The use of skill tests to predict status in junior Australian football     

T. E. Carl Woods  J. Annette Raynor  Lyndell Bruce  Zane McDonald 《Journal of sports sciences》2015,33(11):1132-1140

This study examined whether skill tests were predictive of status in junior Australian football. Players were recruited from the 2013 under 18 (U18) West Australian Football League competition and classified into two groups: elite (state U18 squad representative; n = 25; 17.9 ± 0.5 years) and subelite (nonstate U18 squad representative; n = 25; 17.3 ± 0.6 years). Both groups completed the Australian football kicking (AFK) and Australian football handballing (AFHB) tests, assessing kicking accuracy/ball speed and handballing accuracy on dominant and nondominant sides. A multivariate analysis of variance (MANOVA) modelled the main effect of “status”, whilst logistic regression models were built for the predictive analysis using the same test parameters. Between-group differences were noted across all parameters, with the combination of kicking accuracy and ball speed on the dominant and nondominant sides being the best predictor of status for the AFK test (wi = 0.25, AUC = 89.4%) and the combination of accuracy on the dominant and nondominant sides being the best predictor of status for the AFHB test (wi = 0.80, AUC = 88.4%). The AFK and AFHB tests are predictive of status, suggesting that their use is warranted as a means of talent identification in junior Australian football.  相似文献   

Educational psychology service contribution to community cohesion: an appreciative inquiry     

Leanne Jackson Taft  Professor Kevin Woods  Anne Ford 《Educational Psychology in Practice》2020,36(1):1-16

ABSTRACT

The United Nations Convention on the Rights of a Child (UNCRC) calls for education to prepare children for ‘ … responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin’. The current study examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. Through an Appreciative Inquiry cycle EPs considered facilitators of and barriers to working with communities. Facilitators included EP practices, skills and knowledge and seeing schools as communities in themselves. Barriers included public service funding and aspects of service delivery. A multi-level approach to promoting community cohesion is put forward, including acknowledgement of the context within which the work takes place as well as positing a continuum of community cohesion to community conflict.  相似文献   

Researching and developing interdisciplinary teaching: towards a conceptual framework for classroom communication     

Charlotte Woods 《Higher Education》2007,54(6):853-866

Calls for teaching and learning that cross subject boundaries have been making themselves heard in recent Higher Education literature in different national contexts. Communication is pivotal in any such learning encounter: it is in the process of negotiating meaning across disciplines that its rewards and challenges lie. And yet, the question of what characterises interdisciplinary classroom communication in the sector is little researched and little understood. How such interaction differs from that in the monodisciplinary university classroom is under-theorised. Adapting Applied Linguistic theory in Intercultural Communicative Competence (Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.) and drawing on a taxonomy of academic disciplines (Becher, T., & Trowler, P. R (2001). Academic tribes and territories.Buckingham: Society for Research in Higher Education/Open University Press.), the article proposes a model of Communicative Competence as a conceptual tool to shape thinking in developing and researching interdisciplinary teaching and learning in the university classroom.  相似文献   

Risk and Protective Factors for Frequent Electronic Device Use of Online Technologies     

Paul L. Morgan  Yangyang Wang  Adrienne D. Woods 《Child development》2021,92(2):704-714

A sample of 10,460 U.S. elementary schoolchildren was analyzed to identify early predictors of frequent use of online technologies (i.e., messaging, online gaming, and social networking). Children (M_age = 67.44 months) at greater risk displayed more externalizing problem behaviors in kindergarten (messaging OR = 1.11; online gaming OR = 1.21; social networking OR = 1.12) or were Black (messaging OR = 1.65; online gaming OR = 1.64; social networking OR = 1.68). Children from higher-income families were at lower risk (online gaming OR = 0.89; social networking OR = 0.89). Boys were more frequent users of online gaming (OR = 3.35) but less frequent users of messaging (OR = 0.62) and social networking (OR = 0.80). Protective factors included specific parenting behaviors.  相似文献   

Pupils and ‘Race’: integration and disintegration in primary schools     

Peter Woods  Elizabeth Grugeon 《British Journal of Sociology of Education》1990,11(3):309-326

Following the Swann Report of 1985 and its recommendation of ‘Education for All’, the need for multicultural education in all areas was generally recognized. School‐based attempts to respond have been little researched, as has minority ethnic pupil development from the pupil's point of view. Eighteen months’ ethnographic work in six main primary schools revealed a number of predominant themes, including that reported here of ‘integration and disintegration’. Their nature, the implications for pupil learning, and the conditions attending them are explored in relation to adapting to school in the early years; transfer between schools at ages seven and nine; relationships among pupils; and pupils’ experience of the curriculum. Integration and disintegration were found to be associated with certain factors at general societal and governmental, community, institutional and individual levels. Integrational features appear to promote pupil learning and development, disintegrational to obstruct and disrupt. The analysis appears to support, amongst other things, democratic, participatory procedures in schools and collaborative learning in its widest sense involving teachers, pupils and parents.  相似文献   

Exploring the role of assistant educational psychologists within local authority educational psychology services in England     

T. A. Woodley-Hume  K. Woods 《Educational Psychology in Practice》2019,35(2):197-215

Following consistently high demands for educational psychology services (EPSs) and recent influences upon the delivery of EPSs, the contribution of assistant educational psychologists (EPs) was explored via a multiple case study design. Participants included assistant psychologists, EPs and senior/principal psychologists from two local authority EPSs in England. Recorded focus groups and interviews were transcribed and a thematic analysis was conducted to produce a cross case analysis. It was found that the assistant EP role emerged from EP recruitment difficulties and that assistants work in diverse ways to enhance and extend the EPS offer to schools to improve outcomes for children; however, the role did not reduce EP workloads. Challenges to the successful deployment of assistant EPs were highlighted along with implications for their practice and future research. Benefits for the assistants themselves included career progression experience.  相似文献   

Evaluation of wrist and forearm motion in college-aged baseball pitchers     

Matthew J. Solomito  Erin J. Garibay  Jessica R. Woods  Sylvia Õunpuu  Carl W. Nissen 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(4):320-331

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Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations     

Camillia Matuk  Kayla DesPortes  Anna Amato  Ralph Vacca  Megan Silander  Peter J. Woods  Marian Tes 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1159-1178

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Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students   总被引：1，自引：0，他引：1  

Leslie R. M. Hausmann  Janet Ward Schofield  Rochelle L. Woods 《Research in higher education》2007,48(7):803-839

This study investigates the role of students’ sense of belonging to their university in college student retention. Using individual growth curve modeling, we examined (a) whether sense of belonging predicts intentions to persist, and (b) the effects of an intervention designed to enhance students’ sense of belonging. African American and white first-year students completed surveys three times throughout the academic year. Students were randomly assigned to a group that received an intervention to enhance students’ sense of belonging or to one of two control groups. Sense of belonging was found to predict intentions to persist, controlling for background variables and other predictors of persistence. Overall, sense of belonging and intentions to persist declined over the academic year. However, the decline in sense of belonging was smaller for students in the intervention group. Implications for the development of college retention programs and for existing models of student persistence are discussed.  相似文献   

Evaluating the use of a strengths-based development tool with head teachers     

Liz Cooper  Kevin Woods 《Educational Psychology in Practice》2017,33(1):31-49

This exploratory study investigated an educational psychologist’s use of a strengths-based development tool with head teachers, in the context of influencing and supporting leaders in school organisations. Nine head teachers completed the “Realise2 Introductory Profile” online strengths assessment and then received a structured debrief by an educational psychologist, to facilitate discussion around their individual profile. Feedback was gathered from five head teachers, using semi-structured interview and a Likert-type rating scale. Interviews were analysed thematically. Head teachers reported raised self-awareness in terms of their realised strengths, learned behaviours, weaknesses and unrealised strengths. They noted an increased motivation and commitment to self reflection as a core practice and related this to subsequent changes in management practice, such as improving personal resilience, increased authenticity in their professional role and more effective delegation of management tasks. Organisational level outcomes reported by head teachers included increases in focus on strengths based practices, teacher well-being and resilience. Personal and professional development with individual head teachers is discussed as an effective use of educational psychology resources with potential benefits for the wider organisation.  相似文献