback of core skills. We present a MMLA platform to support collaboration assessment based on the capture and classification of non-verbal communication interactions. The developed platform integrates hardware and software, including machine learning techniques, to detect spoken interactions and body postures from video and audio recordings. The captured data is presented in a set of visualizations, designed to help teachers to obtain insights about the collaboration of a team. We performed a case study to explore if the visualizations were useful to represent different behavioral indicators of collaboration in different teamwork situations: a collaborative situation and a competitive situation. We discussed the results of the case study in a focus group with three teachers, to get insights in the usefulness of our proposal. The results show that the measurements and visualizations are helpful to understand differences in collaboration, confirming the feasibility the MMLA approach for assessing and providing collaboration insights based on non-verbal communication.

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Chao, Jin, and Yijiang Zhang. "Analysis of the Current Situation of Teaching and Learning of Ideological and Political Theory Courses by Deep Learning." Computational Intelligence and Neuroscience 2022 (August 18, 2022): 1–11. http://dx.doi.org/10.1155/2022/5396054.

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The objectives are to solve the problems existing in the current ideological and political theory courses, such as the difficulty of classroom teaching quality assessment, the confusion of teachers’ classroom process management, and the lack of objective assessment basis in teaching quality monitoring. Based on Artificial Intelligence (AI) technology, a designed evaluation method is proposed for teachers’ classroom teaching and solves some problems such as high system cost, low evaluation accuracy, and imperfect evaluation methods. Firstly, the boundary algorithm system is introduced in the research, and the Field Programmable Gate Array (FPGA) by deep learning (DL) is used to accelerate the server hardware network platform and equipped with pan tilt zoom (PTZ) and manage multiple AI + embedded visual boundary algorithm devices. Secondly, the network platform can manage the PTZ and focal length of Internet protocol (IP) cameras, measure, and capture face images, transmit data, and recognize students’ face, head, and body postures. Finally, classroom teaching is evaluated, and students’ behavioral data and functions are designed, debugged, and tested. The research results demonstrate that the method overcomes the problem of high system cost through edge computing and hardware structure, and DL technology is used to overcome the problem of low accuracy of classroom teaching evaluation. Various indicators such as attendance rate, concentration, activity, and richness of teaching links in classroom teaching are obtained. The method involved can make an objective evaluation of classroom teaching and overcome the problem of incomplete classroom teaching evaluation.

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Daugherty, James F., and Melissa C. Brunkan. "Monkey See, Monkey Do? The Effect of Nonverbal Conductor Lip Rounding on Visual and Acoustic Measures of Singers’ Lip Postures." Journal of Research in Music Education 60, no. 4 (November 16, 2012): 345–62. http://dx.doi.org/10.1177/0022429412464039.

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If singers, without prior prompting, mimicked a conductor’s nonverbal behavior and if this mimicry changed their vocal sound in less than a second, then such a phenomenon could interest vocal music teachers as a time-efficient pedagogical strategy. We tested this claim (“What they see, you will get”), which appears in choral methods literature, by measuring visual and acoustic responses to one nonverbal conductor behavior in a particular singing context. Specifically, we sought to determine whether singers ( N = 114) performing the first phrase of Mozart’s motet, “Ave Verum Corpus,” would mimic a conductor’s rounded lip posture on two /u/ vowels. We also wondered whether conductor lip rounding affected these singers’ tone quality. Visual measures (within-subjects photo comparisons and photo grid analyses) indicated that more than 90% of participants displayed more lip rounding on both /u/ vowels in the experimental condition as compared with baseline. Formant frequency profiles indicated that more than 90% of singers lowered all four examined formant frequencies each time the conductor rounded his lips. We discussed these converging visual and acoustic data in terms of the study’s limitations, potential pedagogical implications of mimicry by vocal performers, and directions for future research.

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Romero Cerezo, Cipriano, Mª Luisa Zagalaz Sánchez, Emilio J. Martínez López, and Miriam Noemí Romero Rodríguez. "Importancia de las competencias profesionales de los Maestros en Educación Física expresadas por los estudiantes (Importance of the professional competencies of the Primary Teachers in Physical Education expressed by the students)." Retos, no. 19 (March 9, 2015): 63–68. http://dx.doi.org/10.47197/retos.v0i19.34641.

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Con el presente trabajo hemos pretendido determinar cuáles han sido las competencias profesionales más valoradas por los estudiantes de la Titulación de Maestro en Educación Física para su posterior desempeño laboral. Estudio descriptivo y de corte transversal, en el que participan 439 estudiantes de magisterio de la especialidad de Educación Física de las universidades Andaluzas de Granada, Jaén y Almería. Mediante un cuestionario diseñado al efecto, denominado Cuestionario de Competencias Profesionales del Maestro en EF, cuya finalidad es obtener información sobre la relevancia que otorgan los estudiantes a los distintos tipos de competencias: transversales, básicas del docente y específicas del maestro especialista, utilizando una gradación de respuesta tipo Likert de cuatro opciones. El análisis descriptivo, nos ha permitido ordenar las competencias más valoradas y el análisis inferencial, ha posibilitado establecer las diferencias en función del género y del curso de los estudiantes (t student y ANOVA de un factor respectivamente). Se destaca como más relevante la capacidad para trabajar en equipo, la capacidad para estimular y transmitir valores y la capacidad de establecer la relación necesaria entre la actividad física con los hábitos de higiene, posturales y de salud. Palabra clave: Competencias profesionales, Formación de maestros, Estudiante universitario, Educación Física, Espacio Europeo de Educación Superior.Abstract: With this work we have tried to determine which have been the professional competencies Physical Education students valued more for their future professional development. This is a descriptive and transverse study with a population of 439 Physical Education students from three Andalusian universities, Granada, Jaen and Almería. We have used a questionnaire designed to the effect, Questionnaire of Professional Competencies for Physical Education Primary Teacher. The purpose was to obtain information about the importance the students grant to the different types of competencies: transversal, basic and specific. We have used a four-option Likert-scale. The descriptive analysis has allowed us to arrange the most valued competencies and the inferential analysis has made it possible to establish the differences depending on the genre and the course of the students (t student and ANOVA of a factor respectively). The factor most value is the ability to work in groups, to stimulate others, transmit values and set up necessary links between aspects such as physical education and hygiene, body postures and health.Key words: Professional competencies, Primary teacher education, University students, Physical Education, European Higher Education Area.

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Yasmeen, Samreen, Muhammad Shahrukh, and Zuhaira Farooqui. "POSTURAL AWARENESS IN SCHOOL GOING STUDENTS AND TEACHERS." Pakistan Journal of Rehabilitation 3, no. 1 (January 10, 2014): 39–45. http://dx.doi.org/10.36283/pjr.zu.3.1/006.

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OBJECTIVES To determine the awareness level of good body posture in school going students and teachers of different academic places and compare the level of awareness between students and teachers. STUDY DESIGN A cross sectional study was conducted during January 2013 to April 2013. STUDY SETTINGS & PARTICIPANTS Research data was collected from different schools of Karachi. One hundred and thirty two participants including both school going students and teachers were participated in this study. The students belonged to 9-16 year age group. DATA COLLECTION TOOL Data was collected through close ended self-administered questionnaire. RESULTS Chi square test was applied to check the association between occupation and lecture attending question. Chi-square test results (p value = 0.000) showed that, there was a significant association between the occupation and attended lectures regarding postural awareness. Results also revealed that teachers and students were equally aware of standing and lying position, whereas for sitting position teachers were more aware than the students. CONCLUSION Study showed significant association of awareness between students and teachers. However, more education and further awareness regarding good body posture is needed to perform activities of daily living (ADLs) and to prevent prevalence of body pain due to poor posture.

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Ciurana Moñino, María R., Jaume Rosset-Llobet, Luis Cibanal Juan, María D. García Manzanares, and Juan D. Ramos-Pichardo. "Musculoskeletal Problems in Pianists and Their Influence on Professional Activity." Medical Problems of Performing Artists 32, no. 2 (June 1, 2017): 118–22. http://dx.doi.org/10.21091/mppa.2017.2019.

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BACKGROUND: Professional musical performance requires static postures and repetitive movements that may cause musculoskeletal problems in performers. Elite pianists are especially at risk for these disorders, which may cause discomfort but also affect their work. The objective of this study was to describe the most frequent musculoskeletal problems observed in pianists, and to explore the influence of these disorders on their professional activities from the perspective of the pianists themselves. METHODS: Musculoskeletal problems were defined in accordance with the International Classification of Diseases (ICD-10), and an analysis was conducted of medical records of 183 professional pianists held by a performing arts clinic (Terrassa, Spain). In addition, in-depth interviews were conducted with 20 pianists (6 students, 12 teachers, and 2 performers), followed by content analysis of the transcripts to explore musicians’ perceptions. RESULTS: We identified a total of 20 different problems, which principally involved the upper body (arms and back). Regardless of occupation or age, all respondents reported having musculoskeletal problems and that these impacted on their professional activity. Interviewees also identified a lack of support or advice on how to prevent these problems. CONCLUSION: Musculoskeletal problems, principally those involving the upper body, are very common among pianists and affect their professional activity. It is necessary to include risk prevention information starting in the early stages of musicians’ training programs.

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Ryabova, Irina, Tatyana Sobolevskaya, Natalya Nezhkina, and Nataliya Mirskaya. "School students’ posture: parents’ view." SHS Web of Conferences 98 (2021): 01010. http://dx.doi.org/10.1051/shsconf/20219801010.

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One of the most discussed problems today is the postural hygiene of school students. The article reports the results of a questionnaire survey on perceptions and awareness about risk factors, postural health, and pro-health behaviors of children. The study aims to understand what parents know about correct posture and how they participate in the preservation of children’s postural health. The results of the survey show that most parents have a correct awareness about signs of correct posture, walking, and sitting and also understand the importance of the way children wear school bags and correctly selected clothing and shoes. However, the answers to questions about children’s health-oriented behavior indicate that children do not spend enough time in the fresh air outside of school and ignore outside physical education classes and morning exercises and also demonstrate a low level of parents’ control of correct posture in various activities of children. At the same time, the respondents are ready to obtain knowledge and pay attention to this issue. The results of the questionnaire confirm the need to organize training and methodological support for teachers and parents in issues of disorders of the musculoskeletal system and the formation of correct posture in children.

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Quka, Najada, and Rigerta Selenica. "Anterior View of Postural Youth Behavior: A Case Study." European Journal of Multidisciplinary Studies 7, no. 1 (May 26, 2022): 19. http://dx.doi.org/10.26417/214bbn39.

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In the last two decades, incorrect posture has become significantly more widespread, particularly among school-aged children. According to various studies, scoliosis is one of the most prevalent incorrect postural types seen in school-aged children. The purpose of our study is to find out how common "Scoliosis" is among Albanian children. Methodology: About 308 kids aged 10 to 13 years (n = 151 girls, n = 157 boys) were randomly selected from Tirana public schools for this study. This group took part in a Posture Shape Examination (Anterior View), using Grid Chart Postural Analysis and the platform “Posture Screen Mobile®-PSM” (iPod). To provide exact information on their looks, children were photographed from the front (upright standing posture) wearing as little as possible. We analyzed the data statistically using "IBM SPSS Statistics 20," which included Descriptive and Frequency Analyze. Results: Our findings revealed that 34 individuals, or 11.03 % of the youngsters, had Scoliosis. This improper posture was more prevalent in 13-year-old youngsters (19.5%) than in children aged 10, 11, or 12. In comparison to females, boys were more impacted by scoliosis (12.7%) than girls (9.3%). The results reveal a minor difference in the degrees of postural displacement between boys (5.81850) and females (5.43610). Furthermore, postural displacement is greater in 13-year-old males (7.76500) and 12-year-old girls (6.14580). Conclusions and Recommendations: Based on the results of our study we conclude that incidents of anterior postural asymmetry occurred even in Albanian school-age children. Scoliosis, even why is detected more in boys, seems to be present in both genders. Based on these conclusions we recommend that parents, teachers, and children should be more informed about good posture and the problems that might arise from an incorrect posture. Further studies are important to be conducted in this field, in order to prevent the occurrence of these deviations and their aggravation in our young generation.

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Zorzal, Ricieri, and Oswaldo Lorenzo. "Teacher–student physical contact as an approach for teaching guitar in the master class context." Psychology of Music 47, no. 1 (November 3, 2017): 69–82. http://dx.doi.org/10.1177/0305735617737154.

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In this study, the role of physical contact between teachers and students in the process of teaching guitar was investigated in the master class context. Thirty-five videotaped guitar master classes were classified into five groups according to student performance level. The musical topics studied in these classes were categorised, and all moments of physical contact between teachers and students were identified. Analyses of variance and non-parametric tests were used to determine the relationship between use of physical contact as a teaching approach and student gender, student performance level, the teacher giving the lesson, and topic presented by the teacher. The results indicated that physical contact was significantly related to the teacher giving the lesson and to guitar performance topics of “nails”, “muscle relaxation”, and “body posture”. However, of these three topics, only “body posture” was significantly related to students’ performance level. Ultimately, the results suggest that the topic presented by the teacher is helpful in determining the gestural behaviour of teachers in a musical instrument class.

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Shoebridge, Ann, Nora Shields, and Kate E. Webster. "Minding the Body: An interdisciplinary theory of optimal posture for musicians." Psychology of Music 45, no. 6 (February 1, 2017): 821–38. http://dx.doi.org/10.1177/0305735617691593.

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Posture influences music technique, and poor posture is associated with performance-related problems in musicians. Student musicians rely on music teachers, physiotherapists, and Alexander Technique teachers for advice about posture and performance-related problems. However, it is unknown whether these professional groups share a common understanding of optimal posture, or if posture management strategies align with performance goals. The aim of this study was to develop an interdisciplinary theory of posture to support musicians’ health and performance. This qualitative study used constructivist grounded theory as its methodological framework. Purposive sampling recruited four heads of university instrumental departments, three university physiotherapy lecturers and three heads of Alexander Technique teacher training schools to participate in semi-structured interviews. Interview transcripts were analyzed using grounded theory, and results were discussed applying the Theory of Planned Behaviour. The overarching theory of posture for musicians was Minding the Body, suggesting mind-body coordination. Subprocesses included rebalancing the self with the instrument and performance environment (Finding balance); minimizing effort (Maintaining ease); addressing adverse habits (Challenging habits); overcoming traditional perspectives to optimize performance (Expanding the framework), and addressing barriers to optimal posture (Barriers to change). This interdisciplinary theory presents posture as dynamic mind-body coordination to facilitate health and performance.

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Loudon, Annette, Tony Barnett, Andrew D. Williams, Denis Visentin, Maarten A. Immink, and Neil Piller. "Guidelines for teaching yoga to women with breast cancer-related lymphoedema: an evidence-based approach." International Journal of Yoga Therapy 27, no. 1 (November 1, 2017): 95–112. http://dx.doi.org/10.17761/1531-2054-27.1.95.

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Abstract Breast cancer-related lymphoedema (BCRL) is a chronic condition that requires lifelong management to prevent the condition worsening and to reduce the threat of infection. Women are affected in all domains of their life. As a holistic practice, yoga may be of benefit by reducing both the physical and psychosocial effects of lymphoedema. Women with BCRL are attending yoga classes in increasing numbers, so it is essential that yoga be based on principles that ensure lymphoedema is controlled and not exacerbated. Two Randomised Controlled Trials with a yoga intervention have had positive results after an 8-week intervention (n=28) and 6-months after a 4-week intervention (n=18). The first study had several significant results and women reported increased biopsychosocial improvements. Both studies showed trends to improved lymphoedema status. The yoga interventions compromised breathing, physical postures, meditation and relaxation practices based on Satyananda Yoga®, with modifications to promote lymphatic drainage and following principles of best current care for those with BCRL. Individual needs were considered. The yoga protocol that was used in the 8-week trial is presented. Our aim is to provide principles for yoga teachers/therapists working with this clientele that can be adapted to other yoga styles. Further, these principles may provide a basis for the development of yoga programs for people with secondary lymphoedema in other areas of their body as the population requiring cancer treatment continues to increase. Whilst the style of yoga presented here has had positive outcomes, further application and research is needed to fully demonstrate its effectiveness.

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Fiebert, Ira, Fran Kistner, Christine Gissendanner, and Christopher DaSilva. "Text neck: An adverse postural phenomenon." Work 69, no. 4 (August 27, 2021): 1261–70. http://dx.doi.org/10.3233/wor-213547.

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BACKGROUND: The excessive use of hand-held mobile devices (HHMD) leads to a postural phenomenon known as text neck. OBJECTIVE: The aim of this paper is to discuss the anatomical, biomechanical and muscle activation changes within the cervical and thoracic regions associated with the sustained, forward, flexed neck posture, observed with excessive usage of hand-held mobile devices. Additionally, this paper examines the relationship of gender, as well as the effects of carrying backpack loads by youth, on this forward, flexed neck posture. METHODS: Multiple aspects of the text neck position that occur when an individual uses a HHMD are described. RESULTS: Prolonged use of hand-held mobile devices results in adverse anatomical and biomechanical changes in the cervical and thoracic spine, muscular imbalances, and postural compensations, all of which contribute to muscular overuse and fatigue resulting in pain. CONCLUSIONS: Physical therapists must educate their patients about proper posture while using hand-held mobile devices. Proper posture includes: holding the device close to eye level, using the device while standing or sitting and holding the device with a line of sight perpendicular to the surface of the device, using a larger screen, and texting with both hands. Also, because children are using hand held mobile devices at younger ages, parents and teachers must be educated about the dangers of prolonged use of hand-held devices.

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Choatchamrat, Sarawut, Akapong Phulaiyaw, Thanyalak Moonsuwan, Awirut Thotham, Sayam Chuangprakhon, and Rukbancha Phimprajun. "A Guideline for Undergraduate Students at the College of Music, Mahasarakham University to Develop Advanced Solo in Folk Music Skills." Journal of Educational Issues 8, no. 2 (September 7, 2022): 291. http://dx.doi.org/10.5296/jei.v8i2.20118.

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The high-class performance style of Isan folk music is to perform as a soloist with techniques, methods, tactics, essence, rhythm, and postures. There are melodious, fun and fully indicate the ability of the performer, composer, and combiner of the music. This research aims to study the pattern of Isan folk as a solo and also creative process. Data collections are documents and field study methods—observation, interview of six gurus or scholars, five of folk music teachers, eight of folk music soloists, eight of folk music performers, and thirty members of the general public. The research results were presented by analytical description. The results are that, the advance of folk music solo happens by learning the principles and concepts of solo performance management. Demonstration of advanced folk instrument practice skills and solo performances in the practice of advanced folk instruments are shown the concepts that create works of skill in performing solo performances of Isan folk music. The style is a solo performance of Isan folk music, with techniques, methods, tactics, and rhythmic styles and the main pattern melodies in Isan folk music convey the melodious and fun character according to the traditional style of the local area. There are guidelines for playing each Isan folk instrument along with the creative process that combines contemporary folk music. There are various styles of melodies, and movement patterns, such as slow rhythms, medium rhythms, fast rhythms, etc. Summarizing the format and creative process of solo music, Isan folk music is an advanced creation of folk music with the idea of creating according to the traditional style of the Isan region and also incorporating contemporary Isan folk music. It conveys the skill of the performers who perform folk music solos to achieve a melodic sound, fun for the audience.

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Da Silva, Emely Pujolli, Kate Mamhy Oliveira Kumada, and Paula Dornhofer Paro Costa. "Analysis of Facial Expressions in Brazilian Sign Language (Libras)." European Scientific Journal, ESJ 17, no. 22 (July 12, 2021): 1. http://dx.doi.org/10.19044/esj.2021.v17n22p1.

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Brazilian Sign Language (in Portuguese, Libras) is a visuospatial linguistic system adopted by the Brazilian deaf communities as the primary form of communication. Libras are a language of minority groups, thus their research and production of teaching materials do not receive the same incentive to progress or improve as oral languages. This complex language employs signs composed of forms and hands movements combined with facial expressions and postures of the body. Facial expressions rarely appear in sign language literature, despite their being essential to this form of communication. Thereby, this research objectives are to present and discuss sub-categories of the grammatical facial expressions of Libras, with two specific objectives: (1) the building of an annotated video corpus comprehending all the categories identified in the literature of facial expressions in Brazilian sign language; (2) the application of Facial Action Coding System (FACS) (which has its origins as an experimental model in psychology) as a tool for annotating facial expressions in sign language. Ruled by a qualitative approach, the video corpus was carried out with nineteen Libras users (sixteen deaf and three hearing participants) who translated forty- three phrases from Portuguese to Libras. The records were later transcribed with the Eudico Linguistic Annotator software tool. From the analysis of the literature review, it was observed the need to classify facial expression as subcategories of lexical, as intensity, homonyms, and norm. It is believed that it is necessary to expand the studies on facial expressions, favoring their documentation and the description of their linguistic functions. Advances in this sense can contribute to the learning of Libras by deaf students and also by listeners who propose to act as teachers or as translators and interpreters of this language system.

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Jabeen, Rukshanda, and Nasreen Hussain. "Teachers’ awareness and practices on school ergonomics in Karachi, Pakistan." Journal of Humanities, Social and Management Sciences (JHSMS) 3, no. 1 (June 29, 2022): 366–81. http://dx.doi.org/10.47264/idea.jhsms/3.1.26.

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Students spend most of the quality hours of the entire day in a school environment. Therefore, their safety and security are priorities of school administration and teachers to keep them secure from injuries and other health issues. Students mostly rely on teachers for their daily academic activities within a classroom environment. Therefore, it is essential to find out teachers’ perceptions and awareness about ergonomics risk factors and their practices to reduce these factors for the safety of the children within the classroom environment. A qualitative case study was conducted in a private school of Pakistan, to investigate teachers’ perceptions about school ergonomics and their practices which directly or indirectly influence school ergonomics. Five school teachers of primary class 3 were interviewed through a self-developed semi-structured interview protocol. The result indicated that ergonomics is highly valued in school education for students’ safety and health. Teachers introduce appropriate physical exercise in the classroom to keep children healthy and active during school hours and provide postural awareness for developing proper body posture. Counselling parents on ergonomics risk factors was suggested, along with ergonomically designed furniture in the classroom and the use of light material backpacks are also recommended.

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Manchester, Ralph A. "The Keyboard Instruments." Medical Problems of Performing Artists 29, no. 1 (March 1, 2014): 1–2. http://dx.doi.org/10.21091/mppa.2014.1001.

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When I was growing up, it seemed like posture was a big deal—to my parents, other (older) relatives, teachers, and other authority figures. Hardly a day passed (as I recall) without an adult telling me to stand up taller or sit up straighter. ... On the other hand, I have suggested to a number of music students who have come in to see me about a performance-related musculoskeletal disorder (PRMD) that they should talk with their teacher and a physical therapist about their posture and the effect it may be having on their body and their performance. So how can we best understand the relationships among posture, performance, and injury in the performing arts? The article by Ramella et al. in this issue of MPPA gives us some new information about the potential importance of posture for instrumental musicians. In order to provide some context for this article, I will try to give a brief overview of what we know about posture and the health of performing artists.

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Vidal-Conti, Josep, Gemma Carbonell, Jaume Cantallops, and Pere A. Borràs. "Knowledge of Low Back Pain among Primary School Teachers." International Journal of Environmental Research and Public Health 18, no. 21 (October 28, 2021): 11306. http://dx.doi.org/10.3390/ijerph182111306.

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Low back pain (LBP) is a prevalent musculoskeletal disease that affects a large percentage of the working population, including teachers. The World Health Organization has identified the school as an effective environment for improving child health. For this reason, the figure of the teacher is a fundamental piece in the process of knowledge acquisition about postural education and prevention of LBP among schoolchildren. The present study aims to determine the knowledge of postural education and back pain prevention among primary school teachers. This cross-sectional study evaluated 85 primary school teachers from Majorca (Spain), of whom 17.6% were physical education teachers and 82.4% were classroom teachers. The study was based on two different structured and self-administered questionnaires to investigate into specific knowledge about LBP: Low Back Pain Knowledge Questionnaire (LKQ) and COSACUES-AEF Questionnaire. The results demonstrated a lifetime prevalence of LBP of 96.5% with significant differences determined by sex. The knowledge of participants about LBP was 17.3 in LKQ (range scale 0–24) and 4.3 in COSACUES (range scale 1–10). In conclusion, the teachers knowledge is insufficient to carry out an efficient and useful health promotion program among schoolchildren to prevent LBP.

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Щирба, В. А. "Causes, Prevention and Correction of Impaired Posture in Children of Primary School Age." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 3 (September 30, 2016): 28–35. http://dx.doi.org/10.17309/tmfv.2016.3.1170.

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Research Objective. The objective of our research was to provide theoretical substantiation and implement corrective gymnastics in practice for the purposes of prevention and correction of faults in schoolchildren’s posture. The main means for shaping the correct posture, preventing and correcting faults in posture are callisthenic routine and special corrective exercises. Research methods: anamnesis, somatoscopy, clinical and mathematical methods. Research results. The medical examination revealed that only six of 60 pupils had normal correctly shaped posture, which accounts for 10%. The posture of the other 90% of the pupils was impaired. The most common faults were: asymmetrical pectoral girdle and shoulder blades, stooping posture. The examination revealed 19 pupils with scoliotic posture, which accounts for 44 %. The posture of 24 pupils, or 40%, was hyperkyphotic and stooping. In other words, the posture of 84% of the pupils was scoliotic or hyperkyphotic. The rest of the pupils had flat and kypholordic posture. It is worth mentioning that some of the pupils examined had more serious disorders of their musculoskeletal system, namely: organic disorders, such as spinal disorders in the sagittal plane — the scoliosis types excluded from the study. Significantly, the first main reason of posture disorders is weakness of the pectoral muscle sling. Conclusions. The principal means of prevention and correction of impaired posture are using special physical exercises designed to create a muscular corpus and correct particular faults in posture. We therefore developed sets of exercises intended to correct posture defects and proposed them to the physical education teacher and class teachers.

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Ivane, Madara, and Baiba Trinīte. "A COOPERATION BETWEEN VOCAL TEACHER AND SPEECH AND LANGUAGE THERAPIST IN THE TREATMENT OF MULTIFACTORIAL VOICE DISORDERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 60. http://dx.doi.org/10.17770/sie2019vol3.3793.

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The aetiology of voice disorders is multifactorial. Neglecting of vocal hygiene and medical factors are common causes of voice disorders. The critical elements of the holistic approach to voice therapy are postural alignment, breathing and support, phonation and the speaking voice. The aim of the study is to make an analysis of the efficiency of the interdisciplinary treatment approach in a client with multifactorial voice disorders. Methods. This is a case study. The 57 years old female with moderate functional dysphonia received intervention by the vocal teacher and speech-language therapist. The following voice assessment methods were used in the study: a gathering of anamnesis, voice acoustic analysis, voice self-assessment. The vocal teacher used the following treatment methods: postural alignment exercises, Anna Sims’s breathing exercises, vocal and articulation exercises. Stemple’s Vocal function exercises, resonance therapy and biofeedback, were used by the speech-language therapist.Results. The harmonisation of posture, breathing, vocal folds vibration was achieved during the therapy. The objective measurements demonstrate improvement in Dysphonia Severity Index as well as the Voice Handicap Index. The client demonstrated satisfaction with the improvement of voice function.Conclusion. The cooperation of vocal teacher and speech-language therapist diversifies therapeutic approaches which allow finding unique, client-oriented intervention and achieving positive output.

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Al Tawansy, Mervat Mohamed, Hisham Ahmed Moheeb, and El-Ham Mohamed Abd-el-Menim. "The specialized academic preparation of the Physics Education teacher as perceived by student teachers and graduates." Journal of Educational and Psychological Studies [JEPS] 2, no. 1 (January 1, 2008): 1–43. http://dx.doi.org/10.53543/jeps.vol2iss1pp1-43.

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This study aimed at Investigating the Physical Education graduates and prospective teachers about their academic preparation program. This may help us identify the strengths and weaknesses of the program and bridge the gap between the PE teacher education and the requirements of the field practice. Thus a questionnaire including the theoretical courses, the practical courses and the elective courses was developed and validated, and then was administered to 145 female and male teachers and 50 student teachers. The findings of the study showed the relevance of most of the theoretical and practical courses offered in the department to the teachers’ career. It also showed that the program needs to include some other courses such as aquatic and fighting sport. Further, some elective courses should be offered such as posture education, scientific research, recreation, handicapped education, and sport management. Moreover, the credit hours of the specialized courses should be increased.

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