Association between relative age effect and organisational practices of American youth football     

Ciera Jones  Amanda J. Visek  Mary J. Barron  Mark Hyman  Avinash Chandran 《Journal of sports sciences》2019,37(10):1146-1153

The popular method of organising youth sport participants into age divisions, based solely on their birthdate, can result in an imbalance of the distribution of players. This is known as relative age effect (RAE), which inadvertently creates bias and is associated with deleterious short and long-term consequences. The overall purpose of this study was to examine how the potential for RAE is mitigated when simultaneously accounting for additional player criterion, supplementary to age. A mid-Atlantic American youth football registration database was acquired, including chronological (age), anthropometric (weight), and competency (skill) factors. Player (n = 1,265) data were classified into quartiles and multiple chi-square goodness of fit tests were conducted using proportions of live births as expected theoretical distribution values. When data were categorised by a single developmental criterion (e.g. age), results indicated significant departures (p ≤ 0.002) from expected proportions. However, when categorised using multiple criteria (i.e. age, weight, and skill), equitable birthdate distributions were observed. Findings from this study indicate using only one developmental criterion for organising players is associated with RAE, whereas approaches accounting for multiple variables are not associated with RAE. This study provides youth football programs with early evidence for considering alternative methods of organising players.  相似文献   

Incidence and characteristics of injury in under-19 academy level rugby league match play: A single season prospective cohort study     

Jason C. Tee  Kevin Till  Ben Jones 《Journal of sports sciences》2019,37(10):1181-1188

Academy rugby league competition is an important step along the pathway to professional status, but little is known about injury at this level of the game. The aim of this research was to establish the nature, incidence and burden of injury in English academy rugby league. Using an observational prospective cohort study design, and a time-loss injury definition, the injury outcomes of three professional rugby league academies were recorded during the 2017 season. A total of 87 injuries occurred in 59 matches for an overall injury incidence of 85 (95%CI 67–103) injuries per 1000 hours played. The mean severity of injury was 22 ± 19 days resulting in an overall injury burden of 1898 (95%CI 1813–1983) days lost per 1000 hours. The tackle event was the most common cause of injury (77% of all injuries). Forwards sustained a greater proportion of injuries than backs (forwards 67% vs. backs 33% of injuries). Concussion (13 (6–20) per 1000 hours) and ankle sprains (11 (4–17) per 1000 hours) were the most commonly diagnosed injuries. The shoulder joint was the most commonly injured site (17 (9–25) per 1000 hours). The incidence of injury for academy rugby league is similar to senior professional rugby league.  相似文献   

Association between fundamental motor skills and physical activity in the early years: A systematic review and meta-analysis     

Dan Jones  Alison Innerd  Emma L. Giles  Liane B. Azevedo 《运动与健康科学(英文)》2020,9(6):542-552

BackgroundPhysical activity (PA) in the early years is associated with a range of positive health outcomes. Fundamental motor skill (FMS) competence is associated with PA and is theorized to be driven by PA in the early years and vice versa in mid to late childhood. However, to date, no studies have meta-analyzed the association between PA and FMS in the early years.MethodsSix electronic databases were searched for articles published up to April 2019. Cross-sectional and longitudinal studies were included if they targeted children (ages 3–6 year) as the population of the study and assessed the association between objectively measured PA and FMS. Total FMS, total physical activity (TPA), and moderate-to-vigorous physical activity (MVPA) data were meta-analyzed using a random effects model.ResultsWe identified 24,815 titles and abstracts. In total, 19 studies met the inclusion criteria, including 14 cross-sectional and 4 longitudinal studies, as well as 1 study with cross-sectional and longitudinal analysis. There was a significant but small positive association between FMS and MVPA (r = 0.20, 95% confidence interval (CI): 0.13–0.26) and TPA (r = 0.20, 95%CI: 0.12–0.28). Findings from longitudinal studies revealed that PA drives FMS in early childhood. Mediation was explored in 1 study, which found that perceived motor competence did not mediate the association between FMS and PA.ConclusionUsing a meta-analysis, this study is the first to show a positive association between FMS, MVPA, and TPA in the early years of childhood, suggesting that the association begins at an early age. Limited evidence from longitudinal studies supports the theory that PA drives FMS in the early years of childhood. More evidence is needed from large studies to track PA and FMS until mid to late childhood and to explore the mediators of this association.  相似文献   

The challenge: To be more productive and more humane     

Roberts T. Jones 《Performance Improvement》1991,30(2):4-5

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Becoming a Secondary Teacher in Germany: A trainee perspective on recent developments in initial teacher training in Germany   总被引：1，自引：0，他引：1  

Marion Jones 《欧洲师范教育杂志》2000,23(1):65-76

Increasing job mobility amongst secondary teachers within Europe, as well as the relentless pursuit of quality, prompted me into studying the training of graduates in Germany. It is the aim of this study to draw conclusions in relation to Initial Teacher Training programmes in England through the critical analysis of the German system in the federal state of Baden-Württemberg. It focuses on the following aspects: the statutory framework, preparation for teaching, assessment of trainee competence and support available to trainee teacher (mentor, tutor). This study raises issues, which do not exclusively relate to the German situation, but are equally relevant within an English context. The points considered are: the role of the mentor, assessment of trainee competence and the ratio of theory and practice as elements of the course content. La mobilité croissante des enseignants du secondaire au sein de l'Europe ainsi que la recherche incessante de qualité, m'ont poussée à étudier la formation professionnelle en Allemagne. Le but de cette étude est de tirer des conclusions sur la formation professionnelle des enseignants du secondaire en Angleterre à travers une analyse critique du système dans l'état fédéral de Baden-Württemberg. Cette étude se concentrera sur les points suivants: la structure officielle, la préparation à l'enseignement, l'évaluation des compétences pédagogiques et le support disponible aux professeurs en formation. Cette étude met à jour des problèmes qui existent aussi bien en Allemagne qu'en Angleterre. Les aspects considérés sont: le support du mentor, l'évaluation de l'aptitude des stagiaires et le temps attribué à la théorie et à la pratique pendant la formation. La creciente movilidad de profesores de secundaria en Europa asícomo la incansable búsqueda de calidad me sugirió un estudio sobre la formación pedagógica en Alemania. Es la intención de este estudio el evaluar la formación pedagógica en Inglaterra a través de un análisis crítico del sistema alemán en el estado federal de Baden Württenberg. El estudio se centra en las siguientes áreas claves: el sistema de estatutos, la preparación para la enseñanza, la evaluación de la competencia del profesor aprendiz y el apoyo del mentor/tutor. El estudio discute temas que no se refieren exclusivamente a la situación alemana pero que son igualmente relevantes dentro de un contexto inglés. Los puntos considerados son: la función del mentor, la evaluación de la competencia del aprendiz, y la relación entre la teoría y la práctica como elementos del contenido del curso. Die zunehmende Mobilität der LehrerInnen auf dem europäischen Arbeitsmarkt sowie ein ständiges Streben nach Qualitätsverbesserung haben mich zu einer Studie über das Lehrpraktikum an weiterführenden Schulen in Deutschland veranlaßt. Das Ziel dieser Studie besteht darin, durch kritische Analyse des Systems in Baden-Württemberg, Schlußfolgerungen über das Ausbildungsprogramm in England zu ziehen. Die folgenden Schwerpunkte sind dabei berücksichtigt worden: Gesetzliche Rahmenbedingungen, Vorbereitung auf die Lehrtätigkeit, Beurteilung der LehrpraktikantInnen, Unterstützung durch MentorInnen und Lehrbeauftragte. Diese Studie rückt folgende Diskussionspunkte in den Vordergrund, die sich nicht ausschließlich auf die Situation in Deutschland beziehen, sondern in gleichem Maße auf England zutreffen: die Mentorenrolle, die Beurteilung der Lehrfähigkeit und das Verhältnis von Theorie und Praxis im Ausbildungsprogramm.  相似文献   

Student Perceptions of the Way that they are Supervised during Work Experience: an instrument and some findings     

Margot Cameron‐Jones  Paul O'Hara 《Assessment & Evaluation in Higher Education》1999,24(1):91-103

This paper is intended as a contribution to the debate and evaluation activity which in the UK is following Dearing's recommendation that more work experience should be provided for more higher education students. The paper gives an instrument for researching students’ perceptions of the roles their workplace supervisors play. Two surveys using the instrument and involving a total of 669 students on different courses in the field of teacher education are reported. In the surveys, the responses of many students suggested that they had received ‘good’ (i.e. theoretically desirable) supervision in the workplace but this was not the case for all students. There were for example clear differences across courses and, in addition, the course whose students appeared to have experienced the least desirable kind of supervision subsequently suffered the highest rate of student drop‐out. In contrast, students who had apparently received the ‘best’ kind of workplace supervision tended to be happier with their workplace experience as a whole. In discussing the findings, the paper draws attention to their limitations, pointing out that much more needs to be known about the work experience which is offered to HE students across the disciplines and across the country. The paper suggests that specific as well as general instruments will probably need to be developed for researching this and suggests that, since it is general, the instrument described in the paper might be useful to other HE researchers who wish to evaluate their students’ work experience. The paper concludes by situating the increasing interest in work experience for higher education students in the wider context in which links between ‘work’ and ‘education’ are becoming increasingly blurred.  相似文献   

Academic Adjustment and Learning Processes: a comparison of international and local students in first‐year university     

Sheryl Ramsay  Michelle Barker  Elizabeth Jones 《高等教育研究与发展》1999,18(1):129-144

This article examines the academic adjustment and learning processes of international and local first‐year students. Twenty first‐year local and international students participated in a semi‐structured interview study upon the completion of their first year in a Faculty of Commerce and Management. Students reported positive and negative critical incidents which helped or hindered their learning during the first year. In addition, students described their feelings, thoughts and behaviours in relation to these incidents. Critical incidents were coded, themes identified, and comparisons made across local and international student groups. The impact of particular teaching processes are considered, and implications for teaching and learning in the first year are discussed.  相似文献   

A 30-s chair-stand test as a measure of lower body strength in community-residing older adults.   总被引：4，自引：0，他引：4  

C J Jones  R E Rikli  W C Beam 《Research quarterly for exercise and sport》1999,70(2):113-119

Measuring lower body strength is critical in evaluating the functional performance of older adults. The purpose of this study was to assess the test-retest reliability and the criterion-related and construct validity of a 30-s chair stand as a measure of lower body strength in adults over the age of 60 years. Seventy-six community-dwelling older adults (M age = 70.5 years) volunteered to participate in the study, which involved performing two 30-s chair-stand tests and two maximum leg-press tests, each conducted on separate days 2-5 days apart. Test-retest intraclass correlations of .84 for men and .92 for women, utilizing one-way analysis of variance procedures appropriate for a single trial, together with a nonsignificant change in scores from Day 1 testing to Day 2, indicate that the 30-s chair stand has good stability reliability. A moderately high correlation between chair-stand performance and maximum weight-adjusted leg-press performance for both men and women (r = .78 and .71, respectively) supports the criterion-related validity of the chair stand as a measure of lower body strength. Construct (or discriminant) validity of the chair stand was demonstrated by the test's ability to detect differences between various age and physical activity level groups. As expected, chair-stand performance decreased significantly across age groups in decades--from the 60s to the 70s to the 80s (p < .01) and was significantly lower for low-active participants than for high-active participants (p < .0001). It was concluded that the 30-s chair stand provides a reasonably reliable and valid indicator of lower body strength in generally active, community-dwelling older adults.  相似文献   

Community-based early childhood programs for the deaf in North Carolina.     

L C Peterson  R S Jones 《American annals of the deaf》1975,120(4):422-426

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The effect of methylphenidate on behavior of three school children: a pilot investigation     

W E Greenwold  P R Jones 《Exceptional children》1971,38(3):261-263

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