What is modelled during observational learning?     

Hodges NJ  Williams AM  Hayes SJ  Breslin G 《Journal of sports sciences》2007,25(5):531-545

In this article, we examine the question of what information is processed during observational learning by evaluating a variety of methods, theories, and empirical data. Initially, we review work involving neuroimaging techniques and infant imitation. We then evaluate data from behavioural experiments involving adults, wherein a variety of attempts have been made to isolate the critical or minimal information constraining the acquisition of coordination. This body of research has included comparisons between video and point-light displays, manipulations to the amount and type of information presented in the display, the collection of point-of-gaze data, and manipulations to the task context in terms of outcome goals. We conclude that observational learning is governed by specific features of the model's action (i.e. motions of the end effector) and the task (i.e. outcome constraints) and, in contrast with traditional theoretical modelling, more global aspects of a model (i.e. the relative motions within and between joints) do not appear to be the primary method for constraining action execution.  相似文献   

Hill on a mountaintop: A longitudinal and cross-sectional analysis of the relative age effect in competitive youth football     

Robin C. Jackson  Gavin Comber 《Journal of sports sciences》2020,38(11-12):1352-1358

ABSTRACT

The aim of this study was to examine the origin and persistence of the relative age effect (RAE) in competitive youth football. To examine its origin, birthdates of 121 category one Premier League academy players recruited over 6 years were compared with 691 Under 8 (U8) players in one of the regional grassroots leagues from which academy players are selected. To examine the persistence of the RAE we conducted a longitudinal comparison of retention rates in early-birth and late-birth academy players from U9 to U15, and made a cross-sectional comparison of birthdate distributions from U7 to U18 in 10,857 regional league players. The results revealed birthdate asymmetry in both the academy and grassroots players but a much larger RAE in the academy. Longitudinal analysis revealed that the cumulative probability of retention at the academy was higher for early-birth than late-birth players. A small to medium RAE persisted across grassroots football age groups though it declined somewhat from U15 to U18. The implication of these results for academy player recruitment is discussed.  相似文献   

Three week professionals: inside the 1987 NFL Players’ strike     

Ian Gavin 《Sport in History》2017,37(4):531-533

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Knowing in primary physical education in the UK: negotiating movement culture     

Gavin Ward  Mikael Quennerstedt 《Sport, Education and Society》2015,20(5):588-603

This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities constitute and negotiate PE movement culture. Video footage from seven primary school PE lessons from a school in the West Midlands in the UK was analysed by focusing upon the ends-in-view of actions as they appeared through the educational content (what) and pedagogy (how) of the recorded PE experiences. Findings indicated that the movement culture within the school was a monoculture of looks-like-sport characterised by the privileging of the functional coordination of cooperative action. Three themes of pupils' and teachers' negotiation of the movement culture emerged U-turning, Knowing the game and Moving into and out of games. This movement culture required teachers to ensure pupils looked busy and reproduced cooperative looks-like-sport actions. In fulfilling this role, they struggled to negotiate between their knowledge of sport-for-real and directing pupils towards educational ends-in-view within games activities. Simply being good at sports was not a prerequisite for pupils' success in this movement culture. In order to re-actualise their knowledge of sport, pupils were required to negotiate the teacher's ‘how’ and ‘what’ by exploring what constituted cooperative actions within the spatial and social dimensions of the activities they were set. These findings suggest that if PE is to be more than just the reproduction of codified sport, careful adjustment and consideration of ends-in-view is of great importance. Without regard for the latter there is potential to create significant complexity for both teachers and pupils beyond that required by learning and performing sport.  相似文献   

Self-reported ability assessment in rock climbing   总被引：1，自引：1，他引：0  

Draper N  Dickson T  Blackwell G  Fryer S  Priestley S  Winter D  Ellis G 《Journal of sports sciences》2011,29(8):851-858

Level of ability within rock climbing is generally expressed in terms of a "best ascent", rated using various grading systems within the sport. The most common method of obtaining this information is via self-report. The aim of this study was to examine the validity of self-reported climbing grades. Twenty-nine competitive rock climbers (17 males, 12 females) were first asked to report their current (defined as within the last 12 months) best on-sight lead ascent grade (Aus/NZ). The participants then climbed a specifically designed indoor route, under on-sight conditions (one attempt, no route practice or preview), to obtain an assessed grade. The route increased in difficulty, and was such that the distance achieved by the climber corresponded to a particular grade. The mean (±standard deviation) self-reported and assessed grade was 22.6?±?3.4 and 22.0?±?3.0 (Aus/NZ) respectively. Despite slight over- and underestimations in males and females respectively, there was no statistically significant difference between self-reported and assessed on-sight climbing grades. The results of this study suggest that self-reported climbing grades provide a valid and accurate reflection of climbing ability.  相似文献   

BMI-referenced cut-points for recommended daily pedometer-determined steps in Australian children and adolescents     

McCormack GR  Rutherford J  Giles-Corti B  Tudor-Locke C  Bull F 《Research quarterly for exercise and sport》2011,82(2):162-167

The purpose of this study was to establish sex-specific criterion-referenced standards for pedometer-determined physical activity related to body mass index (BMI)-defined weight status among youth. We analyzed data from 7-16-year-old boys (n = 338) and girls (n = 337) and used pedometer-assessed physical activity and anthropometric data to derive average steps/day and BMI. Sex-specific criterion-referenced standards for steps/day relating to healthy weight and overweight/obese were determined using the contrasting groups method. Healthy weight children took more steps/day than overweight or obese (boys: 14,413 vs. 12,088, and girls: 12,562 vs. 10,114, respectively; p < .001). The optimal BMI-referenced cut-point emerging flom our sample was 16,000 steps/day for both boys and girls. Our results and those reported elsewhere suggest that youth take insufficient pedometer-determined steps/day to avoid becoming overweight.  相似文献   

Shared Education in contested spaces: How collaborative networks improve communities and schools     

Gavin Duffy  Tony Gallagher 《Journal of Educational Change》2017,18(1):107-134

Societies which suffer from ethnic and political divisions are often characterised by patterns of social and institutional separation, and sometimes these divisions remain even after political conflict has ended. This has occurred in Northern Ireland where there is, and remains, a long-standing pattern of parallel institutions and services for the different communities. A socially significant example lies in the education system where a parallel system of Catholic and Protestant schools has been in place since the establishment of a national school system in the 1830s. During the years of political violence in Northern Ireland a variety of educational interventions were implemented to promote reconciliation, but most of them failed to create any systemic change. This paper describes a post-conflict educational initiative known as Shared Education which aims to promote social cohesion and school improvement by encouraging sustained and regular shared learning between students and broader collaboration between teachers and school leaders from different schools. The paper examines the background to work on Shared Education, describes a ‘sharing continuum’ which emerged as an evaluation and policy tool from this work and considers evidence from a case study of a Shared Education school partnership in a divided city in Northern Ireland. The paper will conclude by highlighting some of the significant social and policy impact of the Shared Education work.  相似文献   

Adolescent Girls' Relationships with Mothers and Best Friends   总被引：2，自引：0，他引：2  

Leslie A. Gavin  Wyndol Furman 《Child development》1996,67(2):375-386

The present study examined factors associated with harmony in adolescent girls' relationships with their mothers and their best friends. A framework was proposed in which relationship harmony was expected to be related to individual characteristics of each partner and the match between the individual characteristics of each partner. 60 adolescent girls, their mothers, and their best friends participated in self-report and observational tasks. Harmonious mother-daughter partners (vs. disharmonious ones) had more similar needs, felt their needs were better met, perceived their partners as more socially skilled, and had more similar interests. Harmonious friends (vs. disharmonious ones) had more similar needs, and target adolescents perceived partners to be more socially skilled and better at meeting their needs. Observational ratings of attunement, positive affect, and power negotiation were greater in harmonious relationships with both mothers and friends. Discussion focuses on the value of a common framework for studying different relationships.  相似文献   

Activity Achievement Emotions and Academic Performance: A Meta-analysis     

Camacho-Morles  Jesús  Slemp  Gavin R.  Pekrun  Reinhard  Loderer  Kristina  Hou  Hanchao  Oades  Lindsay G. 《Educational Psychology Review》2021,33(3):1051-1095

Educational Psychology Review - Achievement emotions are emotions linked to academic, work, or sports achievement activities (activity emotions) and their success and failure outcomes (outcome...  相似文献   

重评“大明宝钞”   总被引：1，自引：0，他引：1  

赵善轩  李新华 《江西师范大学学报(哲学社会科学版)》2005,38(1):65-74

“大明宝钞”从洪武八年(1375)发行起,其购买力一直下跌,加上纸币流通不广,且认受性低,故在15世纪初期已经完全被市场淘汰,只有官府仍然有限度地使用。传统史家一般把明代纸币失败的原因,归咎于政府滥发钞票所致,这似乎把问题过于简单化,而忽略货币制度的设计与推行的问题。“大明宝钞”失败的原因除了因为发钞过多外,其致命伤更在于制度上的设计不足,特别是明政府在未建立公众信心以前,没有效法宋、元为纸币设立准备金制度,以稳固“大明宝钞”的币值。  相似文献