Characteristics impacting on session rating of perceived exertion training load in Australian footballers     

Tania Gallo  Stuart Cormack  Tim Gabbett  Morgan Williams  Christian Lorenzen 《Journal of sports sciences》2015,33(5):467-475

The relationship between external training load and session rating of perceived exertion (s-RPE) training load and the impact that playing experience, playing position and 2-km time-trial performance had on s-RPE training load were explored. From 39 Australian Football players, 6.9 ± 4.6 training sessions were analysed, resulting in 270 samples. Microtechnology devices provided external training load (distance, average speed, high-speed running distance, player load (PL) and player load_slow (PL_slow)). The external training load measures had moderate to very large associations (r, 95% CI) with s-RPE training load, average speed (0.45, 0.35–0.54), high-speed running distance (0.51, 0.42–0.59), PL_slow (0.80, 0.75–0.84), PL (0.86, 0.83–0.89) and distance (0.88, 0.85–0.90). Differences were described using effect sizes (d ±95% CL). When controlling for external training load, the 4- to 5-year players had higher s-RPE training load than the 0- to 1- (0.44 ± 0.33) and 2- to 3-year players (0.51 ± 0.30), ruckmen had moderately higher s-RPE training load than midfielders (0.82 ± 0.58), and there was a 0.2% increase in s-RPE training load per 1 s increase in time-trial (95% CI: 0.07–0.34). Experience, position and time-trial performance impacted the relationship between external training load and s-RPE training load. This suggests that a given external training load may result in different internal responses between athletes, potentially leaving individuals at risk of overtraining or failing to elicit positive adaptation. It is therefore vital that coaches and trainers give consideration to these mediators of s-RPE training load.  相似文献   

Improvements in fundamental movement skill competency mediate the effect of the SCORES intervention on physical activity and cardiorespiratory fitness in children     

Kristen E. Cohen  Philip J. Morgan  Ronald C. Plotnikoff  Lisa M. Barnett 《Journal of sports sciences》2015,33(18):1908-1918

Numerous studies have identified a positive association between fundamental movement skill (FMS) competency and physical activity in children; however, the causal pathways have not been established. The aim of this study is to determine if changes in FMS competency mediated the effect of the Supporting Children’s Outcomes using Rewards, Exercise and Skills (SCORES) intervention on physical activity and cardiorespiratory fitness in children. Eight primary schools (25 classes) and 460 children (aged 8.5 ± 0.6, 54% girls) were randomised to the SCORES intervention or control group for the 12-month study. The outcomes were accelerometer-determined moderate-to-vigorous physical activity (MVPA) and cardiorespiratory fitness. The hypothesised mediators were actual FMS competency and perceived sport competence. Mediation analyses were conducted using multilevel linear analysis in MPlus. From the original sample, 138 (30.0%) and 370 (80.4%) children provided useable physical activity and cardiorespiratory fitness data at post-test assessments. There were significant treatment effects for locomotor skills and overall FMSs. Changes in MVPA were associated with changes in object-control skills, overall FMSs and perceived competence. The overall FMSs had a significant mediating effect on MVPA (AB = 2.09, CI = 0.01–4.55). Overall FMSs (AB = 1.19, CI = 0.002–2.79) and locomotor skills (AB = 0.74, CI = 0.01–1.69) had a significant mediating effect on cardiorespiratory fitness. The results of this study conclude that actual but not perceived movement skill competency mediated the effect of the SCORES intervention on physical activity and cardiorespiratory fitness.  相似文献   

The Development of Research Skills in Young Adults with Intellectual Disability in Participatory Research     

Michelle F. Morgan  Karen B. Moni  Monica Cuskelly 《International Journal of Disability, Development & Education》2015,62(4):438-457

There is limited information about specific research constructs developed by adults with intellectual disability in undertaking research despite increasing involvement in research with rather than on these individuals. Participatory research was used with three young adults with intellectual disability to collaboratively develop a training programme and investigate the skills used and developed when undertaking the research project. Three research domains—Knowledge, Conceptual understandings and Skills, were identified, within which 18 subsets were categorised. Development in all domains and subsets occurred for all young adults, with variations in gains across subsets and participants. These young adults attained research knowledge, understanding and skills that enabled them to become collaborative researchers within this project.  相似文献   

Interparental conflict as a quadratic predictor of children’s reactivity to interparental conflict and school adjustment: Steeling effects or risk saturation?     

Patrick T. Davies  Morgan J. Thompson  Rochelle F. Hentges  Lucia Q. Parry  Melissa L. Sturge-Apple 《Child development》2022,93(2):594-611

This study examined interparental conflict as a curvilinear predictor of children's reactivity to interparental conflict and, in turn, their school problems across three annual measurements. Participants included 243 preschool children (M_age = 4.60 years; 56% girls) and their parents from racially (e.g., 48% Black; 16% Latinx) diverse backgrounds. Interparental conflict was a significant quadratic predictor of children's emotional reactivity (β = .23) and behavioral dysregulation (β = .27) to conflict over a 1-year period. The robust association between interparental conflict and behavioral dysregulation weakened at high levels of interparental conflict. In contrast, interparental conflict more strongly predicted children's emotional reactivity as conflict exposure increased. Children's emotional reactivity, in turn, predicted their greater school problems 1 year later (β = .25).  相似文献   

Patterns,drivers and challenges pertaining to postgraduate taught study: an international comparative analysis     

Michelle Morgan 《高等教育研究与发展》2014,33(6):1150-1165

The global growth in postgraduate (PG) study since the mid-1990s has been attributed to the expansion in Masters by Coursework participation (Bekhradnia, B. (2005). Postgraduate education in the UK: Trends and challenges higher education policy institute. Paper presented at a conference The future of postgraduate education supporting the students of today and tomorrow, London, 17 March). However, unlike at undergraduate level, research into understanding PG growth has been under-researched. This paper aims to contribute to the knowledge gap by identifying and comparing the growth in PG study in Australia, Canada, the USA and the UK. It explores the possible drivers behind the growth and concludes by highlighting potential challenges facing the future of PG study across the sector.  相似文献   

Understanding practices in mathematics education: structure and text     

Candia Morgan 《Educational Studies in Mathematics》2014,87(2):129-143

The practices of mathematics education can be investigated at a wide variety of levels: from the actions of individual students or teachers through classroom interactions, school structures, curriculum specifications and materials, teacher development programmes and local, national or international systems of instruction and assessment. These levels are, however, inter-related. The study of a national curriculum gains significance as we see how it impacts upon and is interpreted by teachers and students. The study of an individual’s actions makes more sense when these are interpreted in light of the broader context within which the individual is situated. This article is a version of a plenary lecture presented at the Psychology of Mathematics Education conference in 2009, addressing the conference theme “In Search for Theories in Mathematics Education”. In it, I trace the development of my own search for theories to address my wish to understand practices in the field and suggest some tools from linguistics, critical discourse analysis and social theory that can help to make such connections between the various levels of investigation, illustrating with a range of examples.  相似文献   

STUDENT INTEREST IN TECHNOLOGY AND SCIENCE (SITS) SURVEY: DEVELOPMENT,VALIDATION, AND USE OF A NEW INSTRUMENT     

William Romine  Troy D. Sadler  Morgan Presley  Michelle L. Klosterman 《International Journal of Science and Mathematics Education》2014,12(2):261-283

This study presents the systematic development, validation, and use of a new instrument for measuring student interest in science and technology. The Student Interest in Technology and Science (SITS) survey is composed of 5 sub-sections assessing the following dimensions: interest in learning science, using technology to learn science, science careers, technology careers, and attitudes toward biotechnology. Our development process included review of existing instrumentation, pilot testing, and expert panel review. The resulting instrument was administered before and after implementation of a biotechnology intervention which used a computer-based game to engage learners in the use of biotechnology to address a societal issue. We employed item response theory (IRT) to explore instrument validity and precision. Results of the psychometric analyses suggest that the SITS survey has a well-defined structure and meets IRT assumptions. Difficulty and discrimination parameters as well as reliability analyses indicate that SITS items provide useful measures of student interest. Finally, we use the SITS to explore the extent to which the intervention used in this study supports changes in student interest and association between students’ interest and related content knowledge. Implications for the future use of this instrument are discussed.  相似文献   

‘They won’t let me back.’ Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs)     

Rheanne Jalali  Gavin Morgan 《Emotional and Behavioural Difficulties》2018,23(1):55-68

Concerns have been expressed about the long term inclusion of students with social, emotional and mental health difficulties in mainstream education. Often, this results in continuous referrals with alternative provision. Whilst student views have been explored, there has been a lack of research focusing on perspectives within Primary education. The study aimed to examine whether student views change across Primary and Secondary education. A qualitative design and phenomenological investigation were followed. Through purposive sampling, a total of 13 semi-structured interviews were conducted with students aged 7–16 years from 3 Pupil Referral Units. Using phenomenological data analysis, findings reflect stability in external attributions and supportive factors. However, views about reintegration contrasted with Secondary students expressing low self-worth. Findings highlight mutual perspectives, with conclusions indicating that alternative provision may exacerbate mental health difficulties. Implications include the use of cognitive behavioural frameworks as well as improving shared responsibility between education providers.  相似文献   

The Swedish riding school: a social arena for young riders     

Gabriella Thorell  Christian Augustsson  Owe Stråhlman  Karin Morgan 《Sport in Society》2018,21(9):1416-1431

The aim was to explore how young riders experience the riding school. By analysing focus groups interviews, a picture emerged showing that young riders’ main motive for participating at riding schools was the social aspects. Riding schools could be characterized through an institutional perspective in which the young riders became internalized and socialized into a stable culture. The young riders identified with the norms and values of the riding instructors through master–apprentice learning. In addition, the results revealed a change in the stable culture since the instructors encouraged social interactions and participation in the community that became central to learning and development. Opportunities to influence and interact were important for the individuals and from a child’s rights perspective. Through participation in the community of practice at riding schools, young riders not only learn about riding and horse management but also develop important personal social skills.  相似文献   

Counseling with teachers on the sexual acting-out of disturbed children     

Sharon R. Morgan 《Psychology in the schools》1984,21(2):234-243

This paper discusses the complicated task of counseling with teachers in the schools on the sexual acting-out of emotionally disturbed children. Clinical case material is presented to illustrate the meanings and motivations children have subconsciously applied to various types of sexual behavior. The material for discussion is divided into behaviors that are sexual acting-out toward self and sexual acting-out toward others. The final section of the paper proposes some guidelines that can be used constructively when discussing this problem with teachers in the school setting.  相似文献