Talent identification and deliberate programming in skeleton: Ice novice to Winter Olympian in 14 months     

Nicola Bullock  Jason P. Gulbin  David T. Martin  Angus Ross  Terry Holland  Frank Marino 《Journal of sports sciences》2013,31(4):397-404

Abstract

The aims of this study were to talent transfer, rapidly develop, and qualify an Australian female athlete in the skeleton event at the 2006 Torino Winter Olympic Games and quantify the volume of skeleton-specific training and competition that would enable this to be achieved. Initially, 26 athletes were recruited through a talent identification programme based on their 30-m sprint time. After attending a selection camp, 10 athletes were invited to undertake an intensified skeleton training programme. Four of these athletes were then selected to compete for Australia on the World Cup circuit. All completed runs and simulated push starts were documented over a 14-month period. The athlete who eventually represented Australia at the Torino Winter Olympic Games did so following approximately 300 start simulations and about 220 training/competition runs over a period of 14 months. Using a deliberate programming model, these findings provide a guide to the minimum exposure required for a novice skeleton athlete to reach Olympic representative standard following intensified sport-specific training. The findings of this study are discussed in the context of the deliberate practice theory and offer the term “deliberate programming” as an alternative way of incorporating all aspects of expert development.  相似文献   

Criteria and practices for awarding faculty rank in special academic categories     

Collins W. Burnett 《Peabody Journal of Education》2013,88(2):142-149

This mixed-methods study considered the effects of ethical philosophy programming at a high-performing, high-poverty urban high school upon the academic integrity of participating adolescents (n = 279). Analyses of pre–post survey data revealed that participating adolescents reported significantly higher levels of academic integrity than their peers at a matched comparison school. Field notes from observations of ethical philosophy lessons and qualitative interviews with participating students revealed that this programming offered students frequent opportunities to practice moral reasoning and introduced philosophical perspectives that influenced students’ conception of and commitment to academic integrity.  相似文献   

Improvement Efforts in Rural Schools: Experiences of Nine Schools Receiving School Improvement Grants     

Linda Rosenberg  Megan Davis Christianson  Megan Hague Angus 《Peabody Journal of Education》2013,88(2):194-210

Low-performing schools in rural settings can face challenges common to all struggling schools, such as low student motivation and maintaining a qualified teaching staff. However, aspects of rural schools’ settings, such as the distance from urban areas and the commute between the schools and the students’ and teachers’ homes, can exacerbate the challenges that rural schools face. This article focuses on the experiences of nine rural schools that were part of a study for the U.S. Department of Education on the school improvement process in a purposive sample of 35 schools receiving federal funds through the School Improvement Grants (SIG) program. In particular, it examines how respondents in the rural schools perceived that the schools’ rural setting influenced the schools’ challenges and improvement actions and presents findings on the recruitment and retention of teaching staff, an activity integral to school improvement efforts under SIG.  相似文献   

Investigating children's interactions around digital texts in classrooms: how are these framed and what counts?     

Cathy Burnett 《Education 3-13》2013,41(2):197-208

This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other.  相似文献   

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies     

Cathy Burnett 《Journal of Research in Reading》2009,32(1):22-37

While much has been written about the implications for ‘literacy’ of practices surrounding digital technologies, there has been surprisingly little research investigating new literacies in primary classrooms. This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000–2006. It uses Green's distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts.  相似文献   

为何有超级病菌？     

Derek Burnett  电灯龙 《科学与文化》2008,(12)

这是一场发生在人类与疾病之间的较量.如今的对手比以往任何时候都要顽强,人类还能取得胜利吗?  相似文献   

Cardiorespiratory and muscular fitness associations with older adolescent cognitive control     

Tatsuya T.Shigeta  Angus A.Leahy  Jordan J.Smith  Narelle Eather  David R.Lubans  Charles H.Hillman 《运动与健康科学(英文)》2021,10(1):82-90

Background:Participation in physical activity supports greater cardiorespiratory fitness(CRF),a correlate of cognitive control.However,the relationship between muscular fitness(MF)and cognitive control is less clear.The present study investigated the differential relationship of CRF and MF with cognitive control in older adolescents.Methods:This cross-sectional study involved students(15
17 years old,n=541,43%female)from 20 secondary schools who completed tests of inhibition(modified flanker task),working memory(n-back task),CRF(Progressive Aerobic Cardiovascular Endurance Run),and MF(standing long jump and push-up test).Multilevel analyses tested the association between CRF or MF and cognitive outcomes while accounting for the influence of the other fitness variable and relevant demographic factors.Results:CRF predicted response accuracy during incongruent flanker trials,the condition requiring greater inhibition.For the working memory task,CRF predicted greater target accuracy and greater d’scores on the 1-back task,requiring lesser amounts of working memory.In the 2-back task,which requires greater amounts of working memory,CRF also predicted greater target and non-target accuracy and d’scores.Comparatively,MF did not predict any cognitive outcomes after adjustment for CRF.Conclusion:CRF was selectively related to better performance during task conditions that require greater amounts of inhibition and working memory.This finding suggests that CRF,but not MF,may benefit cognitive control in older adolescents.This selective influence of CRF on older adolescents’cognition highlights the value of aerobic physical activity.  相似文献   

Book reviews     

David G. Burnett  David G. Burnett  David Justice 《Innovative Higher Education》1980,5(2):144-149

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Sociological Analysis and Education Management: the social context of the self‐managing school     

Lawrence Angus 《British Journal of Sociology of Education》1994,15(1):79-91

In this paper I take issue with the claim of Ozga (1992) that because of the poor quality of many recent texts on education management, and their lack of a sociological perspective, they are not proper material for analysis in the British Journal of Sociology of Education. I argue that sociological analysis of such texts is an urgent priority because they have gained credibility among education practitioners and provide a spurious legitimacy to new right policy directions. This general argument is illustrated by focussing on four specific limitations of one of the most popular current texts on education management.  相似文献   

Language Games and Schooling: Discourses of colonialism in Kiribati education     

Dr Greg Burnett 《Asia Pacific Journal of Education》2005,25(1):93-106

The present secondary education system in Kiribati is little changed from its establishment and growth through the colonial years when the island group was known as the Gilbert Islands. It is marked by a heavy emphasis on English language and a curriculum geared to place students in a limited labour market. It is also marked by an uneven distribution of privilege across the population it serves. This article suggests a theoretical basis for critiquing the dominant voices in the educational and colonial past and their representations of Kiribati others. In such a critique, the legitimising technologies and discursive practices that have helped shape these educational practices are exposed. The act of exposing “how they did it” in turn creates the conditions for more equitable educational futures. This article presents a critical postcolonial discourse analysis of some language and language teaching policies from the Kiribati educational and colonial past. Though focused on Kiribati, the ideas here have relevance across the Pacific region.  相似文献