Rankings in professional men’s tennis: a rich but underutilized source of information     

Machar Reid  Stuart Morgan  Tania Churchill 《Journal of sports sciences》2013,31(10):986-992

Abstract

Success in professional tennis is measured, at least in part, by rankings. However, there is little quantitative evidence to inform stakeholders regarding what represents the typical ranking progress of top-ranked players. The objective of this study was therefore to compare the ranking trajectories of male players whom achieved peak professional rankings in the Top 250, 175, 100, 50, 20 and 10. The 11,396 birthdates and weekly professional rankings of all players between 27 August 1973 and 31 October 2011 were collated. The peak ranks for each athlete according to their both chronological age and number of years on tour were identified and athletes were categorised into one of six career–peak ranking bands. One-way analysis of variance tests confirmed distinctive ranking trajectories, which were most pronounced among Top 10 players. The rankings of these players were statistically distinguishable following players’ second year on tour or by 17 years of age. The ranking signature of all Top 100 players emerged as significantly different to players that failed to enter the Top 100 by their fourth year on the tour. Indeed, the representation of ranking as a function of years on tour should be considered for use by tennis policy-makers in the future.  相似文献   

Developing coaching pedagogy: seeking a better integration of theory and practice     

Robyn Jones  Kevin Morgan  Kerry Harris 《Sport, Education and Society》2013,18(3):313-329

Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this article was to construct and evaluate a pedagogical framework (delivered through an MSc unit) drawn from tenets of both action research and ‘communities of practice’ as a means through which the practice-theory gap can be somewhat addressed. The unit in question involved students being introduced to a particular theoretical position with the expectation that they would integrate that theory into their practice in the upcoming week. The students then shared their experiences in structured discussion groups during the following class. Data on student learning were gathered both through on-going observations, and focus groups interviews with staff and students at the end of the unit. The data were inductively analysed. Findings revealed that the students were generally stimulated by and, hence, generally positive about the pedagogical approach experienced. This was specifically in terms of better ordering the knowledge they had as well as developing new insights about coaching practice. Although not unproblematically, the staff were also positive about the unit; citing better and more continuous student engagement as a result of it.  相似文献   

Effects of Different Instructional Approaches on Young Children's Achievement and Motivation   总被引：3，自引：0，他引：3  

Deborah Stipek  Rachelle Feiler  Denise Daniels  Sharon Milburn 《Child development》1995,66(1):209-223

Children in child-centered preschools and kindergartens were compared to children in didactic, highly academic programs in terms of their basic skills achievement and a set of motivation variables. The study included 227 poor, minority, and middle-class children between the ages of 4 and 6 years. Children in didactic programs that stressed basic skills had significantly higher scores on a letters/reading achievement test but not on a numbers achievement test. Being enrolled in a didactic early childhood education program was associated with relatively negative outcomes on most of the motivation measures. Compared to children in child-centered programs, children in didactic programs rated their abilities significantly lower, had lower expectations for success on academic tasks, showed more dependency on adults for permission and approval, evidenced less pride in their accomplishments, and claimed to worry more about school. Program effects were the same for economically disadvantaged and middle-class children, and for preschoolers and kindergartners.  相似文献   

Welcome to Issue 4 of Volume 22 of the journal     

Harry Daniels 《Emotional and Behavioural Difficulties》2017,22(4):291-292

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The effect of sequence of instruction on students' cognitive preferences and recall in the context of a problem-oriented method of teaching     

N. C. Boreham  Margaret Redford Ellis  C. H. Morgan 《Instructional Science》1984,13(4):329-345

This experiment investigated two possible sequences in which biochemical theory and the clinical applications of such theory can be presented to pre-clinical medical students. The dependent variables were the students' cognitive preferences and their ability to recall the contents of the instruction. Seventy-two students were randomly allocated to either a Theory-to-application or an Application-to-theory condition. The results indicated that the Application-to-theory sequence of instruction produced a significantly greater preference for being taught the specific facts of pre-clinical medical science, as opposed to being taught about the clinical applications. However, this was achieved at the expense of a significantly reduced ability to actually recall the theory which was taught.  相似文献   

The Teacher as Examiner: the case of mathematics coursework     

Candia Morgan 《Assessment in Education: Principles, Policy & Practice》1996,3(3):353-375

Recent developments in curriculum and assessment in the UK have led to increased involvement of teachers in high‐stakes summative assessment of their own students. Case studies of experienced secondary school mathematics teachers reading and assessing General Certificate of Secondary Education (GCSE) coursework texts show that they experience tensions between their various roles and responsibilities as teachers and as examiners. Moreover, different teachers appear to resolve these tensions in different ways, adopting various positions in relation both to the content of the written coursework texts and to the student‐authors of the texts. Variations in teachers’ approaches to reading and assessing mathematics coursework may lead to differences in the ranks or grades allocated and, even where they do not, the meanings of the grades given by different teachers may be substantially different. Through examining teachers’ assessment practices, questions are raised both about the validity of such assessments and about the compatibility of the coursework examination system with the aims of the curriculum development which gave rise to it.  相似文献   

Importing organizational reform: The case of lay boards in Hungary     

Anthony W. Morgan  Amy Aldous Bergerson 《Higher Education》2000,40(4):423-448

Hungary initiated a major higher education reform program inthe early 1990s that included the establishment of boards at boththe national and institutional levels. This article exploresHungarians' engagement of the idea of boards, adaptations of theAmerican model, adoption of their own model and earlyimplementation. Importing an organizational reform like boardsoccurs within existing cultural and political norms. Thetraditional socialist norms, surrounding nature of the socialisteconomy and the concept of a civil society in countries likeHungary loom large in introducing new structures and values.Structurally, boards at both the national and institutionallevels challenge not only the remnants of the Soviet model ofhigher education but also the classic continental model, uponwhich Hungarian universities were built, of a bimodaldistribution of power between the state and the professorate. Boards fall between the state and professorate and challengethese power centers. The decentralization that boards representruns counter to bureaucratic ministry control and threatens thenewly found power of institutional senates. In a larger,societal sense they also occupy that intermediate space betweenthe government and the individual or what many writers refer toas civil society that by most observers' accounts isunderdeveloped in countries like Hungary. Underdevelopment ofcivil society generally raises questions of societal readinessfor institutions like boards.Politically, the introduction of boards demonstrates thecomplex nature of support for and opposition to change as well asthe personalized politics in reform movements in smallercountries. The changes that have occurred in governments alsoreveal how difficult institutionalization of reform can beespecially when combined with strong cultural norms that mitigateagainst change. While it is too early to tell whether boardswill flourish or wither, they have encountered rocky soil at thenational level and neglect at the institutional level in Hungary.  相似文献   

Welcome to issue 23(3) of the Journal!     

Harry Daniels 《Emotional and Behavioural Difficulties》2018,23(3):227-229

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Hannah Arendt and the ‘freedom’ to think     

Marie Morgan 《Journal of educational administration and history》2016,48(2):173-182

ABSTRACT

Dissatisfied with the Western tradition of political philosophy, Arendt maintained a tension between the political, which she associates primarily with the freedom to act, and the philosophical, which she associates principally with the activity of thinking, throughout her works. Whilst Arendt's work is underpinned by a focus on political action, her work on the thinking/non-thinking dichotomy is of significant educational value. Taking a broadly phenomenological approach, and reading Arendt through an educational lens, this paper seeks to demonstrate how the thinking/non-thinking dichotomy and the perils of ‘non-thinking’ reveal the wider dangers of instrumentalism and the performative models of education that accompanies it. It is suggested here that Arendt's work exposes ‘non-thinking’ as a form of instrumental thinking, which is not only a threat to the development of the capacity for critical thought but also to the development autonomy and the capacity for moral judgement.  相似文献   

Belief correlates of perceived addiction in young smokers     

J. Richard Eiser  Michelle Morgan  Philip Gammage 《European Journal of Psychology of Education - EJPE》1987,2(4):375-385

Results from a survey of smoking prevalence and smoking beliefs among 10,579 pupils from 10 co-educational comprehensive schools from the Bristol conurbation suggest that there is more to adolescent smoking than a vulnerability to peer group pressure. Those adolescents who saw themselves as more addicted, those who anticipate more difficulty in stopping and/or reported more craving for cigarettes had more «external control» beliefs about their health, emphasized to a greater extent intrinsic enjoyment and the calming effect of smoking and rejected ideas that smoking by young people is motivated by the desire to look grown up or feel important. Young smokers appear to attribute their behaviour to the intrinsic benefits of smoking itself rather than to external pressure or to the desire to conform to peer group norms. The implications of these findings for health education programmes are discussed.  相似文献