Effects of a nonlinear pedagogy intervention programme on the emergent tactical behaviours of youth footballers     

Alba Práxedes  Fernando Del Villar Álvarez  Alberto Moreno  Alexander Gil-Arias  Keith Davids 《Physical Education & Sport Pedagogy》2019,24(4):332-343

Purpose: This study analysed the effects of a training intervention programme using principles of Non-Linear Pedagogy (NLP) on the decision making (DM) and performance behaviours (P) of youth footballers.

Method: 19 footballers (U12 yrs) participated in 14 training sessions, spread over three phases: Pre-intervention, Intervention, Retention. The intervention was based on Small-Sided and Conditioned Games. We assessed progress during the intervention phase at two different points: intermediate and final. The GPET instrument was used to analyse the DM and P during the completion of 3208 passes in the intervention.

Results: Results shown significant improvements in the DM and P after the intermediate and final points of the acquisition phase. Moreover, significantly higher values were also obtained in both variables in the retention, compared to the pre-intervention phase.

Conclusion: Results indicated that the NLP intervention programme was effective in improving both aspects of team games performance in youth players, with effects consolidated over time.  相似文献   

Higher Education Access and Choice for Latino Students: Critical Findings and Theoretical Perspectives     

José Reyes Del Real Viramontes 《Journal of Latinos & Education》2018,17(3):290-291

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Search for autonomy in motor task learning in physical education university students     

Juan Antonio Moreno Murcia  José Antonio Vera Lacárcel  Fernando Del Villar Álvarez 《European Journal of Psychology of Education - EJPE》2010,25(1):37-47

The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale (EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational orientation.  相似文献   

关注CEO三分之一的执行总裁寻求新技能     

Del Jones 《海外英语》2006,(3):3

2006年,大公司的执行总裁将准备干点什么呢?答案是学习新技能和与家人欢度更多时光。  相似文献   

Disciplinary variation in preparation for the academic dean role     

Marietta Del Favero 《高等教育研究与发展》2006,25(3):277-292

This empirical study examined a sample of 210 academic deans in research and doctoral institutions in the United States to investigate the relationship between academic discipline and the preparation of deans for their leadership role. Respondents reported relying on experience in past administrative posts and past relationships with faculty leaders as the most highly valued approaches to learning what the deans’ job entails. Findings suggest that how deans understand their role is very much related to the unique experiences they have accumulated as a faculty member. Despite the low reliance overall on trial‐and‐error as a learning approach, deans in pure fields reported relying more on trial‐and‐error than deans from applied fields. This finding suggests that academic discipline cannot be discounted in considering the preparation of faculty for leadership roles.  相似文献   

“Nothing is impossible”: characteristics of Hispanic females participating in an informal STEM setting     

Chapman  Angela  Rodriguez  Felicia D.  Pena  Carmen  Hinojosa  Erica  Morales  Lizbeth  Del Bosque  Valeria  Tijerina  Yakeline  Tarawneh  Constantine 《Cultural Studies of Science Education》2020,15(3):723-737

Cultural Studies of Science Education - Factors that influence the underrepresentation of females in STEM careers begin early in childhood when gender biases and stereotypes emerge. Stereotypes...  相似文献   

R&D and the growth of firms: empirical analysis of a panel of Italian firms     

Alfredo Del Monte  Erasmo Papagni 《Research Policy》2003,32(6):1003-1014

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Cooperative learning in computer-based instruction   总被引：1，自引：0，他引：1  

S. Del Marie Rysavy SSND  Gregory C. Sales 《Educational technology research and development : ETR & D》1991,39(2):70-79

High equipment and materials costs, limited access to computers for instruction in many schools, and the success of cooperative learning strategies in traditional classroom instruction have prompted researchers to examine the potential of cooperative computer-based instruction (CBI). In this article, recent research on cooperative CBI is reviewed and findings related to achievement, patterns of study, social interchange, motivation, and gender are discussed. In addition, guidelines on the implementation of cooperative CBI that have been gleaned from the literature are presented.This paper was prepared with partial support from MECC/University of Minnesota Center for Study of Educational Technology, and presented at the AECT Annual Convention, January 31–February 4, 1990, Anaheim, CA.  相似文献   

Construction of educational knowledge with the Mapuche community through dialogical-kishu kimkelay ta che research     

Miguel Del Pino  Donatila Ferrada 《Educational Action Research》2019,27(3):414-434

ABSTRACT

This paper reports the development of a Mapuche education programme in the context of indigenous demands and claims in relation to education, specifically the Bafkehce Mapuche community who live in the Araucanía Region of Chile. The central objective defined was to systematise, jointly with the indigenous community, the components defined as educational knowledge in order to generate a Mapuche education. The study was approached using the dialogical-kishu kimkelay ta che methodology, developed jointly with a Maci (responsible for ceremonies), two Kimches (sages), a Gütancefe (bone-setter), Mapuche teachers, and undergraduate teaching students and academics. The results show epistemic and gnoseological categories which differ from the westernised Chilean categories of education, thus allowing a Mapuche education programme to be generated in order to establish a dialogue between educational knowledge in the indigenous context and in the Chilean western context.  相似文献   

The link between maltreatment and juvenile firesetting: correlates and underlying mechanisms     

Root C  Mackay S  Henderson J  Del Bove G  Warling D 《Child abuse & neglect》2008,32(2):161-176

OBJECTIVE: Despite the widely held belief that abuse is a risk factor for childhood firesetting, the role of maltreatment in firesetting is largely unexplored. This study reports on a sample of children and adolescents referred to a brief assessment and intervention program for juvenile firesetters. Firesetting histories of maltreated youth were compared to a group of firesetting youth with no maltreatment history. METHODS: Participants included 205 children and youth aged 4-17 years and their caregivers. Assessments were completed with a standardized protocol. Forty-eight percent of the sample had a history of maltreatment as reported by caregivers; 26% of the sample had experienced more than one type of maltreatment. RESULTS: When compared to the non-maltreated group, children with histories of maltreatment demonstrated more frequent fire involvement, more versatility regarding ignition sources and targets, and a greater likelihood of an immediate family stressor as a motive for firesetting (all p<.05). Maltreated children were more likely to become involved with fire out of anger (p=.001), and there was also a trend towards higher rates of recidivism (p=.07). Children's externalizing behavior partially mediated the influence of maltreatment on specific fire-related outcomes of children (OR=1.10; 95% CI=1.04-1.17; p=.001). CONCLUSIONS: Within a juvenile firesetting population, the presence of maltreatment is a risk factor for a more severe course of firesetting. The findings also suggest that the link between maltreatment and firesetting is operating partially through heightened emotional and behavioral difficulties. PRACTICE IMPLICATIONS: This study demonstrates that maltreatment is a risk factor that contributes to a more severe course of juvenile fire involvement, and that the link between maltreatment and firesetting operates largely through heightened behavioral and emotional difficulties. These findings highlight the need for mental health clinicians to (a) be aware that these two serious clinical issues frequently co-occur, (b) screen for fire-related behaviors and maltreatment during general assessments, and (c) consider maltreatment status when thinking about the risk of firesetting.  相似文献