排序方式： 共有16条查询结果，搜索用时 468 毫秒
1.
Christian Swann Lee Crust Patricia Jackman Stewart A. Vella Mark S. Allen Richard Keegan 《Journal of sports sciences》2017,35(23):2272-2280
Clutch performance is improved performance under pressure. However, little research has examined the psychological state experienced by athletes in these situations. Therefore, this study qualitatively examined the subjective experience underlying clutch performance across a range of sports (e.g., team, individual) and standards (Olympic to recreational athletes). Sixteen athletes (Mage = 27.08 years; SD = 6.48) took part in in-depth, semi-structured interviews primarily after an exceptional performance (M = 4.38 days later; SD = 3.14). Data were analysed inductively and thematically. Clutch states involved 12 characteristics, including heightened and deliberate concentration, intense effort, and heightened awareness, which distinguished the experience of clutch from other optimal psychological states such as flow. Other characteristics, such as perceptions of control, were also reported and supported previous experimental research on clutch. These findings present in-depth qualitative insights into the psychological state underlying clutch performance, and are discussed in relation to the existing literature on optimal psychological states in sport. 相似文献
2.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
3.
Teaching the Importance and Use of Web-Based Services to Assist Clients in Obtaining Public Benefits
Mary Keegan Eamon Chi-Fang Wu Gabriela Moroney Melissa Cundari 《Journal of Teaching in Social Work》2013,33(2):143-158
Research suggests that social work students and practitioners are not particularly sensitive to assessing clients' economic hardship, nor when needed to assist clients in accessing relevant resources such as public benefits. To enhance students' understanding of the importance of engaging in these activities, this article provides educational content on the frequent occurrence and negative effects of poverty, advantages of receiving public benefits, barriers to program participation, and social work values and educational requirements. Examples of web-based services, an efficient strategy to assist economically disadvantaged clients in accessing public benefits, are then provided. Finally, teaching applications are drawn from the previous sections. 相似文献
4.
Rohan M. Telford Lisa S. Olive Richard J. Keegan Sarah Keegan Lisa M. Barnett Richard D. Telford 《Physical Education & Sport Pedagogy》2021,26(1):97-110
ABSTRACT Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students’ fundamental movement skill, perceived physical abilities and level of physical activity. Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N?=?318, age 10.4 years?±?SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes. Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills (β?=?1.62; SE?=?0.61; p?=?0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time (β?=?4.50; SE?=?2.39; p?=?0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability (β?=??0.20; SE?=?0.08; p?=?0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities. Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the introduction of the PEPL approach contributed to the development of student physical literacy. A decrease in perceived sporting competence warrants greater attention on student’s self-perceptions in future iterations of the intervention. Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583. 相似文献
5.
6.
Predictors of depressive symptoms among foster caregivers 总被引：1，自引：0，他引：1
OBJECTIVES: The main purposes of this study were to determine (1) the prevalence of depressive symptoms among foster caregivers, (2) the social-demographics, risk factors, and social support predicting depressive symptoms, and (3) whether social support buffered the effects of the risk factors in the Illinois Foster Caregivers Study. METHOD: Telephone interviews were used to collect data from a sample of 189 foster caregivers in the State of Illinois. Interviewers pretested the survey instrument, which included valid and reliable instruments on depressive symptoms and adult report of childhood maltreatment, an important risk factor for depression. Multivariate ordered logistic regression models were estimated. RESULTS: The foster caregivers exhibited few depressive symptoms, with only one respondent scoring in the clinical range. Contrary to past research on the general population, caregivers reporting higher income were at an increased risk of exhibiting depressive symptoms. The three risk factors-experiencing less than excellent or very good health, childhood maltreatment, and insufficient time to carry out responsibilities-were related to higher levels of depressive symptoms. Foster caregivers who perceived their support group as helpful had a decreased risk of reporting depressive symptoms. We found no evidence that social support buffered the effects of the risk factors. CONCLUSIONS: The results indicate that foster caregivers were adequately screened for depression, but suggest that assessing and providing assistance for health problems, trauma from childhood maltreatment, and insufficient time to meet responsibilities might decrease depressive symptoms. Facilitating and enhancing the helpfulness of foster caregiver support groups also might decrease development of depressive symptoms. 相似文献
7.
We employ Lessig's framework of regulation to conceptualize the relationship between the Internet and democracy. Lessig defines four classes of regulators, forces that control and define systems such as the Internet. They are markets, architectures, norms, and laws. We propose that a “democratic regulator” is a force that serves to enhance civil or political liberties. And we argue by example that there are democratic (and, indeed, anti-democratic) regulators that control aspects of cyberspace. Expressing the democratic effects of the Internet in this manner may prove useful for future comparisons across existing Internet and democracy theories, especially in the realm of quantitative analyses. 相似文献
8.
Keegan McBride Gerli Aavik Maarja Toots Tarmo Kalvet Robert Krimmer 《Government Information Quarterly》2019,36(1):88-97
It is becoming increasingly clear that the concepts of open government data (OGD) and co-creation are related; however, there is currently only limited empirical material available exploring the link between the two. This paper aims to help clarify the relationship between these two concepts by exploring a recently coined phenomenon: OGD-driven co-created public services. These services 1) utilize or are driven by OGD; 2) are co-created by stakeholders from different groups; and 3) produce public value for society. Due to the relative newness of the phenomenon an inductive exploratory case study is undertaken on Chicago's use of OGD in the co-creation of their food safety inspection forecasting model. This model forecasts critical food safety violations at food serving establishments and sends inspectors to the highest risk establishments first. The results of this exploratory work led to the discovery of a ‘perfect storm’ of six factors that seem to play a key role in allowing OGD-driven public service co-creation to take place. These factors are motivated stakeholders, innovative leaders, proper communication, an existing OGD portal, external funding, and agile development. 相似文献
9.
Anand R. Marri Sara Michael-Luna Maria Scott Cormier Patrick Keegan 《The Urban Review》2014,46(1):63-85
To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question—how do urban K-6 pre-service teachers currently enrolled in an urban education teacher certification program at a 4-year university construct key concepts and ideologies about citizenship and civic education?—we examined how 15 pre-service teachers understood these concepts. Using three conceptions of citizenship—personally responsible citizen, participatory citizen, and justice-oriented citizen (Westheimer and Kahne in Am Educ Res J 41(2):237–269, 2004)—our analysis demonstrated that urban pre-service teachers’ conceptions of their students’ lives significantly influenced their ideas about civic education in elementary schools. Although the participating pre-service teachers overwhelmingly promoted personally responsible citizenship, we found the participants to heavily weigh developmentally appropriate practice and classroom context when considering the risks and rewards of promoting justice-oriented citizenship in elementary classrooms. 相似文献
10.