Short- and long-term reliability of leg extensor power measurement in middle-aged and older adults     

Christopher Hurst  Alan M Batterham  Kathryn L Weston  Matthew Weston 《Journal of sports sciences》2018,36(9):970-977

Muscular power is important for maintaining physical functioning with aging. Proper quantification of the reliability of muscular power tests is crucial to inform monitoring of individuals and sample size planning for interventional studies. This study evaluated short- and long-term reliability of leg extensor power measurement in 72 adults (age 62.7 ± 8.6 years). Participants completed four repeat trials on the Nottingham leg extensor power rig, with a further trial twelve weeks later. Mean change, typical error, and intraclass correlation coefficients (ICC) were calculated. For short-term reliability, mean change in power output was trivial after two trials (1.2–4.8%). Typical errors were small following four trials in the dominant leg of males (10.9–5.8%), three in the non-dominant leg of males (9.9–6.2%) and the dominant leg of females (10.0–9.6%) and two in the non-dominant leg in females (8.3%). Intraclass correlation coefficients (ICCs) were very high (0.88–0.96). For long-term reliability, mean change remained trivial (1.0–2.5%), typical errors remained small (5.8–8.6%), and ICCs very high (0.94–0.96). The leg extensor power rig is a reliable method for assessing lower body muscular power, both short- and long-term, with only minimal habituation effects.  相似文献   

Records of Achievement: moving the target     

Penelope Weston 《Assessment in Education: Principles, Policy & Practice》1994,1(2):253-260

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(Un)Expected Scholars: Counter-Narratives from Two (Boys) Men of Color Across the Educational Pipeline     

Louie F. Rodríguez  Wil Greer 《Equity & Excellence in Education》2017,50(1):108-120

There has been an upsurge of attention on the achievements and struggles of boys and men of color in the U.S. The recent flood of attention to police-involved shootings of African Americans and other people of color only exacerbate the need for a focus on this particular population. The White House announcement of My Brother's Keeper in 2014 aims to recognize and respond to the crisis facing boys and men of color. In addition, the work of various scholars has continued not only to acknowledge the crisis, but also advocate, push, and enact policies and practices relevant to boys and men of color. Empirical research has made clear the disparities in academic engagement and achievement, disciplinary practices, and the overall student experience. Less common, however, are the voices of students who once attended those schools, grew up in challenging environments, yet went on to become academically accomplished. The purpose of this article is to provide counter-narratives—those of the two authors—in an effort to give voice to the formative moments and opportunities that pushed us along our uncertain paths to earning doctorates. Given our approach, critical race theory (CRT) provides the guiding theoretical lens for this work. It is our hope that this article can help educators and students remain steadfast in their journeys and, to a degree, use counter-narratives as a practical and pedagogical tool. Implications for practice and policy are discussed.  相似文献   

Effects of Art Education in Secondary Schools on Cultural Participation in Later Life     

Ineke Nagel  Harry Ganzeboom  Folkert Haanstra  Wil Oud 《The International Journal of Art & Design Education》1997,16(3):325-331

This paper reports on the effects of art education in secondary schools on the cultural participation of Dutch students 10–20 years after leaving school. We draw our conclusion from a sample survey among 1034 students from 31 schools, half of whom took art as a subject of examination. Art examination subjects were more often chosen by students who were already active in the arts, come from culturally active families, and who more often chose languages and other humanities in their examination package. However, in spite of their affiliation with art prior to choosing an examination package, training in the arts during secondary school was found to add to their participation in cultural activities ten to twenty years later. The effects are restricted to the same art discipline as the art lessons attended, and apply to both receptive [enjoying art of artists] and productive [producing art] cultural participation.  相似文献   

Teacher educators developing professional roles: frictions between current and optimal practices     

Wil Meeus  Wouter Cools  Inge Placklé 《欧洲师范教育杂志》2018,41(1):15-31

This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of teacher educators in Flanders. The third part of the study focused on how the professional learning of teacher educators can evolve throughout their careers. This topic was examined by organising focus groups with teacher educators at two international conferences for teacher educators. Flemish teacher educators devote considerable attention to professional learning, and they are able to meet their needs through the broad range of existing courses and programmes offered within the educational system. Nevertheless, there is still room for improvement in the alignment of professional learning with the needs and career stages of teacher educators.  相似文献   

Development of a Scale for Measuring Students’ Attitudes Towards Learning Professional (i.e., Soft) Skills     

Byrne  Zinta S.  Weston  James W.  Cave  Kelly 《Research in Science Education》2020,50(4):1417-1433

Research in Science Education - Employers lament that science graduates, particularly engineering students, lack professional skills, despite increasing emphasis on teaching professional skills in...  相似文献   

The Attributes Of Instructional Materials     

Lynn McAlpine  Cynthia Weston 《Performance Improvement Quarterly》1994,7(1):19-30

In this paper, we describe a comprehensive list of attributes of instructional materials. The list is of particular value for two reasons. First, it is drawn from the instructional design literature and represents a consolidation of recommendations constructed by or attributed to experts for the evaluation and revision of any type of instructional material. Second, it has been validated and found reliable through a series of studies during the past five years. We provide suggestions for how researchers and academics might use the attributes to advance knowledge in the field and how instructional designers, consultants and instructors might use the attributes to enhance their practice.  相似文献   

High-intensity endurance capacity assessment as a tool for talent identification in elite youth female soccer     

Naomi Datson  Matthew Weston  Barry Drust  Warren Gregson  Lorenzo Lolli 《Journal of sports sciences》2020,38(11-12):1313-1319

ABSTRACT

Talent identification and development programmes have received broad attention in the last decades, yet evidence regarding the predictive utility of physical performance in female soccer players is limited. Using a retrospective design, we appraised the predictive value of performance-related measures in a sample of 228 youth female soccer players previously involved in residential Elite Performance Camps (age range: 12.7–15.3 years). With 10-m sprinting, 30-m sprinting, counter-movement jump height, and Yo-Yo Intermittent Recovery Test Level 1 (IR1) distance as primary predictor variables, the Akaike Information Criterion (AIC) assessed the relative quality of four penalised logistic regression models for determining future competitive international squads U17–U20 level selection. The model including Yo-Yo IR1 was the best for predicting career outcome. Predicted probabilities of future selection to the international squad increased with higher Yo-Yo IR1 distances, from 4.5% (95% confidence interval, 0.8 to 8.2%) for a distance lower than 440 m to 64.7% (95% confidence interval, 47.3 to 82.1%) for a score of 2040 m. The present study highlights the predictive utility of high-intensity endurance capacity for informing career progression in elite youth female soccer and provides reference values for staff involved in the talent development of elite youth female soccer players.  相似文献   

Examining a Ferguson Effect on College Students’ Motivation to Become Police Officers     

Weston J Morrow  Samuel G Vickovic  Lisa M Dario  John A Shjarback 《Journal of Criminal Justice Education》2013,24(4):585-605

Abstract

The current study examines the impact of the Ferguson Effect and related public scrutiny on college students’ motivation to become police officers. Using data from 654 students located at two US universities with over 20,000 students, the results indicate that students’ who perceived that officer motivation and dangerousness has been affected by negative media scrutiny had significantly higher log-odds of strongly agreeing that such scrutiny has negatively impacted their trajectory to work in the police profession and had higher log-odds of strongly agreeing that it has made them apprehensive about applying for police positions in comparison to the reference category. The current study highlights how the negative attention directed towards law enforcement is adversely influencing college students’ motivation to enter the police profession. Police departments must make a concerted effort to mitigate such negative scrutiny in order to ensure a strong candidate pool for prospective police officers.  相似文献   

Locating quality physical education in early years pedagogy     

Elizabeth Marsden  Carrie Weston 《Sport, Education and Society》2013,18(4):383-398

Government Ministers, health care professionals and sporting organisations throughout the UK are presently engaged in the promotion of extending the length of time each school child spends participating in quality physical education. Agendas may differ from a crackdown on obesity and sedentary lifestyles to basking in reflected glory of British champions on the podium at the 2012 Olympic Games in London. However, a definition of what in fact constitutes good quality physical education is hard to find as it appears to be a much disputed territory. The growing tendency to equate ‘sport’ with ‘physical education’ has been prevalent in secondary schools for some time but it is beginning to cascade into primary schools where many young children may find themselves trailing in the wake of only a few who have the ability, talent and drive to be successful; competition is not an inclusive concept. Early-years pedagogy, on the other hand, is inclusive. This paper examines the apparent mis-match between the needs of children in their early years of compulsory schooling and the present philosophy of sports based physical education. The search for good quality physical education for our youngest school children leads to consideration of physical literacy, developmental movement and movement play with the emphasis on enjoyment, participation and building self esteem. In order for children in their early years to receive good quality physical education, there is a need to develop a new model which is inclusive, holistic and aligned with early-years pedagogy. Presently, the basis for physical education policy in the UK is largely uniformed rhetoric. Whilst this is the case and other conceptualisations of physical education remain on the sidelines, then “the possibilities of realising quality physical education remain slim” (Kirk, 2004, Physical Education and Sport Pedagogy, 9(2), p. 194).  相似文献