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Brooke Klingberg J. J. A. A. M. Hoeboer Natasha Schranz LM Barnett Sanne I. De Vries 《Journal of sports sciences》2019,37(13):1534-1542
Failure to master age-appropriate fundamental movement skills (FMS) at a young age can limit motor skill competence affecting health. Assessments often have issues with feasibility and implementation in a field setting. As such, the purpose of this study was to investigate the validity and feasibility of the Athletic Skills Track (AST), in a pre-school setting. For the validation study sixty-five 3–6 year old children (25 boys and 40 girls) from five pre-schools across Adelaide, Australia participated. Correlations and linear regression analysis (adjusted for age and gender) were used to investigate the association between the time to complete the AST and the raw score of the Test of Gross Motor Development 2 (TGMD-2). For the feasibility study pre-school staff completed a semi-structured interview regarding the feasibility of the AST. The AST took less than a minute per child and the TGMD-2 around 20 minutes for two children. There was a strong negative correlation (r = ?0.63, p < 0.01) between the AST scores and the TGMD-2 scores. All five staff reported strengths of the AST to be its short administration time, setup and appropriateness. These results suggest that the AST could be a feasible and valid method of FMS assessment in Australian pre-schools. 相似文献
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Housing management originally developed as part of a philanthropic attempt to improve working class housing conditions in the nineteenth century. At first the practitioners were mainly women and there was an emphasis on individual relationships with tenants. Housing management was slow to develop a professional culture within local government and the educational system was equally slow to change to accommodate developments in teaching and learning theory. After the boost to housing management generated by a number of government initiatives in the early 1970s, the syllabus of housing changed to include a wider range of material, but the examination system was not changed and this limited scope for pedagogic innovation. A more dramatic restructuring in the 1990s led to all professional housing education taking place within the universities with courses and standards accredited but not controlled by the Chartered Institute of Housing. It is hoped that this will lead to more flexible and innovative education which in turn will prepare aspiring professionals for careers in a rapidly changing environment. 相似文献
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