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Chris Saward John G. Morris Mary E. Nevill Caroline Sunderland 《European Journal of Sport Science》2019,19(3):315-326
This mixed-longitudinal study examined the development of match skills in elite male youth footballers (aged 11–18 years), while considering the effect of playing status, maturity status, and playing position. Across two seasons, 126 elite male youth footballers were assessed in 1–10 competitive matches (401 player-matches). For each match, the on-the-ball actions of each player were recorded using a notation system. The match skills observed were frequencies of successful passes, on-target shots, dribbles, crosses, clearances, and tackles/blocks/interceptions. Multilevel Poisson analysis was used to model the development of players, with regard to each match skill. Modelling revealed significant (p?p?p?p?p?相似文献
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Rory A. Lazowski Kenneth E. Barron Jeff J. Kosovich Chris S. Hulleman 《Educational Measurement》2016,35(3):26-29
In an article published in Educational Measurement: Issues and Practice, Gaertner and McClarty (2015) discuss a college readiness index based, in part, on nonacademic or noncognitive factors measured in middle school. Such an index is laudable as it incorporates important constructs beyond academic achievement measures that may be important in assessing college readiness. It also holds potential in identifying areas of need at a critical time and can theoretically inform important interventions that may be necessary prior to the later stages of high school. However, one of the noncognitive factors—motivation—appeared to be theoretically incomplete, underrepresented, and contained items irrelevant to the construct of academic motivation. We offer our concerns about the validity of this factor as measured by the index and the associated implications about the consequences of using this to inform educational interventions. Through this commentary, we hope to offer constructive feedback on future research that can build upon Gaertner and McClarty's important work. 相似文献
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Richard Hall Derek Harding Chris Ramsden 《International Journal for Academic Development》2013,18(2):152-161
This paper explores how learning and teaching innovations undertaken by externally funded projects, with a fixed remit and lifecycle, can be integrated successfully into institutional educational developments. The example and methods of one particular project, in embedding its work within and relating it to the context of wider, nationally-promoted educational designs, is utilized to illustrate the possibilities for fostering institutional change. Such change relies upon working to promote a climate whose norms support a culture of trust, where team-working can forge a broader ownership of innovation 相似文献
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Chris Bailey 《Literacy》2016,50(2):62-71
Recent work around the use of virtual world video games in educational contexts has conceptualised literacies as communal processes, whilst considering complex notions of collaboration through participants' multiplicity of presence in hybrid virtual / physical locations. However, further research is necessary in order to help us understand how the complex interactions afforded by such spaces influence ‐ and are influenced by ‐ children's social relationships. This article draws upon data from a year‐long ethnographic study, investigating a group of ten and eleven year old children's engagement with the video game ‘Minecraft’ as they collaborate to build a ‘virtual community’. With a particular focus on the children's improvised singing and use of song during the club, I examine how their creative practices ‐ drawing on a wide range of self‐selected resources, played out both in and out of the virtual world ‐ help to fundamentally shape the nature of the space around them. Furthermore, through examination of one particular performance, I demonstrate the importance of ensuring that such details are not written out of accounts of children interactions around technology, if we are to understand the true potential of such environments. 相似文献
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