The developmental and professional activities of female international soccer players from five high-performing nations     

Paul R. Ford  Nicola J. Hodges  David Broadbent  Donna O’Connor  Dawn Scott  Naomi Datson 《Journal of sports sciences》2020,38(11-12):1432-1440

ABSTRACT

We study the developmental and professional activities engaged in by 86 female adult soccer players from the senior national teams of Australia, Canada, England, Sweden, and the United States of America. Players completed the Participation History Questionnaire (PHQ) to elicit the amount and type of activities engaged in across their developmental and professional years, including milestones, soccer-specific activity and engagement in other sport activity. Greater specialisation than diversification characterised their childhood developmental activities, including all players starting in soccer in childhood and accumulating more hours in soccer activity than other sports during this period. However, interindividual variation further characterised these childhood activities, with a proportion of players diversifying into other sports and/or soccer play to a greater or lesser degree during childhood when compared to the other players. The amount of coach-led soccer practice increased for all players across their development culminating in an average of 15–16 h/wk across a 40-week season in early adulthood. In contrast, the amount of engagement in other sports and soccer peer-led play varied between players but generally decreased across adolescence to negligible amounts in late adolescence. Findings are commensurate with the deliberate practice framework and early engagement.  相似文献   

Exploring socioeconomic inequalities and access to elite postgraduate education among English graduates     

Mateos-González  José Luis  Wakeling  Paul 《Higher Education》2022,83(3):673-694

Higher Education - A worldwide trend towards high levels of participation in higher education, paired with concerns about the post-university destinations of an increasing pool of graduates, have...  相似文献   

Are There Gender Differences in How Students Write Their Essays? An Analysis of Writing Processes     

Mo Zhang  Randy E. Bennett  Paul Deane  Peter W. van Rijn 《Educational Measurement》2019,38(2):14-26

This study compared gender groups on the processes used in writing essays in an online assessment. Middle‐school students from four grades responded to essays in two persuasive subgenres, argumentation and policy recommendation. Writing processes were inferred from four indicators extracted from students’ keystroke logs. In comparison to males, on average females not only obtained higher essay scores but differed from males in their writing processes. Females entered text more fluently, engaged in more macro and local editing, and showed less need to pause at locations associated with planning (e.g., between bursts of text, at sentence boundaries). That these differences were detected after controlling for essay scores suggests that they cannot be attributed solely to disparities in group writing skill.  相似文献   

Get with the Program: The Medium Is Not the Message     

Paul A. Cantor 《Academic Questions》2010,23(4):435-449

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Now you see me,now you don’t: From reader to student and back again in A‐Level English literature     

Paul Nightingale 《English in Education》2011,45(2):146-160

In this paper I investigate students’ experience of the assessment regime in A‐Level English literature, and present data from a small‐scale interview study with students intending to study English at university. Research has shown that students experience conflict between reading for pleasure and reading for assessment; and I draw upon Bernstein’s work on invisible and visible pedagogies to explain how the personal response hinders interpretation of text they do not find pleasurable. Interview data explore some strategies that students might adopt, perhaps helping us to understand how they become, or fail to be, successful.  相似文献   

Mean or Median for Exponential Data?     

Paul Hutchinson 《Teaching Statistics》1998,20(3):92-93

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West Indies in England, 1966: cricket in a changing context     

Paul Fryer 《国际体育史杂志》2013,30(2):219-226

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Editorial     

Paul Hewson 《Teaching Statistics》2012,34(2):49-49

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Some Philosophical Approaches to Sport     

Paul Weiss 《体育哲学杂志》2013,40(1):90-93

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Stanley Cavell in Conversation with Paul Standish     

Stanley Cavell  Paul Standish 《Journal of Philosophy of Education》2012,46(2):155-176

Having acknowledged the recurrent theme of education in Stanley Cavell's work, the discussion addresses the topic of scepticism, especially as this emerges in the interpretation of Wittgenstein. Questions concerning rule‐following, language and society are then turned towards political philosophy, specifically with regard to John Rawls. The discussion examines the idea of the social contract, the nature of moral reasoning and the possibility of our lives' being above reproach, as well as Rawls's criticisms of Nietzschean perfectionism. This lays the way for the broaching of questions of race and America. The theme of the ordinary, which emerges variously in Cavell's reflections on Emerson, Wittgenstein and Austin, is taken up and extended into a consideration of Thoreau's ‘experiment in living’. The conversation closes with brief remarks about happiness.  相似文献