Power,R. P., Hausfeld,S., & Gorta,A. Workshops in perception. Boston: Routledge & Kegan Paul, 1981, 182 pp., $9.75 (paper)     

Cynthia LaVerne Morgan 《Psychology in the schools》1984,21(1):120-121

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Teaching conversation skills to behaviorally disordered children     

K. Richard Young  Daniel P. Morgan  Terri Jo Peterson  William R. Jenson 《Psychology in the schools》1988,25(2):164-174

The purpose of this study was to test the effectiveness of an instructional package designed to teach conversation skills to behaviorally disordered children. A multiple baseline design with a reversal was employed to assess the effectiveness of this package. Six children were taught in two groups of three. The teachers were taught to use the package prior to implementation to insure standardization across both groups. Data were collected in a contrived setting with a peer trained as a conversant. Observation also took place in the school cafeteria to assess generalization of the training to a naturalistic setting. Social validation data were collected from teachers and children to evaluate their impressions of the instructional package. Results indicated that the instructional package was effective in increasing conversational skills above baseline levels in all children and in both settings.  相似文献   

An application of the theory of the complex variable to the mapping of some potential functions.     

Edith L. Morgan 《Journal of The Franklin Institute》1947,243(4):309-322

Using the theory of the logarithmic potential and the methods of intersecting circles and radii, plots are obtained for the lines of flow and equipotentials for eight cases of two sources, two sinks, or a source and a sink of varying strengths. A detailed analysis of the equilibrium equipotentials is included. The problem of three unit sources placed at the vertices of an equilateral triangle is investigated; and the general expression of the equilibrium equipotential for n similar unit sources (or sinks) placed at the vertices of a regular n-sided polygon is developed.  相似文献   

Coaches’ perceptions of decision making in rugby union     

Kevin Morgan  Alain Mouchet  Gethin Thomas 《Physical Education & Sport Pedagogy》2020,25(4):394-409

ABSTRACT

Background: In team games situations, the ability to make fast and accurate decisions is crucial to performance. As such, effective decision making, characterised by the consistent and efficient ability to choose the right course of action at the right moment, is a key component of match performance in team sports such as rugby union. Previous research has identified pedagogical approaches to enhance decision making. However, there is dearth in research to investigate how coaches evaluate tactical decision making and subsequently develop context specific ‘on’ and ‘off-field’ coaching practices to improve it. Further, the value coaches place on decision making is under explored.

Purpose: The aim of this study was to explore coaches’ perceptions of decision making in rugby union. The specific objectives to meet this aim were to: (i) Explore coaches’ perceptions of the value and importance of decision making in rugby union; (ii) Identify coaches’ opinions of the key decision making moments in games and how to evaluate them; and (iii) Investigate coaches’ on and off field methods for improving players’ tactical and strategic decision making.

Participants: Purposive sampling was used to select five male coaches, whose ages ranged from 25 to 41 years, from a regional rugby union club in Wales to participate in the study. Coaching experience ranged from two years to 16 years.

Methods: The interpretative paradigm was used within the study with data collected through semi-structured interviews with academy rugby union coaches. This type of interview gathered rich, detailed and complex accounts of coaches’ opinions of players’ in-game decision making in rugby union in order to inform practice and theory. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.

Findings: All five coaches agreed that decision making was a crucial part of the modern game of rugby union. There was some disagreement between them about the players’ autonomy to make their own decisions on the pitch and a general lack of clarity between ‘game plan’, ‘strategy’ and ‘tactics’ amongst the coaches. All the coaches agreed that the process of evaluation of players’ decision making should involve a joint discussion with the players. They also agreed that developing decision making was one of the hardest things to coach. Finally, they used a variety of ‘on’ and ‘off-field’ coaching methods to achieve this including video analysis, questioning and the use of games based scenarios.

Conclusion: This study acquired the coaches’ voice on players’ decision making in rugby union by exploring its perceived importance to them and how they evaluated and attempted to improve it. A clear attempt was made among the coaches to develop a ‘non-judgemental’ atmosphere in the evaluation and improvement of players’ decision making. Future research should consider the use of explicitation interviewing, where the interviewer (coach) aims to get the player into a state of evocation, to relive the key decision making moments in an attempt to improve it.  相似文献   

Collective Thoughts about the Assessment of Service Learning     

Rhonda Morgan 《Assessment Update》2016,28(5):7-11

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Road cycle TT performance: Relationship to the power-duration model and association with FTP     

Paul T. Morgan  Matthew I. Black  Stephen J. Bailey  Andrew M. Jones 《Journal of sports sciences》2019,37(8):902-910

Purpose: To determine the accuracy of critical power (CP) and W? (the curvature constant of the power-duration relationship) derived from self-paced time-trial (TT) prediction trials using mobile power meters to predict 16.1-km road cycling TT performance. This study also aimed to assess the agreement between functional threshold power (FTP) and CP.

Methods: Twelve competitive male cyclists completed an incremental test to exhaustion, a FTP test and 4–5 self-paced TT bouts on a stationary bike within the lab, and a 16.1 km road TT, using mobile power meters.

Results: CP and W? derived from the power-duration relationship closely predicted TT performance. The 16.1-km road TT completion time (26.7 ± 2.2 min) was not significantly different from and was significantly correlated with the predicted time-to-completion (27.5 ± 3.3 min, r = 0.89, P < 0.01). CP and FTP were not significantly different (275 ± 40 W vs. 278 ± 42 W, P > 0.05); however, the limits of agreement between CP and FTP were 30 to -36 W.

Discussion: The findings of this study indicate that CP and W? determined using mobile power meters during maximal, self-paced TT prediction trials can be used to accurately predict 16.1-km cycling performance, supporting the application of the CP and W? for performance prediction. However, the limits of agreement were too large to consider FTP and CP interchangeable.  相似文献   

Evaluating the impact of a coach development intervention for improving coaching practices in junior football (soccer): The “MASTER” pilot study     

Narelle Eather  Brad Jones  Andrew Miller  Philip J. Morgan 《Journal of sports sciences》2020,38(11-12):1441-1453

ABSTRACT

The aim of this pilot study was to evaluate the impact of a novel coach development intervention (MASTER) on coaching practices of football coaches. The study involved six coaches (of 10–12 year old) from one representative football club (Australia February–July 2017). The 15-week multi-component intervention included a face-to-face workshop, ongoing mentoring, modelled training sessions, peer assessments and group discussions. MASTER is underpinned by positive coaching and game-based coaching practices and aimed to educate coaches on how to implement and operationalise a number of evidence-based coaching elements. At each of baseline and immediate post-intervention coaches were filmed three times and evaluated using a modified version of the Coach Analysis Intervention System. Using linear mixed model analysis, significant changes were observed for time spent performing playing-form activities [+15.4% (95% CI 6.01–24.79)(t(15) = 3.5, P = 0.003], with significant changes in the type of interventions undertaken and the nature of feedback given to athletes. Program feasibility was examined using measures of recruitment, retention, adherence and satisfaction. Results indicate program feasibility and high coach evaluation ratings. MASTER demonstrated effectiveness for improving coaching practices of football coaches during training sessions. Further large-scale trials will build evidence for the utility of MASTER for guiding coaching practices in football and other sporting codes.  相似文献   

What makes teachers tick? Sustaining events in new teachers’ lives     

Mark Morgan  Larry Ludlow  Karl Kitching  Michael O'Leary  Aleisha Clarke 《British Educational Research Journal》2010,36(2):191-208

To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes. Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in Ireland strongly suggest the absence of positive experiences undermines commitment and efficacy rather than the occurrence of negative events. Furthermore, while remote structural factors may heavily influence teaching, it is the perception of events at micro‐level that impinge most strongly on motivation. Finally, the importance of particular experiences was, crucially, more related to their frequency than intensity. A major implication for teachers’ job satisfaction is the suggestion that while adverse episodes may be inevitably experienced, positive events (that occur independently of negative ones) fortify motivation and resilience.  相似文献   

Influence of kick frequency on metabolic efficiency and performance at a severe intensity in international monofin-swimmers     

Vercruyssen F  Boitel G  Alberty M  Nesi X  Bourdon L  Brisswalter J 《Journal of sports sciences》2012,30(10):1055-1061

The aim of this study was to examine the effect of kick frequency on metabolic efficiency and performance in elite monofin-swimmers at the surface. Seven participants of international calibre were requested to perform three separate time limit exercises conducted at an intensity corresponding to 97.5% of the velocity at the maximal oxygen uptake. The first Time Limit exercise was systematically conducted at a freely chosen kick frequency (FCK(F)) and the other Time Limit exercises were performed in random order at FCK(F)-10% and FCK(F) + 10%. The slow component of oxygen uptake (VO2sc) was identified independently of the Time Limit exercise (ranging from 180 to 243 ml · min(-1), P < 0.05). No significant change in energy cost of aquatic locomotion (ranging from 565 to (596 J · m(-1)) and [VO2sc) responses was observed between the three Time Limit exercises. An increase or decrease of 10% of the FCK(F) was associated with a significant reduction in Time Limit of -47.3% and -49.1%, respectively (P < 0.05). The analysis of the Time Limit exercise indicates that the selection of kick frequency other than FCK(F) is detrimental to overall monofin-swimming performance. Furthermore, the study results showed that the indicators of metabolic efficiency such as energy cost or [VO2sc) do not determine the performance response in elite monofin-swimmers at a severe intensity.  相似文献   

Fathers' involvement in young children's literacy development: Implications for family literacy programmes     

Anne Morgan  Cathy Nutbrown  Peter Hannon 《British Educational Research Journal》2009,35(2):167-185

Relatively few studies of family literacy programmes have investigated parents' experiences and whilst a number of such programmes have been specifically aimed at fathers, little is known about the involvement of fathers in programmes which target both mothers and fathers. This article reports fathers' involvement in a family literacy programme and their home literacy practices with their young children. The article provides a definition of family literacy and describes the context of the study, which was carried out in socio‐economically disadvantaged communities in a northern English city. Fathers' participation in their children's literacy was investigated through interviews at the beginning and end of the programme (n = 85) and home visit records made by teachers throughout the programme. Quantitative and qualitative analysis of these data indicate that, while fathers' participation in the family literacy programme was not easily visible, almost all fathers were involved to some extent in home literacy events with their children. During the programme, teachers shared information about literacy activities and the importance of children having opportunities to share literacy activities with their parents. Data indicate that fathers who were not mentioned by mothers as having been involved in their children's literacy were significantly more likely to be on a low income than those who were reported as being engaged with their children in home literacy activities. Fathers in the study were involved in providing literacy opportunities, showing recognition of their children's achievements, interacting with their children around literacy and being a model of a literacy user. Although involved in all four of these key roles, fathers tended to be less involved in providing literacy opportunities than mothers. While fathers and sons engaged in what might be described as traditionally ‘masculine’ literacy activities, fathers were more often reported to be involved with their children in less obviously gendered home literacy activities. The article concludes with discussion of implications for involving fathers in future family literacy programmes.  相似文献