Effects of a prenatal care intervention on the self-concept and self-efficacy of adolescent mothers     

Ford K  Hoyer P  Weglicki L  Kershaw T  Schram C  Jacobson M 《The Journal of perinatal education》2001,10(2):15-22

The objective of this study was to examine changes in self-concept and self-efficacy during the childbearing year among adolescent mothers (defined as young mothers up to age 20) who were involved in a behavioral intervention. Subjects included a sample of 282 urban, pregnant adolescents (94% African American, 4% white, 2% other). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. A scale to measure the self-efficacy of the adolescent mother during the childbearing year was developed and evaluated. Questionnaires were administered during intake for prenatal care and in the postpartum period. In the larger study, the intervention was a peer-centered, mastery modeling intervention designed to increase self-efficacy, improve self-concept, and improve long- and short-term perinatal outcomes. The results in this portion of the data showed that self-concept increased significantly for young women in the experimental group but did not change significantly for young women in the control group. Changes were noted in the TSCS for overall self-concept as well as for several subscores, including identity, self-satisfaction, behavior, the personal self, the family self, and the social self. However, differences between groups did not reach significance once age, parity, site, and time were accounted for, except on TSCS subscales of identity and personal self. Between intake for prenatal care and postpartum, self-efficacy changed significantly for both the experimental and the control groups. Both groups increased in self-efficacy for labor and delivery and decreased in self-efficacy for infant care. In this group of mostly African American teens, peer support and small group care demonstrated positive effects on self-concept. Professional and peer interactions were equally associated in intervention and nonintervention groups with regard to self-efficacy.  相似文献   

China’s education,curriculum knowledge and cultural inscriptions: Dancing with the wind,     

Derek R. Ford 《Educational Philosophy and Theory》2019,51(7):744-745

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The Emergence of Cognitive Maps for Spatial Navigation in 7- to 10-Year-Old Children     

Ford Burles  Irene Liu  Chelsie Hart  Kara Murias  Susan A. Graham  Giuseppe Iaria 《Child development》2020,91(3):e733-e744

Although much is known about adults’ ability to orient by means of cognitive maps (mental representations of the environment), it is less clear when this important ability emerges in development. In the present study, 97 seven- to 10-year-olds and 26 adults played a video game designed to investigate the ability to orient using cognitive maps. The game required participants to reach target locations as quickly as possible, necessitating the identification and use of novel shortcuts. Seven- and 8-year-olds were less effective than older children and adults in using shortcuts. These findings provide clear evidence of a distinct developmental change around 9 years of age when children begin to proficiently orient and navigate using cognitive maps.  相似文献   

Critique in academic disciplines and active learning of academic content     

Michael J. Ford 《Cambridge Journal of Education》2010,40(3):265-280

This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which is comprised by an interaction of roles – authors construct claims and peers critique them. Because disciplinary critique drives and shapes generation of knowledge claims, specialized features of these claims both justify and define their meaning. Here science is offered as an example, in which critique drives measurement of key concepts, thereby anchoring their meaning in operational definitions. The account of active learning proposed sheds new light on both historical and contemporary characterizations of active learning in terms of taking a critical stance toward content, in which the learner questions and challenges content. Thus students, rather than teachers, should actively challenge their emerging understanding of content.  相似文献   

Sport-specific biomechanical responses to an ACL injury prevention programme: A randomised controlled trial     

Jeffrey B. Taylor  Kevin R. Ford  Randy J. Schmitz  Scott E. Ross  Terry A. Ackerman  Sandra J. Shultz 《Journal of sports sciences》2018,36(21):2492-2501

Anterior cruciate ligament (ACL) injury prevention programmes have not been as successful at reducing injury rates in women’s basketball as in soccer. This randomised controlled trial (ClinicalTrials.gov #NCT02530333) compared biomechanical adaptations in basketball and soccer players during jump-landing activities after an ACL injury prevention programme. Eighty-seven athletes were cluster randomised into intervention (6-week programme) and control groups. Three-dimensional biomechanical analyses of drop vertical jump (DVJ), double- (SAG-DL) and single-leg (SAG-SL) sagittal, and double- (FRONT-DL) and single-leg (FRONT-SL) frontal plane jump landing tasks were tested before and after the intervention. Peak angles, excursions, and joint moments were analysed using two-way MANCOVAs of post-test scores while controlling for pre-test scores. During SAG-SL the basketball intervention group exhibited increased peak knee abduction angles (p = .004) and excursions (p = .003) compared to the basketball control group (p = .01) and soccer intervention group (p = .01). During FRONT-SL, the basketball intervention group exhibited greater knee flexion excursion after training than the control group (p = .01), but not the soccer intervention group (p = .11). Although women’s soccer players exhibit greater improvements in knee abduction kinematics than basketball players, these athletes largely exhibit similar biomechanical adaptations to ACL injury prevention programmes.  相似文献   

Engaging Students in Traditional and Digital Storytelling to Make Connections Between Pedagogy and Children’s Experiences     

Peggy S. Lisenbee  Carol M. Ford 《Early Childhood Education Journal》2018,46(1):129-139

Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content. Definitions of traditional and digital storytelling, pedagogical methods aligned with curriculum standards, and examples of literacy centers associated with storytelling in early childhood classrooms are shared. The theoretical framework, Technological Pedagogical Content Knowledge (TPACK), is included to illustrate how pedagogy, storytelling, and technology interact to teach content knowledge and 21st-century skills. The five literary elements and additional elements of stories identified from research which enhance students’ engagement in stories are provided. A checklist for selecting stories, book lists and storytelling websites offer resources that will support teachers in using both digital and traditional storytelling with their students.  相似文献   

An examination of psychosocial variables moderating the relationship between life stress and injury time-loss among athletes of a high standard     

Ian W. Ford  Robert C. Eklund  Sandy Gordon 《Journal of sports sciences》2013,31(5):301-312

Based on Williams and Andersen's model of stress and athletic injury, six psychosocial variables were assessed as possible moderators of the relationship between life stress and injury among 121 athletes (65 males, 56 females) competing in a variety of sports at state, national or international level. No significant effects of the sex of the participants were evident. Correlational analyses revealed moderator effects of several variables. Specifically, dispositional optimism and hardiness were related to decreased injury time-loss in athletes when positive life change increased, and global self-esteem was associated with decreased injury time-loss when both negative life change and total life change increased. The results indicate that athletes with more optimism, hardiness or global self-esteem may cope more effectively with life change stress, resulting in reduced injury vulnerability and recovery rates.  相似文献   

The role of effort in moderating the anxiety – performance relationship: Testing the prediction of processing efficiency theory in simulated rally driving     

Mark Wilson  Nickolas C. Smith  Mark Chattington  Mike Ford  Dilwyn E. Marple-Horvat 《Journal of sports sciences》2013,31(11):1223-1233

Abstract

We tested some of the key predictions of processing efficiency theory using a simulated rally driving task. Two groups of participants were classified as either dispositionally high or low anxious based on trait anxiety scores and trained on a simulated driving task. Participants then raced individually on two similar courses under counterbalanced experimental conditions designed to manipulate the level of anxiety experienced. The effort exerted on the driving tasks was assessed though self-report (RSME), psychophysiological measures (pupil dilation) and visual gaze data. Efficiency was measured in terms of efficiency of visual processing (search rate) and driving control (variability of wheel and accelerator pedal) indices. Driving performance was measured as the time taken to complete the course. As predicted, increased anxiety had a negative effect on processing efficiency as indexed by the self-report, pupillary response and variability of gaze data. Predicted differences due to dispositional levels of anxiety were also found in the driving control and effort data. Although both groups of drivers performed worse under the threatening condition, the performance of the high trait anxious individuals was affected to a greater extent by the anxiety manipulation than the performance of the low trait anxious drivers. The findings suggest that processing efficiency theory holds promise as a theoretical framework for examining the relationship between anxiety and performance in sport.  相似文献   

No Relative Age Effect in the Birth Dates of Award-Winning Athletes in Male Professional Team Sports     

Paul R. Ford  Mark A. Williams 《Research quarterly for exercise and sport》2013,84(3):570-573

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The microstructure of practice activities engaged in by elite and recreational youth cricket players     

Jeffrey Low  A. Mark Williams  Allistair P. McRobert  Paul R. Ford 《Journal of sports sciences》2013,31(11):1242-1250

Abstract

Practice plays an important role in skill acquisition, although not all practice is of equal quality. We examined the types of team practice activities in four groups of youth cricket players. The groups were recreational- and elite-children (9 to 12 years of age) and recreational- and elite-adolescent players (13 to 17 years of age). Time motion analysis recorded the duration in two types of practice activities, namely, Training Form and Playing Form. Training Form is mainly drill-type activities, whereas Playing Form is mainly games-based activities. Training Form activity is thought to contain fewer opportunities to develop the perceptual, cognitive and motor skills required for successful performance in competition when compared to Playing Form. Session duration was a mean value of 95, s?=?29?min. All players combined spent 69% of session time in Training Form activity and 19% in Playing Form, with the remaining percentage of time spent in transition between activities. Recreational-children spent around half of their time in Playing Form activity, whereas both elite and adolescent groups spent little or no time in this activity. Findings from this research highlight a gap between research and practice that may not be optimal for skill acquisition.  相似文献