“I thought we were supposed to learn how to become better coaches”: developing coach education through action research     

Christian Røj Voldby  Rasmus Klein-Døssing 《Educational Action Research》2020,28(3):534-553

ABSTRACT

Youth coaches play a crucial role in the development of young athletes and their physical, psychological and social well-being. Therefore, it is important to foster and develop youth coaches’ ability to govern and act effectively in their coaching practices. Sports organisations facilitate the development of youth coaches through formal coach education. However, research has shown this to be with limited effect. The purpose of this action research study was to involve youth coaches in developing a new and more effective coach education practice.

The coaches developed their practices through both dialogue and reflection with each other. A shift in the mindset of the coaches resulted in a more reflective and analytical approach in their way of thinking and talking about their practices. The most effective tools for improving the coach educational practice was the active management of the relations between the participating coaches and assisting the coaches’ reflection and dialogue through the use of scaffolding. In order to engage coaches in the educational practice, alignment between coaches’ expectations and both course content and form was crucial. These findings provide further insight into how coaches can develop their practices and how sports organisations can develop more effective coach education practices.  相似文献   

Mathematics-related emotions among Finnish adolescents across different performance levels     

Marja Eliisa Holm  Markku Sakari Hannula  Piia Maria Björn 《教育心理学》2017,37(2):205-218

This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA, n = 166) and typical mathematics performance (TA, n = 1056) were identified. Our results revealed that the MD group reported more shame than the LA group. The MD group also reported more negative emotions and less positive emotions than the TA group, with the exception of boredom, for which there was no statistically significant difference. The interaction effect between mathematics performance group and gender on emotions was significant. Only females with MD showed significantly higher levels of hopelessness and shame than females with LA, while males with LA even reported more boredom than males with MD. Concerning gender differences, males reported slightly more pride and enjoyment than females. However, the direction and magnitude of the gender differences showed great variance among mathematics performance groups. The practical implications of the results are discussed.  相似文献   

Enabling skills in early reading acquisition: A study of children in Latvian kindergartens     

Sprugevica  Ieva  Høien  Torleiv 《Reading and writing》2003,16(3):159-177

Preschool children in Latvia were tested in order to examine the relationships among various enabling skills and early reading performance. A principal component analysis indicated three factors: a phonemic awareness factor, a naming factor, and a short-term memory factor. Multiple regression analyses with word identification and sentence comprehension as dependent variables yielded further support to the powerful role played by phonemic awareness in explaining variance in both these aspects of reading. Unexpectedly, neither naming nor short-term memory contributed to explain unique variance in word and sentence reading. The Latvian orthography is very consistent, and our results provide further evidence to the importance of phonemic awareness in early reading acquisition especially in a transparent language. Therefore, the tasks used when assessing phonemic awareness can be very useful when screening children at risk for developing reading problems. Enhancing children's letter knowledge and phonemic awareness skills should be a priority goal in the kindergarten classroom.  相似文献   

David Beckham’s re-invention of the winger     

Søren Frank 《Soccer & Society》2014,15(5):742-750

It seems David Beckham is destined to be judged more according to his celebrity status than to his soccer skills. Even as a soccer player occupying one of the most mythic positions on the pitch, the winger, Beckham has constantly fallen short to the inevitable (but also unfair) comparisons with Cristiano Ronaldo, Ryan Giggs, Luis Figo and even earlier prototypes such as George Best or Raymond Kopa, whose basic qualities consisted in dribbling, speed and goal line crosses. The problem with these comparisons is that Beckham, at the outset, is categorized as a winger when he in fact was, initially, a central midfielder. However, because Beckham brings along some of the virtues as a central midfielder – passing skills and combative tackling – when he migrates from the centre of the field to the right, he is able to invent a completely new type of winger. Overall speaking, Beckham fuses a Bergsonian epic quality of durée and accumulating presence with a Nietzschean lyric quality of unexpectedness and abruptness. More specifically, what sets Beckham apart and secures him a seat in the Pantheon of soccer’s great innovators are timing (‘early on and unexpectedly’), sense of spacing (‘halfway’) and the fusion of Euclid and Einstein (‘curled crosses with extreme precision’).  相似文献   

Cognitive factors predicting intentions to search for health information: an application of the theory of planned behaviour     

Astrid Austvoll‐Dahlgren  Ragnhild S. Falk  Sølvi Helseth 《Health information and libraries journal》2012,29(4):296-308

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Gender differences in student performance in large lecture classrooms using personal response systems (‘clickers’) with narrative case studies     

Hosun Kang  Mary Lundeberg  Bjørn Wolter  Robert delMas  Clyde F. Herreid 《Learning, Media and Technology》2012,37(1):53-76

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems (‘clickers’). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker Cases and traditional lecture) to teach eight topic areas. Three different sets of multiple regression analysis were conducted for three separate dependent variables: posttest score, change in score from posttest to final, and transfer score. Interactions between gender and pedagogical approach were found across the three analyses. Women either performed better with Clicker Cases, or about the same with either instructional method, but men performed markedly better with lectures in most topic areas. Our results suggest that men and women experience two pedagogical approaches—Clicker Cases and lectures—differently, and that Clicker Cases are more favorable for women than for men.  相似文献   

Creating the Market University. How Academic Science Became an Economic Engine     

Stensaker  Björn 《Tertiary Education and Management》2012,18(4):375-376

Tertiary Education and Management -  相似文献   

Action Competence and Environmental Education     

Søren Breiting  Finn Mogensen 《Cambridge Journal of Education》1999,29(3):349-353

A sharper profile of environmental education is needed to improve the quality of future environmental education. This involves an understanding of the conceptions related to ‘environmental issues’. It is argued that environmental issues have to be understood as issues in the community with conflicting interests at several levels. At the same time the authors argue for the development of the ‘action competence’ of the pupils as the main goal of the new generation of environmental education and refer to promising findings from Danish environmental education, mainly from the MUVIN Programme.  相似文献   

The service university in a service society: The Oslo case     

Arild Tjeldvoll  Kristine Holtet 《Higher Education》1998,35(1):27-48

This article aims at presenting the University of Oslo as a case of a Scandinavian university experiencing policy and structural changes as a consequence of changes in government's thinking on university finance. In this situation the active marketing of research based services might be a new source of revenue, and hence the following question comes up: How is the service function of the University perceived by the University and its clients in the Oslo region? The University of Oslo case is explored by reviewing available policy documents, statistics, regulations, charters and legal acts issued by the university itself and the Ministry of Education. In addition, information obtained through interviews with key actors at the university and key clients of the Oslo region, is presented. The study concludes that the University of Oslo is taking careful steps in the service direction.  相似文献   

How can video-based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment     

Thomas de Lange  Anne Møystad  Gerald Torgersen 《British Educational Research Journal》2020,46(6):1279-1299

This article focuses on how video assignments presenting clinical situations can be implemented in digital summative assessment to enhance the integration of practical and conceptual knowledge. The underlying perspective is that sustainable assessment should comprise evaluative practices that equip students for the challenges they will face in their future professional lives. Drawing on the literature and on empirical results of a qualitative longitudinal research study at a Norwegian university, the integrative potential and challenges of video assignments are examined. The study confirms that video-based assignments are well suited for assessing integrated competencies. However, the complexities of videos’ visual displays have clear consequences that indicate how these resources should be produced. To optimise the potential of video use in enhancing sustainable summative assessment, we must strike a balance between technical accommodation, task clarity and integrative potential.  相似文献