Coach ratings of skills and their relations to practice,play and successful transitions from youth-elite to adult-professional status in soccer     

David T Hendry  A. Mark Williams 《Journal of sports sciences》2018,36(17):2009-2017

Elite soccer players (~15 yr) from professional academies in the UK were rated on technical, tactical, physical and creative skills by coaches at time 1 (T1). Players estimated accumulated hours in soccer practice (coach-led activities) and play (self-led activities) during childhood. Coach-ratings were again collected 2.5 yr later (T2) for players that received a professional contract (~17 yr). Adult-professional status was determined at T3 (~ 20 yr). Skill ratings distinguished across the three “future” groups (academy-only, youth-professional only and adult-professional), for all but creative skill. For players that transitioned to youth-professional, medium sized correlations were noted between childhood practice amounts and technical and creative skill ratings at T1, although practice amounts correlated more strongly with skill ratings at T2. Play amounts were not related to any skills. Within groups of youth elite athletes, domain-specific play in childhood, and to a lesser degree practice, were generally not good discriminators of specific-skills. The effects of sport-specific practice on the development (and discriminability) of skills takes time to emerge. We consider the implications for talent development models and purported links between play and creativity.  相似文献   

The elite player performance plan: the impact of a new national youth development strategy on injury characteristics in a premier league football academy     

Craig Tears  Paul Chesterton  Mark Wijnbergen 《Journal of sports sciences》2018,36(19):2181-2188

The objective of this study was to investigate the injury incidence and patterns in elite youth football at a category 1 Premier League Academy before and after the introduction of a new development strategy, the Elite Player Performance Plan (EPPP). A prospective study was performed over six consecutive seasons encompassing three years before and after the introduction of the EPPP. The findings revealed a most likely moderate increase in total exposure per player per season when the post-EPPP football exposure (640.86 ± 83.25 hours per player per year) was compared with the pre-EPPP football exposure (539.08 ± 71.59). The total injury incidence pre-EPPP was 3.0/1000 hours compared to 2.1/1000 hours post-EPPP (rate ratio 1.43). 6% of all injuries were re-injuries (20.24 ± 33.43 days) but did not result in a substantially longer absence (16.56 ± 15.77 days). The injury burden decreased for the U12-U15 from pre- to post-EPPP, whereas the injury burden increased for the U16-U18 (respectively 125 and 47% higher). These findings suggest that following the introduction of the EPPP there has been a reduction in injuries in the younger age groups U12-U15 but in the older age groups U16-U18 there has been an increase in the severity of the injuries sustained at this club.  相似文献   

Building for a New Generation of Learning: Catalytic Conversations for the Educational Publisher     

Mark David Milliron  Kathleen Plinske 《Publishing Research Quarterly》2009,25(1):1-11

This article uses the metaphor of building to frame discussion about how we prepare for the provision of learning in the years to come. The intention is to catalyze key conversations that will shape how, where, and why we learn. The principal focus is on areas such as blended learning, mobility, gaming, social networking, holographics, analytics, and the human touch. However, the larger theme involves challenging the reader to vision how we bring the best of traditional education forward, combine it with new technologies and techniques, to reach and teach students well.  相似文献   

Towards an explanatory and computational theory of scientific discovery   总被引：1，自引：0，他引：1  

Chaomei Chen  Yue Chen  Mark Horowitz  Haiyan Hou  Zeyuan Liu  Donald Pellegrino 《Journal of Informetrics》2009,3(3):191-209

We propose an explanatory and computational theory of transformative discoveries in science. The theory is derived from a recurring theme found in a diverse range of scientific change, scientific discovery, and knowledge diffusion theories in philosophy of science, sociology of science, social network analysis, and information science. The theory extends the concept of structural holes from social networks to a broader range of associative networks found in science studies, especially including networks that reflect underlying intellectual structures such as co-citation networks and collaboration networks. The central premise is that connecting otherwise disparate patches of knowledge is a valuable mechanism of creative thinking in general and transformative scientific discovery in particular. In addition, the premise consistently explains the value of connecting people from different disciplinary specialties. The theory not only explains the nature of transformative discoveries in terms of the brokerage mechanism but also characterizes the subsequent diffusion process as optimal information foraging in a problem space. Complementary to epidemiological models of diffusion, foraging-based conceptualizations offer a unified framework for arriving at insightful discoveries and optimizing subsequent pathways of search in a problem space. Structural and temporal properties of potentially high-impact scientific discoveries are derived from the theory to characterize the emergence and evolution of intellectual networks of a field. Two Nobel Prize winning discoveries, the discovery of Helicobacter pylori and gene targeting techniques, and a discovery in string theory demonstrated such properties. Connections to and differences from existing approaches are discussed. The primary value of the theory is that it provides not only a computational model of intellectual growth, but also concrete and constructive explanations of where one may find insightful inspirations for transformative scientific discoveries.  相似文献   

Refiguring the human     

Mark Zuss 《Cultural Studies of Science Education》2009,4(4):791-798

In this commentary on Weinstein and Broda’s paper, I consider their promising claims for the liberatory potential of the grotesque in biology/science education. In response to their analysis of four “specimen” examples, I address the question of confronting the limits of pedagogical representations of the grotesque and the abject. I offer suggestions to enrich their project with critical use of historical undercurrents informing normative images of the body. I propose that the functioning of a contemporary epistemic convergence of the grotesque and the sublime opens up the space for a continual reimaging and refiguring of bodies.  相似文献   

Student laboratory presentations as a learning tool in anatomy education     

Madeleine B. Chollet  Mark F. Teaford  Evan M. Garofalo  Valerie B. DeLeon 《Anatomical sciences education》2009,2(6):260-264

Previous studies have shown that anatomy students who complete oral laboratory presentations believe they understand the material better and retain it longer than they otherwise would if they only took examinations on the material; however, we have found no studies that empirically test such outcomes. The purpose of this study was to assess the effectiveness of oral presentations through comparisons with other methods of assessment, most notably, examination performance. Specifically, we tested whether students (n = 256) performed better on examination questions on topics covered by their oral presentations than on other topics. Each student completed two graded, 12‐minute laboratory presentations on two different assigned topics during the course and took three examinations, each of which covered a third of the course material. Examination questions were characterized by type (memorization, pathway, analytical, spatial). A two‐way repeated measures analysis of variance revealed that students performed better on topics covered by their presentations than on topics not covered by their presentations (P < 0.005), regardless of presentation grade (P > 0.05) and question type (P > 0.05). These results demonstrate empirically that oral presentations are an effective learning tool. Anat Sci Educ 2: 260–264, 2009. © 2009 American Association of Anatomists.  相似文献   

Learning About Foodborne Pathogens: Evaluation of Student Perceptions of Group Project Work in a Food Microbiology Course     

Mark S. Turner 《Journal of Food Science Education》2009,8(4):81-87

ABSTRACT:  This study examined the experiences of students in an active learning group work exercise in an introductory food microbiology course involving the study of foodborne pathogens. Small groups were required to access, analyze, and present information regarding a single food poisoning bacterium. The presentations contained features and epidemiological information of the pathogen and also a review of a research journal article and a real food poisoning outbreak report involving the pathogen. Analysis of responses from a questionnaire that allowed direct comparisons to be made with other published group work studies revealed that this exercise was a positive learning experience. In particular, students noted improvements in communication, interaction, information acquisition, and organizational skills.  相似文献   

Linking atmospheric pollution to cryospheric change in the Third Pole region: current progress and future prospects     

Shichang Kang  Qianggong Zhang  Yun Qian  Zhenming Ji  Chaoliu Li  Zhiyuan Cong  Yulan Zhang  Junming Guo  Wentao Du  Jie Huang  Qinglong You  Arnico K Panday  Maheswar Rupakheti  Deliang Chen   rjan Gustafsson  Mark H Thiemens  Dahe Qin 《国家科学评论(英文版)》2019,6(4):796

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Navigating Sexualization as a Sexuality Professional: Recommendations from Sexuality Educators at the 2016 National Sex Ed Conference     

Mark A. Levand  Sasha N. Canan 《American journal of sexuality education》2018,13(1):94-107

Sexuality professionals are likely to experience unwanted sexualization based solely on their profession. Sexuality professionals are sexualized by various groups of people including strangers, colleagues, or even friends and family. The research literature discusses how sexuality researchers experience and navigate this sexualization but includes little information about the ways in which sexuality educators are sexualized. At the 2016 National Sex Ed Conference, we facilitated a workshop for sex educators to discuss how they are sexualized and how they would suggest navigating such experiences. Through this workshop proceeding, we examine how educators echoed many of the same strategies used by sexuality researchers found in the literature along with some unique population concerns and strategies.  相似文献   

Experiential Learning for Logistics and Supply Chain Management Using an SAP ERP Software Simulation          下载免费PDF全文

Mark G. Angolia  Leslie R. Pagliari 《Decision Sciences Journal of Innovative Education》2018,16(2):104-125

This teaching brief describes a three‐echelon supply chain simulation that involves complex decision making in a dynamic environment. Using a team‐based logistics simulation operating on a live commercial‐software application (SAP ERP) as a foundation, a supplemental exercise is proposed for deeper learning of transportation and logistics aspects of supply chain management. Sales and operations planning is used during four simulated months to develop detailed procurement strategies and logistics plans to enhance the baseline supply chain management (SCM) concepts of inventory control and forecasting in a distribution network. Transportation planning and scheduling complexity is introduced as students manage freight to conform to motor carrier weight regulations. The combination of commercial software and extensive real‐world planning allows students to assimilate numerous SCM concepts in a realistic environment. Student opinion survey data shows that students are highly engaged by the detailed nature of the simulation, which they concluded aided their conceptual learning. Additionally, the inclusion of the SAP ERP commercial software becomes a competitive advantage during collegiate recruiting by potential employers.  相似文献