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Andrews, Staci R. – Strategies: A Journal for Physical and Sport Educators, 2015
This article provides recommendations for best practices for basketball coaches to maximize the instructional effectiveness of a timeout during competition. Practical applications are derived from research findings linking emotional intelligence to effective coaching behaviors. Additionally, recommendations are based on the implications of the…
Descriptors: Athletic Coaches, Team Sports, Instructional Effectiveness, Competition
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Madsen, Clifford K. – Music Educators Journal, 2011
One challenge for music educators is to find techniques to help students "listen across time" to the examples they are assigned to study and to stay focused on a piece as they listen. Measurement tools to assess music listening have a long history, ranging from very simple to very complex, and very dated to very recent. This article traces the…
Descriptors: Music Education, Music, Music Teachers, Theory Practice Relationship
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Allen, Bem P. – Journal of Social Psychology, 1993
Reports on a study of the physical effects of fear on 236 college-age students. Compares pulse rates and the ability to perform physical exercise while viewing a video on a nuclear war or a nonfrightening incident. Finds that fear was effective at moderate levels of arousal, but high levels of arousal eliminated or reversed the effects. (CFR)
Descriptors: Anxiety, Arousal Patterns, Emotional Response, Fear
Reis, Elizabeth – 1992
This curriculum supplement is designed for high school juniors and seniors to augment the edition designed for freshmen and sophomores. The document is divided into 18 units. Unit 1 is on critical thinking, and serves to help the student distinguish among values, feelings, fallacies, and facts. The next five units are grouped together under child…
Descriptors: Acquired Immune Deficiency Syndrome, Arousal Patterns, Contraception, Critical Thinking
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Morton, Larry L.; Kershner, John R. – Alberta Journal of Educational Research, 1985
Time-of-day effects on children's incidental visual memory for words and ability to solve verbal analogies were investigated. Thirty-six normal, learning disabled, and educable retarded children were assigned morning or afternoon learning/recall sessions. All showed afternoon superiority for superficially processed words, but no differences for…
Descriptors: Arousal Patterns, Comparative Analysis, Disabilities, Elementary Secondary Education