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   

EMPIRICAL SYNTHESIS OF THE EFFECT OF STANDARD ERROR OF MEASUREMENT ON DECISIONS MADE WITHIN BRIEF EXPERIMENTAL ANALYSES OF READING FLUENCY          下载免费PDF全文

Matthew K. Burns  Crystal N. Taylor  Kristy L. Warmbold‐Brann  June L. Preast  John L. Hosp  Jeremy W. Ford 《Psychology in the schools》2017,54(6):640-654

Intervention researchers often use curriculum‐based measurement of reading fluency (CBM‐R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM‐R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM‐R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author‐identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three‐fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM‐R data when comparing interventions within a BEA. Further implications for practice and future research are included.  相似文献   

A new paradigm for teaching Histology laboratories in Canada's first distributed medical school     

Karen E. Pinder  Jason C. Ford  William K. Ovalle 《Anatomical sciences education》2008,1(3):95-101

To address the critical problem of inadequate physician supply in rural British Columbia, The University of British Columbia (UBC) launched an innovative, expanded and distributed medical program in 2004–2005. Medical students engage in a common curriculum at three geographically distinct sites across B.C.: in Vancouver, Prince George and Victoria. The distribution of the core Histology course required a thorough revision of our instructional methodology. We here report our progress and address the question “How does one successfully distribute Histology teaching to remote sites while maintaining the highest of educational standards?” The experience at UBC points to three specific challenges in developing a distributed Histology curriculum: (i) ensuring equitable student access to high quality histological images, (ii) designing and implementing a reliable, state‐of‐the‐art technological infrastructure that allows for real‐time teaching and interactivity across geographically separate sites and (iii) ensuring continued student access to faculty content expertise. High quality images—available through any internet connection—are provided within a new virtual slide box library of 300 light microscopic and 190 electron microscopic images. Our technological needs are met through a robust and reliable videoconference system that allows for live, simultaneous communication of audio/visual materials across the three sites. This system also ensures student access to faculty content expertise during all didactic teaching sessions. Student examination results and surveys demonstrate that the distribution of our Histology curriculum has been successful. Anat Sci Ed 1:95–101, 2008. © 2008 American Association of Anatomists.  相似文献   

Using environmental print to enhance emergent literacy and print motivation     

Michelle M. Neumann  Michelle Hood  Ruth M. Ford 《Reading and writing》2013,26(5):771-793

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Speaking Out: Improving Urban Students' Perception of School     

Denyce S. Ford 《Clearing house (Menasha, Wis.)》2013,86(2)

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Multicutural literature and gifted black students: Promoting self‐understanding,awareness, and pride     

Donna Y. Ford  Cynthia A. Tyson  Tyrone C. Howard  J. John Harris III 《Roeper Review》2013,35(4):235-240

Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found on the basis of their support for different gifted programming. Higher deference to authority among communitarians predicted support for an inclusive social norm, compared to a preference for maximizing potential without regard for inclusion among the individualists, who were less likely to defer to authority.  相似文献   

Determinants of underachievement as perceived by gifted,above‐average,and average black students 1     

Donna Y. Ford 《Roeper Review》2013,35(3):130-136

This study examined determinants of underachievement as perceived by 148 Black fifth‐and sixth‐grade students in an urban school district. Explored were the respective influences of social, psychological, and cultural determinants of underachievement as perceived by Black students in three different academic programs (gifted, above‐average, and average). Students were placed into groups based on profiles of achievement behavior (Types I through V) and compared relative to their perceptions and attitudes. Findings from the statistical analyses (frequency analyses, t‐tests, analyses of variance, and multiple regression) suggest that psychological factors played the greatest role in underachievement or poor achievement motivation, and that underachievement behaviors were noted among all students, irrespective of their academic program. Implications and recommendations are suggested for educators working with gifted, above‐average, and average Black students in urban areas.  相似文献   

Information needs of public health practitioners: a review of the literature     

Jennifer Ford  Helena Korjonen 《Health information and libraries journal》2012,29(4):260-273

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A survey of talent identification and development processes in the youth academies of professional soccer clubs from around the world     

Paul R. Ford  Juan Luis Delgado Bordonau  Daniele Bonanno  José Tavares  Corne Groenendijk  Cristina Fink 《Journal of sports sciences》2020,38(11-12):1269-1278

ABSTRACT

Talent identification (TID) and development (TDE) are large fields in professional soccer and in science. However, TID and TDE processes in youth academies have not been assessed in detail. As such, our aim was to survey professional clubs from around the world about their youth academy TID and TDE processes, with 29 clubs responding to the survey. TID and TDE processes changed as a function of player age. TID processes involved finding the best players locally and regionally, but for older players the search widened to nationally and internationally for the needs of the first team. Clubs used a multidisciplinary approach to TID, but more so with older players. Median number of academy players was 80, 100, and 66 players at 8–11 years, 12–16 years, and 17–21 years, respectively. Annual player turnover in the most recent season (selections/de-selections) was 29% across all age groups, with competition from other clubs cited as a limitation to TID. TDE processes involved weekly matches and 3–5 training sessions per week led by experienced, well-qualified coaches, with most clubs providing players with academic education, residency and transportation services. Our findings extend previous research assessing professional soccer youth academy TID and TDE processes by quantifying worldwide practices.  相似文献   

The compassion of Bach     

Boris Ford 《Higher Education Quarterly》1984,38(2):105-111

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