Sport-specific factors predicting player retention in junior cricket     

Scott Talpey  Tom Croucher  Ahmed Bani Mustafa 《European Journal of Sport Science》2017,17(3):264-270

Understanding factors that motivate young athletes to continue participation in sport can help key stakeholders cultivate an environment that fosters long-term participation. This investigation sought to determine the performance and participation factors that influenced continued participation in junior cricket. Administration-level data were collected each annual season across a seven-year period by a community-level junior cricket association in Australia and analysed to identify the performance and participation-based predictors of player retention. All players were males aged <16 years. Players were categorised according to whether they remained in (or departed from) the association at the end of each playing season. A multivariate logistic regression model with a stepwise variable selection was employed to identify significant independent predictors of player retention. The number of innings batted and overs bowled were significant participation-related contributors to junior cricket player retention. Performance factors such as the number of wickets taken and the number of runs scored also significantly influenced player retention. Finally, team age group, the number of previous seasons played and age were also significant factors in player retention. This demonstrates that sufficient opportunity for children to participate in the game and expression of skills competence are key factors for retention in cricket.  相似文献   

Preface     

Michael Harris  Tom O'Malley 《Media History》2013,19(1-2):7-8

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The Secondary Professional Semester     

Marilyn M. Conn  Vivian Gellman  Alan R. Tom 《Teaching Education》2013,24(2):31-37

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Laptops in the Scottish Primary School: Interim Report     

Graham Turnbull  Tom Gilmour 《Educational Media International》2013,50(2):63-66

Abstract

The following paper should be seen as an addition to that provided in the Proceedings of the 7th ICTE.’ For reasons of brevity, it does not deal to any large extent with the background to the project, but details the progress of a study into the effects of introducing laptops into primary (elementary) school. The project has provided every pupil in one class with a laptop computer and has tracked the use being made of it as a curriculum tool for writing. The second phase of the project is under way, with a completion date of April 1991.  相似文献   

>How to avoid implying that physicalism is true: a problem for teachers of science     

Tom Settle 《International Journal of Science Education》2013,35(3):258-264

It is difficult to teach science without implying, in a broad sense, that physicalism is true. This is a problem for teachers, regardless of whether they accept or reject physicalism, as well as for students. Physicalism‐‐it used to be called materialism‐‐is not a single doctrine, but a family of doctrines. Six of these are described and it is argued that they are not logically favoured by science. Since alternative metaphysical schemes exist (e.g. Whitehead's) which are consistent with scientific facts, evidence which supports a scientific theory over rivals, even decisively, does not have the logical power to decide in favour of physicalism. Science teaching's insinuation of physicalism can be avoided by deliberately stressing such uncontroversial features of science as: the unfinished nature of research; the use of idealizations in scientific theories; how all scientific theories at best only approach the truth; and that older theories are now known to be, strictly, false, although they still fit the facts to some degree.  相似文献   

Social capital,human capital and the learning society     

Tom Schuller  John Field 《International Journal of Lifelong Education》2013,32(4):226-235

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A farewell wave to the theory of long waves     

Tom Kitwood 《Higher Education Quarterly》1984,38(2):158-178

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The search for perfection     

Harris J  Shakespeare T  Phillips K  Bruce D 《New scientist (1971)》2002,174(2342):52-54

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‘Teamwork’ or ‘Working as a Team’? The Theory and Practice of Top Team Working in UK Higher Education     

Steve Woodfield  Tom Kennie 《Higher Education Quarterly》2008,62(4):397-415

This article focuses on the theory and practice of teamwork in ‘top management teams’ in UK higher education institutions. It is informed by some of the key findings from a recent two‐year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education institutions organise their ‘top management’ and ‘senior management’ structures ( Kennie and Woodfield, 2008 ). The authors discuss literature from the corporate and higher education sectors on the meaning of ‘teamwork’ in top teams (e.g. Bensimon and Neumann, 1993 ; Katzenbach, 1998 ; Wageman et al., 2008 ) and relate the findings to the challenges of top level team working in higher education settings. Particular issues discussed include: the terminology related to higher education top teams, areas of decision‐making and time‐management, team orientation and agenda setting, team behaviours and team roles, team performance and evaluation, location, logistical support and resources, and team development. The authors conclude that the challenges of top team working in higher education settings are similar to those found in the corporate sector, albeit nuanced by different organisational cultures, and suggest some key principles to help top teams in higher education institutions improve their ability to work effectively together.  相似文献   

Standards     

Tom Brown 《Archives and Museum Informatics》1989,3(3):27-28

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