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Amanda Clacy Natassia Goode Rachael Sharman Geoff P. Lovell Paul M. Salmon 《Journal of sports sciences》2017,35(22):2232-2239
Broader contextual factors that influence concussion management have tended to be overlooked. To address this, the present study used a sociotechnical systems approach to identify perceived responsibilities and applied strategies for three domains of concussion management (i.e., prevention, identification and treatment). Participants were 118 members of the community rugby union system in Australia (69.2% male). Participants from throughout the rugby system (e.g., players, parents, coaches, club management) were asked open-ended questions about their perceived responsibilities and the strategies they use for concussion management. It was found that (a) proper training, technique correction and education were recurrent prevention themes; (b) the majority of key stakeholders felt that they could consistently identify concussion; however, medical aids (medics) were the only system actors who stated a responsibility to use standardised concussion assessment measures and (c) less than one third of the respondents indicated their involvement in treating concussion. This study identifies specific junctures in the system that prevents effective concussion management strategies. A sociotechnical systems approach improves the understanding of concussion prevention, and management beliefs and behaviours. 相似文献
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Angel Ric Robert Hristovski Bruno Gonçalves Lorena Torres Jaime Sampaio Carlota Torrents 《Journal of sports sciences》2016,34(18):1723-1730
The aim of this study was to identify the dynamics of tactical behaviour emerging on different timescales in football small-sided games and to quantify short- and long-term exploratory behaviour according to the number of opponents. Two teams of four professional male footballers played small-sided games against two different teams with a variable number of opponents (3, 5 and 7). Data were collected using a combination of systematic observation and a non-differential global positioning system (15 Hz). The temporal diversity and structural flexibility of the players were determined by calculating the dynamic overlap order parameter q, entropy and trapping strength. Analysis of the exploratory dynamics revealed two different timescales, forming a different metastable landscape of action for each constraint. Fast dynamics lasted on average a few seconds and consisted of changes in tactical patterns. The long timescale corresponded to the shared tasks of offence and defence lasting tens of seconds. The players’ tactical diversity decreased with an increasing number of opponents, especially in defence. Manipulating numerical imbalance is likely to promote changes in the diversity, unpredictability and flexibility of tactical solutions. The fact that the temporally nested structure of constraints shaped the emergence of tactical behaviour provides a new rationale for practice task design. The manipulation of numerical imbalance on the timescale of a few tens of seconds, on which the exploratory behaviour of players saturates, may help coaches to optimise the exploratory efficiency of the small-sided games. 相似文献
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The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families’ children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families’ children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed. 相似文献
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The authors argue that the knowledge work metaphor is the most powerful image of schools for understanding reform. Using themes from the new management literature, such as shared decision making, collegiality, innovation, and experimentation, as additional guides for school improvement, the authors develop a case for systemic reform based on the professionalization of teaching and the integration of theory, research, and practice, Finally, transformational leadership is presented as the key to facilitating systemic reform. 相似文献
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Professional journals serve an important function within most disciplines as they offer a mechanism for professional communication. In the field of higher education, research on methodological characteristics of the published literature has been sparse. This study used content analysis to identify the types of research designs and analytical approaches utilized most often in 3 leading higher education journals during 5 recent years. Results indicated that across all 3 journals, most studies used quantitative analyses based on either primary or secondary survey data, though there were some differences among the journals. The bulk of quantitative studies were based on procedures normally taught in intermediate and advanced statistical courses. The results suggest that graduate-level research training may need modifications if higher education professionals are to contribute to or fully appreciate the published higher education literature. 相似文献
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