The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams     

Katrien Fransen  Norbert Vanbeselaere  Bert De Cuyper  Gert Vande Broek  Filip Boen 《Journal of sports sciences》2013,31(14):1389-1397

Abstract

Although coaches and players recognise the importance of leaders within the team, research on athlete leadership is sparse. The present study expands knowledge of athlete leadership by extending the current leadership classification and exploring the importance of the team captain as formal leader of the team. An online survey was completed by 4,451 participants (31% females and 69% males) within nine different team sports in Flanders (Belgium). Players (N = 3,193) and coaches (N = 1,258) participated on all different levels in their sports. Results revealed that the proposed additional role of motivational leader was perceived as clearly distinct from the already established roles (task, social and external leader). Furthermore, almost half of the participants (44%) did not perceive their captain as the principal leader on any of the four roles. These findings underline the fact that the leadership qualities attributed to the captain as the team’s formal leader are overrated. It can be concluded that leadership is spread throughout the team; informal leaders rather than the captain take the lead, both on and off the field.  相似文献   

What is Education For? On Good Education,Teacher Judgement,and Educational Professionalism     

Gert Biesta 《European Journal of Education》2015,50(1):75-87

Teaching and teachers have recently become the centre of attention of policy makers and researchers. The general idea here is that teaching matters. Yet the question that is either not asked or is only answered implicitly is why teaching matters. In this article I engage with this question in the context of a wider discussion about the role, status and significance of the question of purpose in education. I suggest that this is the most fundamental question in all educational endeavours. It is a normative question which poses itself as a multi-dimensional question, since education always functions in relation to three domains of purpose: qualification, socialisation and subjectification. Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, the impact of accountability and the role of evidence. I indicate how, where and why these are problematic and what this implies for regaining a space for teachers’ professional judgement.  相似文献   

Signifying and meaning-making in mathematical thinking, teaching, and learning     

Luis Radford  Gert Schubring  Falk Seeger 《Educational Studies in Mathematics》2011,77(2-3):149-156

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Book reviews     

Carol Meyers  Jennifer Rodgers 《International journal for the advancement of counseling》1985,8(1):85-87

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The influence of playing surface on physiological and performance responses during and after soccer simulation     

Keeron J. Stone  Michael G. Hughes  Michael R. Stembridge  Robert W. Meyers  Daniel J. Newcombe  Jon L. Oliver 《European Journal of Sport Science》2016,16(1):42-49

The aim of this study was to investigate the effect of playing surface on physiological and performance responses during and in the 48 h after simulated soccer match play. Blood lactate, single-sprint, repeated-sprint and agility of eight amateur soccer players were assessed throughout a 90-min soccer-simulation protocol (SSP) completed on natural turf (NT) and artificial turf. Counter-movement jump, multiple-rebound jump, sprint (10 m, 60 m), L-agility run (L-AR), creatine kinase (CK) and perception of muscle soreness (PMS) were measured before, immediately after, 24 h and 48 h after exercise. Analyses revealed significant changes in blood lactate and single-sprint performance (both P < 0.05) during the SSP but with no significant differences between surfaces. Conversely, repeated-sprint performance demonstrated an interaction effect, with reductions in performance evident on NT only (P < 0.05). Whilst L-AR and 10-m sprint performance remained unchanged, 60-m sprint and multiple-rebound jump performance were impaired, and PMS and CK were elevated immediately following the SSP (all P < 0.05) but with no surface effects. Although performance, CK and PMS were negatively affected to some degree in the 48 h after the SSP, there was no surface effect. For the artificial and natural surfaces used in the present study, physiological and performance responses to simulated soccer match play appear to be similar. Whilst a potential for small differences in performance response exists during activity, surface type does not affect the pattern of recovery following simulated match play.  相似文献   

From the Editor: The Struggle for Education          下载免费PDF全文

Gert Biesta 《Educational theory》2017,67(6):653-656

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Time to stop talking about ‘predatory journals’   总被引：1，自引：0，他引：1       下载免费PDF全文

Stefan Eriksson  Gert Helgesson 《Learned Publishing》2018,31(2):181-183

Key points

• The term ‘predatory journal’ hides a wide range of scholarly publishing misconduct.
• The term ‘predatory journal’ unhelpfully bundles misconduct with poor quality.
• The term ‘predatory journal’ blinds us to important possibilities, needs, and questions arising in the developing scholarly landscape.
• The current scholarly publishing environment cannot rely on such a simplified classification of journals into predatory or not.

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Kinematic and kinetic analysis of the goalkeeper’s diving save in football     

Rony Ibrahim  Vosse A de Boode  Gert S. Faber  Jaap H. van Dieën 《Journal of sports sciences》2019,37(3):313-321

Kinetics and full body kinematics were measured in ten elite goalkeepers diving to save high and low balls at both sides of the goal, aiming to investigate their starting position, linear and angular momentum, and legs' contribution to end-performance. Our results showed that goalkeepers adopted a starting position with a stance width of 33 ± 1% of leg length, knee flexion angle of 62 ± 18° and hip flexion angle of 63 ± 18°. The contralateral leg contributed more than the ipsilateral leg to COM velocity (p < 0.01), both for the horizontal (2.7 ± 0.1 m·s^?1 versus 1.2 ± 0.1 m·s^?1) and for the vertical component (3.1 ± 0.3 m·s^?1 versus 0.4 ± 0.2 m·s^?1). Peak horizontal and peak angular momenta were significantly larger (p < 0.01) for low dives than for high dives with a mean difference of 55 kg·m·s^?1 and 9 kg·m²·s^?1, respectively. In addition, peak vertical momentum was significantly larger (p < 0.01) for high dives with a mean difference between dive heights of 113 kg·m·s^?1. Coaches need to highlight horizontal lateral skills and exercises (e.g. sideward push-off, sideward jumps), with emphasis on pushing-off with the contralateral leg, when training and assessing goalkeeper’s physical performance.  相似文献   

‘The art of democracy’: Young people's democratic learning in gallery contexts     

Robert Lawy  Gert Biesta  Jane McDonnell  Helen Lawy  Hannah Reeves 《British Educational Research Journal》2010,36(3):351-365

In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day‐to‐day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice‐orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning.  相似文献   

Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features     

Lieve Verheyden  Kris Van den Branden  Gert Rijlaarsdam  Huub Van den Bergh  Sven De Maeyer 《Journal of Research in Reading》2010,33(1):20-38

This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth graders of seven Flemish primary schools were collected at the beginning and at the end of the school year. Measures included one holistic primary trait judgement, and six objective indices of text quality. Student-level predictors included age, SES and home language, while the classroom-level predictor focused on the home language pattern of the classroom. There was a significant mean growth for each index in each grade, but effect sizes differed from quite large for content and word level indices over moderate for sentence level indices to small for the text level index. Home language (Turkish) had a significant negative effect on all but one variables, particularly in Grade 4, while the negative effect of low SES was much more limited. A supplementary negative effect was found for homogeneity of classroom population. Implications of the study highlight the importance of student and classroom characteristics in writing achievement as well as the need to consider the poor performance of Turkish children.  相似文献