The relationship between game-based performance indicators and developmental level in junior Australian football: Implications for coaching     

Carl T. Woods  Lyndell Bruce  James P. Veale  Sam Robertson 《Journal of sports sciences》2016,34(23):2165-2169

Identifying performance differences between juniors at different stages of a talent pathway may assist with the development of prospective talent. This study investigated the relationship between game-based performance indicators and developmental level in junior Australian football (AF). Players were categorised into 2 groups according to developmental level; U16 and U18. Physical and technical skill performance indicators were collated for all U16 (n = 200) and U18 (n = 244) participants of their respective 2014 national championships. Data were acquired from all 28 games (12 U16, 16 U18); resulting in 1360 player observations (568 U16, 792 U18). Microtechnology and a commercial provider facilitated the quantification of 15 performance indicators. Generalised estimating equations (GEEs) modelled the extent to which these performance indicators were associated with developmental level. The GEE model revealed that “contested marks” and “contested possessions” had the strongest association with the U16 level, while “total marks” and “clearances” had the strongest association with the U18 level. The remaining performance indicators were not developmentally discriminant. These results indicate that there are distinctive features of gameplay more associated with the U16 and U18 levels in AF. Coaches may wish to consider these results when constructing training drills designed to minimise developmental gaps.  相似文献   

Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools     

Allan Luke  Karen Dooley  Annette Woods 《The Australian Educational Researcher》2011,38(2):149-166

This article defines comprehension as a pragmatic social and intellectual practice. It reviews literature on current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy emphasis on the teaching of comprehension as autonomous skills and strategies. The Four Resources model (Freebody and Luke 1990) is used to frame comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway on the teaching of literacy in low socioeconomic schools.  相似文献   

On ‘Politics,Markets, and American Schools‘     

Jennifer Evans  Frances Castle  Deborah Cooper  Ron Glatter  Philip A. Woods 《教育政策杂志》2013,28(2):223-235

This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies.  相似文献   

Erratum to: “FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention     

Natalie Vannini  Sibylle Enz  Maria Sapouna  Dieter Wolke  Scott Watson  Sarah Woods  Kerstin Dautenhahn  Lynne Hall  Ana Paiva  Elisabeth André  Ruth Aylett  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2013,28(2):597-598

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Building friendship through a cross-cultural mentoring program     

Peter Woods  Arthur Poropat  Michelle Barker  Ruth Hills  Ray Hibbins  Sally Borbasi 《Int J Intercult Relat》2013

This paper examines the efficacy of a short-term mentoring program in building cross-cultural friendships between students at an Australian university. Using a quasi-experimental approach, our study found that the mentoring program (Local Aussie Mentoring Program—LAMP) increased cross-cultural interactions for mentees, but not for mentors. About 45% of both mentors and mentees wished to continue their relationship with mentoring partners after the completion of the mentoring requirements. Mentees spent significantly more time with cross-ethnic friends than did controls after the completion of LAMP. We examined whether multicultural aspects of personality, as measured by the Multicultural Personality Questionnaire (MPQ), would positively correlate with cross-cultural mentoring effectiveness and cross-cultural friendship interactions (the dependent variables). Multicultural personality aspects of mentors (as measured by the MPQ) had significant positive relationships with both mentee and mentor-rated mentoring measures. All mentor MPQ scales showed some significant but small and positive relationships, with mentor friendship items, particularly Open-mindedness, Cultural Empathy and Emotional Stability. We found a significant, positive relationship between mentee Cultural Empathy and Social Initiative with cross-cultural friendship. These results show some partial support for a positive relationship between MPQ scales and cross-ethnic friendships.  相似文献   

Radio drama revisited     

David L. Woods 《Communication quarterly》2013,61(3):27-30

The purpose of this study was to investigate the validity of using two variables, topic importance and non‐commitment latitude, in operational definitions of enduring involvement. Results indicated that topic importance was an acceptable variable to consider in such a definition, but that the latitude of non‐commitment was constant across topics. Rather than serving to identify levels of enduring involvement, the size of respondents' latitude of non‐commitment appeared to be a personal characteristic of the respondents.  相似文献   

Editorial     

Peter Lang  Peter Ribbins  Eleri Woods 《Pastoral Care in Education》2013,31(3):145-147

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Access to General Certificate of Secondary Education (GCSE) examinations for students with special educational needs: what is 'best practice'?     

Kevin Woods 《British Journal of Special Education》2007,34(2):89-95

In England, Wales and Northern Ireland, recent guidance on access arrangements for students with special educational needs taking public examinations such as the end-of-school General Certificate of Secondary Education (GCSE) has signalled a commitment to the development of access arrangements in line with 'best practice'. In this article, Kevin Woods, from the Educational Support and Inclusion section of the School of Education at the University of Manchester, provides a relevant evaluation of access arrangements for GCSE examinations using questionnaire feedback from 205 specialist teachers involved in their implementation. The findings are that the system for allocating access arrangements is considered 'manageable' by 20% of teachers and 'fair' by only 25% of teachers; 70% of teachers would consider extension of access arrangements to be appropriate, notwithstanding resource constraints. Qualitative data from the questionnaires highlight the reasons for this pattern of results and a call by teachers for wider access in examinations to readers, scribes, extra time and a word processing facility. Kevin Woods sets his findings within the context of recent Government initiatives that are designed to improve engagement and achievement in the 14 to 19 age group.  相似文献   

School processes in providing reading support in GCSE examinations     

Dominic Griffiths  Kevin Woods 《British Journal of Special Education》2010,37(4):180-189

Against a background of increasing student eligibility for ‘access arrangements’ in examinations for the General Certificate of Secondary Education (GCSE), this article examines the processes within schools that structure a student's access to the provision of reading support, including staff and student viewpoints. Dominic Griffiths, who is a Senior Advisory Teacher with Tameside Local Authority Education Psychology and Learning Support Team, and Kevin Woods, who is a Senior Lecturer in Educational and Child Psychology at the University of Manchester, report upon a series of four case studies, each based within an urban secondary school offering some form of reading support to students in GCSE examinations. Each case study incorporates student interviews, observations of reading support in action, and interviews with staff who manage and provide reading support in examinations. Quantitative findings show an association between students' preferred mode of reading support and the location in which it is provided. Qualitative analyses revealed key themes relating to the dynamics of provision and use of reading support, including ‘student worthiness’, ‘relationships’ and ‘unfair advantage’. Recommendations are made for a more central role for student consultation within processes for providing reader support to GCSE examination candidates.  相似文献   

The Difference a Year Makes: An Exploratory Self-Directed IEP Case Study     

Lee L. Woods  James E. Martin  Michael J. Humphrey 《Exceptionality》2013,21(3):176-189

The Self-Directed IEP has been found effective in increasing student participation in the first Individualized Education Plan (IEP) meeting following Self-Directed IEP instruction. To date, no published reports have examined the extent students are involved during their second IEP meeting following Self-Directed IEP instruction. This study presents an exploratory mixed method case study analysis of a student with a learning disability in sophomore and junior year IEP meetings to illustrate the difference a year can make in IEP meeting participation, the development of postschool goals, confidence, maturity, and self-advocacy. Results indicate a marked increase from year one to year two in the student's word count and speaking rate, a more focused postschool employment vision, and an increase in meeting leadership. Discussion of these results and suggestions for additional research are offered.  相似文献