Back to the Future – in support of a renewed emphasis on generic agility training within sports-specific developmental pathways     

Andreas Liefeith  John Kiely  Dave Collins  Jim Richards 《Journal of sports sciences》2018,36(19):2250-2255

Perhaps as a consequence of increased specialism in training and support, the focus on engendering and maintaining agility as a generic quality has diminished within many contemporary sports performance programmes. Reflecting this, we outline a rationale suggesting that such a decreased focus represents an oversight which may be detrimental to maximising the potential of performers. We present an evidence-based argument that both generic and specific elements of agility performance should be consistently emphasised within long-term performance-training programmes. We contend that prematurely early specialisation in athlete development models can diminish focus on generic movement skill development with a subsequent detriment in adult performance. Especially when this is coupled with poor primary physical education and limited movement experiences. More speculatively, we propose that generic agility can play a role in operationalising movement development through facilitating skill transfer: thereby enabling the learning of new skills, reduce incidence of injury and facilitating re-learning of old skills during rehabilitation and Return-to-Play processes.  相似文献   

Mediating globalisation: local responses to political and economic pressures     

Tony Gallagher 《British Educational Research Journal》2005,31(1):121-128

  相似文献   

All Fall Down!     

Jim Garbutt 《Teaching Statistics》1992,14(2):7-8

This article reports on a practical activity which provides a realistic context for collecting and analysing data.  相似文献   

Current trends in special education in the United States     

James J. Gallagher 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(3):277-297

  相似文献   

Reading on Screen: Exploring Issues in Reading for Information with CD-ROM     

Ruth Darby  Lorraine Dawes  rea Dennison  Chris Gallagher  Wendy Loomes  Helen Reid  Justine Stanton 《English in Education》1997,31(2):34-44

This article describes the insights gained by a group of primary teachers investigating the implications of CD-ROM for English with their KS2 pupils. As part of the IT in English project, they researched pupils' use of the CD-ROM and its effect on their learning. They developed effective strategies to help pupils cope with the reading demands and edit their own texts. Positive effects on critical reading, collaboration, and use of conventional information books were observed.  相似文献   

Emphasizing quality in qualitative papers     

McKenna J  Mutrie N 《Journal of sports sciences》2003,21(12):955-958

  相似文献   

The Development of an Instrument for the Evaluation of Some Aspects of the Taught Component of an Advanced Courses Module for Teachers in International Schools     

Jim Harvey  Mary Hayden  Jeff Thompson 《Assessment & Evaluation in Higher Education》1994,19(2):75-89

A scheme of professional development for teachers, leading to the award of Advanced Certificate, Advanced Diploma or degree of Master of Education, has been in operation at the University of Bath School of Education for some years. Recently this modular scheme has been extended to become more accessible to teachers in international and overseas schools around the world, with modules taught in a range of locations internationally including a Summer School held annually in July at the University of Bath. The Methods of Educational Enquiry (MEE) module provides an introduction to aspects of educational research and is recommended to participants as an early module for study: between 1992 and 1993 this module has thus been taught on more occasions than any other, in a number of different locations and by a number of different tutors. This paper considers issues arising from the implementation of an instrument for the evaluation of some aspects of the taught component of the MEE module in a wide range of contexts, and describes the development of two related measures of participants' satisfaction with respect to this component. A further paper will consider a wider range of issues across a number of different modules in a range of locations.  相似文献   

Peters and Marshall on the philosophy of the subject     

Jim Mackenzie 《Educational Philosophy and Theory》1995,27(1):25-40

  相似文献   

New directions in special education     

J J Gallagher 《Exceptional children》1967,33(7):441-447

  相似文献   

The special education contract for mildly handicapped children   总被引：1，自引：0，他引：1  

J J Gallagher 《Exceptional children》1972,38(7):527-535

  相似文献