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We identified the perceptual–cognitive skills and player history variables that differentiate players selected or not selected into an elite youth football (i.e. soccer) programme in Australia. A sample of elite youth male football players (n?=?127) completed an adapted participation history questionnaire and video-based assessments of perceptual–cognitive skills. Following data collection, 22 of these players were offered a full-time scholarship for enrolment at an elite player residential programme. Participants selected for the scholarship programme recorded superior performance on the combined perceptual–cognitive skills tests compared to the non-selected group. There were no significant between group differences on the player history variables. Stepwise discriminant function analysis identified four predictor variables that resulted in the best categorization of selected and non-selected players (i.e. recent match-play performance, region, number of other sports participated, combined perceptual–cognitive performance). The effectiveness of the discriminant function is reflected by 93.7% of players being correctly classified, with the four variables accounting for 57.6% of the variance. Our discriminating model for selection may provide a greater understanding of the factors that influence elite youth talent selection and identification. 相似文献
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Summaries English We describe a systematic study of skills for solving problems in basic physics, a domain of practical significance for instruction, but not of prohibitive complexity. Our studies show that an inexperienced student tends to solve a problem by assembling individual equations. By contrast, an expert solves a problem by a process of successive refinements, first describing the main problem features by seemingly vague words or pictures, and only later considering the problem in greater detail in more mathematical language. We have formulated explicit theoretical models with such features and have supported them by some detailed observations of individuals. In addition, experimental instruction incorporating such features seems to improve problem‐solving performance significantly. These investigations yield thus some basic insights into thinking processes effective for problem‐solving. Furthermore, they offer the prospect that these insights can be used to teach students improved problem‐solving skills and to modify common teaching practices which inhibit the development of such skills. 相似文献
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We are concerned with the ways in which social constructions of age can contribute to reducing or exacerbating the vulnerability of young people, and for this reason we refer to the issue as one of ‘the politics of innocence’. The focus of this paper is on gender, youth and HIV prevention/AIDS awareness in the context of South Africa and investigates the uses (and abuses) of images of ‘childhood’, ‘youth’ and ‘adolescence’ in the age of AIDS. Notwithstanding the particular case of South Africa where the incidence of new cases of HIV infection amongst young people is at crisis proportions, the impetus for our work on the visual representations of youth, gender and AIDS comes out of a recognition of the increasing risk of youth to sexually transmitted infections, HIV and AIDS, and within that the particular vulnerability, worldwide, of young women. 相似文献
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In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as ‘portals’ that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to inform teaching approaches and curriculum design. A growing body of literature has critiqued the relevance and applicability of the threshold concept theory and identified threshold concepts relevant to specific disciplines. More recent research has identified how students cross these thresholds and provided measures of the successful acquisition of threshold concepts. This literature synthesis critiques existing evidence on threshold crossing and acquisition to provide a succinct and informative overview of the outcomes to date. Key questions relevant to educators and researchers investigating whether students acquire the threshold concepts associated with their teaching, arose from the literature synthesis. These were: whether or not threshold crossing can be measured; how variation in student learning can be addressed during measurement; tools that can be used for measuring threshold crossing; whether the way units or concepts are taught should alter prior to measurement, and the challenges and limitations of measuring threshold crossing. 相似文献
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We used systematic observation tools to explore the structure (i.e., activity and inactivity) and sequencing (i.e., the types of activities used) of football coaching sessions in Australia following the implementation of a new National Curriculum. Youth soccer coaches (n = 34), coaching within the Skill Acquisition (U11–U13 n = 19) and Game Training (U14–U17 n = 15) phases of the Football Federation Australia National Curriculum participated. Participants were filmed during a regular coaching session, with systematic observation of the session undertaken to provide a detailed analysis of the practice activities and coach behaviours. Findings indicated a session comprised of Playing Form activities (40.9%), Training Form activities (22.3%), inactivity (31%), and transitions between activities (5.8%). Coaches prescribed more Training Form activities (e.g., individual (5.4%) and drills (15.1%)) early in the session and progressed to Playing Form activities (i.e., small-sided games (15.3%) then larger games (24.8%)) later in the session. Most inactivity reflected the players listening to the coach – either in a team huddle (9.9%) or frozen on the spot during an activity (16.5%). In addition, coaches generally spent over 3 min communicating to players prior to explaining and introducing an activity regardless of when in the session the activity was scheduled. 相似文献
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This article reports on a national study of older adults working in childcare as volunteers or aides. Observations, interviews, and a rating scale were used to identify the unique contributions of older adults who have not been formally trained as early childhood educators. Findings showed that the nurturing presence of the older adults brought a familial dimension to these settings that complemented what younger, trained teachers provide in the classroom. Although their behaviors are not always consistent with professional standards for early childhood educators, they make a significant and unique contribution that enriches all participants. The authors make recommendations for training and support to include older adults effectively in preschool classrooms as part of an intergenerational caregiving team. 相似文献
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Dinosaur reconstructions have been exhibited in public for over a hundred years. During that time, scientific and public understanding of these extinct animals has changed considerably. Changes in perception have influenced and been influenced by the three-dimensional reconstructions mounted in museums and galleries, and these in turn have been influenced by the availability and use of mounting materials and techniques. The dinosaur exhibition in The Natural History Museum (NHM) in London contains examples of original, altered, and new dinosaur reconstructions that are described here—two, Gallimimus and Massospondylus, in detail. The final form of any reconstructed dinosaur is often influenced by factors beyond the control of the conservation, preparation, and mounting workers involved. 相似文献
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Decision-making is a key component of an umpire’s in-game performance, with each decision potentially having a direct impact on the result of the game. Additionally, umpires have to be physically fit to ensure they keep up with the gameplay. While research has identified the decision-making demands and running demands of umpires separately, few have explored the relationship between them. The aim of this investigation was to examine the relationship between physical exertion and decision-making performance of Australian football umpires at the sub-elite and junior levels. A total of 18 Australian football umpires (sub-elite, n = 10; junior n = 8) performed 10 × 300 m runs, with each repetition immediately followed by a video-based decision-making test, then 1 min of recovery. A Mann–Whitney U assessment indicated a significant difference between the sub-elite and junior level umpires for decision-making accuracy (U = 13.00, z = ?2.43, P = 0.016, r = ?0.5). However, there was no significant difference in response time (U = 28.00, z = ?1.07, P = 0.315, r = ?0.25). The sub-elite umpires completed the running efforts in significantly less time than the junior umpires (P < 0.05). Further, there was no significant correlation between decision-making performance and running times for either skill level (P > 0.05). This suggests decision-making performance may not be affected by physical exertion. Therefore, it may be suggested coaches of football umpires allocate more time to the decision-making development of their umpires instead of focusing largely on the physical fitness side, as is currently the trend. 相似文献
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