Robert L. Wiegand

487 total citations
19 papers, 356 citations indexed

About

Robert L. Wiegand is a scholar working on Physical Therapy, Sports Therapy and Rehabilitation, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Robert L. Wiegand has authored 19 papers receiving a total of 356 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Physical Therapy, Sports Therapy and Rehabilitation, 6 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Robert L. Wiegand's work include Physical Education and Pedagogy (8 papers), Motivation and Self-Concept in Sports (4 papers) and Inclusion and Disability in Education and Sport (4 papers). Robert L. Wiegand is often cited by papers focused on Physical Education and Pedagogy (8 papers), Motivation and Self-Concept in Sports (4 papers) and Inclusion and Disability in Education and Sport (4 papers). Robert L. Wiegand collaborates with scholars based in United States. Robert L. Wiegand's co-authors include Andrew Hawkins, Howard H. Kaufman, Sean M. Bulger, Jonathan N. Metzler, Kim C. Graber, Lynn Dale Housner, Dennis Landin, Christa L. Lilly, Eloise Elliott and William M. Miller and has published in prestigious journals such as Research Quarterly for Exercise and Sport, Acta Neurochirurgica and Journal of Motor Behavior.

In The Last Decade

Robert L. Wiegand

18 papers receiving 301 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Robert L. Wiegand United States 9 189 136 106 97 48 19 356
Abbas Bahram Iran 10 83 0.4× 68 0.5× 84 0.8× 258 2.7× 24 0.5× 49 336
Cheryl A. Coker United States 12 121 0.6× 79 0.6× 47 0.4× 198 2.0× 17 0.4× 41 412
Linda K. Bunker United States 11 82 0.4× 97 0.7× 43 0.4× 126 1.3× 12 0.3× 27 322
Αστέριος Πατσιαούρας Greece 10 73 0.4× 71 0.5× 75 0.7× 137 1.4× 17 0.4× 34 351
Elizabeth S. Bressan United States 7 197 1.0× 107 0.8× 151 1.4× 91 0.9× 6 0.1× 20 345
Laurent Chapelle Belgium 8 110 0.6× 100 0.7× 50 0.5× 67 0.7× 10 0.2× 24 372
E. Michael Loovis United States 10 75 0.4× 24 0.2× 145 1.4× 265 2.7× 12 0.3× 36 402
Mark Byra United States 16 318 1.7× 218 1.6× 149 1.4× 169 1.7× 18 0.4× 35 505
Judith Jiménez Díaz Costa Rica 10 95 0.5× 87 0.6× 97 0.9× 294 3.0× 5 0.1× 47 421
Ivan Čuk Slovenia 14 68 0.4× 27 0.2× 54 0.5× 53 0.5× 33 0.7× 45 417

Countries citing papers authored by Robert L. Wiegand

Since Specialization
Citations

This map shows the geographic impact of Robert L. Wiegand's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Robert L. Wiegand with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert L. Wiegand more than expected).

Fields of papers citing papers by Robert L. Wiegand

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Robert L. Wiegand. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Robert L. Wiegand. The network helps show where Robert L. Wiegand may publish in the future.

Co-authorship network of co-authors of Robert L. Wiegand

This figure shows the co-authorship network connecting the top 25 collaborators of Robert L. Wiegand. A scholar is included among the top collaborators of Robert L. Wiegand based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Robert L. Wiegand. Robert L. Wiegand is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

19 of 19 papers shown
1.
Miller, William M., et al.. (2016). Teacher Perceptions of FITNESSGRAM® and Application of Results. International journal of exercise science. 9(2). 187–204. 6 indexed citations
2.
Hawkins, Andrew, et al.. (2010). The Conceptual Nature of ALT-PE and Its Use in an Undergraduate Teacher Preparation Program. 2 indexed citations
3.
Hawkins, Andrew, et al.. (2009). Finding the Recipe for the Best Blend: The Evolution and Assessment of a Blended Master’s Degree Program. 5(2). 3–26. 1 indexed citations
4.
Hawkins, Andrew, et al.. (2008). Effects of Two Instructional Approaches on Skill Development, Knowledge, and Game Performance. Measurement in Physical Education and Exercise Science. 12(4). 219–236. 79 indexed citations
5.
Bulger, Sean M., et al.. (2007). Comparison of Traditional and Alternative Methods for Teaching Exercise Physiology. The Physical Educator. 64(4). 1 indexed citations
6.
Wiegand, Robert L., et al.. (2004). Curricular Issues in Physical Education Teacher Education. Journal of Physical Education Recreation & Dance. 75(8). 47–55. 30 indexed citations
7.
Bulger, Sean M., et al.. (2003). Factors Effecting Student Learning in Traditional, Theory-Based versus Alternative, Pedagogical Content Knowledge-Based Exercise Physiology Courses: An Explanatory Study. (Pedagogy). Research Quarterly for Exercise and Sport. 74(1). 1 indexed citations
8.
Bulger, Sean M., et al.. (2001). Infusing Health-Related Physical Fitness in Physical Education Teacher Education. Quest. 53(4). 403–417. 28 indexed citations
9.
Bulger, Sean M., et al.. (2000). Preparing Prospective Physical Educators in Exercise Physiology. Quest. 52(2). 166–185. 13 indexed citations
10.
Graber, Kim C., et al.. (1998). Middle School Students’ Perceptions of Coeducational and Same-Sex Physical Education Classes. Journal of Teaching in Physical Education. 18(1). 43–56. 51 indexed citations
11.
Hawkins, Andrew, et al.. (1989). Model/Practice versus Verbal/Rehearsal Introductions of Systems Skills Within an Individually Prescribed Instructional System. Journal of Teaching in Physical Education. 9(1). 25–38. 4 indexed citations
12.
Kaufman, Howard H., et al.. (1987). Teaching surgeons to operate—Principles of psychomotor skills training. Acta Neurochirurgica. 87(1-2). 1–7. 67 indexed citations
13.
Wiegand, Robert L., et al.. (1987). Ncate Evaluation. Journal of Physical Education Recreation & Dance. 58(1). 67–69. 4 indexed citations
14.
Landin, Dennis, Andrew Hawkins, & Robert L. Wiegand. (1986). Validating the Collective Wisdom of Teacher Educators. Journal of Teaching in Physical Education. 5(4). 252–271. 9 indexed citations
15.
Hawkins, Andrew, Robert L. Wiegand, & Dennis Landin. (1985). Cataloguing the Collective Wisdom of Teacher Educators. Journal of Teaching in Physical Education. 4(4). 241–255. 5 indexed citations
16.
Wiegand, Robert L., et al.. (1983). The Effect of Practice and Temporal Location of Knowledge of Results on the Motor Performance of Older Adults. Journal of Gerontology. 38(6). 701–706. 8 indexed citations
17.
Wiegand, Robert L., et al.. (1983). Importance of the Post-Knowledge Delay Interval on Transit Reaction. Perceptual and Motor Skills. 57(1). 303–307. 5 indexed citations
18.
Wiegand, Robert L., et al.. (1983). Note on the Statistical Properties of the Bassin Anticipation Timer. Perceptual and Motor Skills. 57(3). 710–710. 6 indexed citations
19.
Wiegand, Robert L., et al.. (1979). Motor Schema Formation and Retention in Young Children. Journal of Motor Behavior. 11(4). 247–251. 36 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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