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Hannele Forsman Arto Gråstén Minna Blomqvist Keith Davids Jarmo Liukkonen Niilo Konttinen 《Journal of sports sciences》2016,34(14):1319-1327
ABSTRACTThe objective of this study was to create a valid, self-reported, game-specific soccer competence scale. A structural model of perceived competence, performance measures and motivation was tested as the basis for the scale. A total of 1321 soccer players (261 females, 1060 males) ranging from 12 to 15 years (13.4 ± 1.0 years) participated in the study. They completed the Perceived Game-Specific Soccer Competence Scale (PGSSCS), self-assessments of tactical skills and motivation, as well as technical and speed and agility tests. Results of factor analyses, tests of internal consistency and correlations between PGSSCS subscales, performance measures and motivation supported the reliability and validity of the PGSSCS. The scale can be considered a suitable instrument to assess perceived game-specific competence among young soccer players. 相似文献
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Hannele Forsman Arto Gråstén Minna Blomqvist Keith Davids Jarmo Liukkonen Niilo Konttinen 《Journal of sports sciences》2016,34(14):1311-1318
ABSTRACTThe objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players’ levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players. 相似文献
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Hannele Turunen Kerttu Tossavainen Sirkka Jakonen Harri Vertio 《Teachers and Teaching》2013,19(6):675-692
In many countries, educational and health policies currently highlight the need to develop schools towards health promotion settings for pupils and school staff. The aim of this three‐year follow‐up study was to investigate teachers’ assessments of goal attainment and possible changes in health promotion practices in the Finnish schools that participated in the Programme of European Network of Health Promoting Schools. The data were collected by questionnaires from teachers who also worked as ENHPS coordinators at the school level. The data analysis was statistical. The results showed that, overall, the infrastructure for health promotion was good at the participating Finnish schools. Based on the results of this Finnish ENHPS study, it can be concluded that the progress towards health‐promoting schools is demanding and requires action at the administrative level, such as appropriate planning of responsibilities, resources and training. Additionally, it requires modification of everyday practices for a school to become a health‐promoting setting. 相似文献
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The identity game: constructing and enabling multicultural identities in a Finland–Swedish school setting 
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下载免费PDF全文 This study, building on previous studies stressing the bond between positive sense of ethnic identity and school belonging, puts at its center the very process of ethnic identity construction. Thus, identity is viewed as co‐constructed, within a social–constructionist perspective on learning. The study is two‐folded. It starts out by describing how participants in a Finland–Swedish preschool setting orient to ethnic identity in everyday interactions. Video recordings are analyzed using conversation analysis, a relatively recent approach to the exploration of how ethnicity is accomplished in interaction. It shows that the different ethnic backgrounds of the children were considerably more prominent in the informal self‐initiated interactions between themselves than in situations where adults were present. The children mainly used ethnicity as a resource to investigate themselves in relation to others to negotiate status and construct in‐ and out‐groups. The second part focuses on how to create a more inclusive school‐setting by more actively supporting students' ethnic identity construction. It discusses the experiences from a teacher–researcher collaboration, where the way children constructed ethnic identity in the first part of the study was taken as the starting‐point for the development of new practices. The study suggests the ongoing ethnic identity construction in everyday educational settings to be a fertile area for further research. We need to know more about how these processes can be supported in a manner that is sensitive to the students' needs to decide for themselves whether, and how, they wish to orient to their own ethnic backgrounds. 相似文献
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Anne Nevgi Päivi Virtanen Hannele Niemi 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):937-947
The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web‐based tool, the ‘IQ Team’, is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, ‘IQ Form’, developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self‐evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n = 259 and n = 275). The online students’ social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n = 35) were collected in order to get users’ feedback of the tool. The qualitative data consisted of interviews, open‐ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint‐regulated learning. 相似文献
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The article analyses a collaborative effort of learning across workplace boundaries in a regional learning network of South Savo, Finland. The focus is on the Forum of In-house Development in the network. Our objective is to highlight a dialectical approach to boundaries that draws from the ideas of cultural-historical activity theory. Expansive transformation may be explored through the expansion of socio-spatial and instrumental-developmental boundaries. This is shown through four transitional episodes that reveal the expansion of the object of learning. We argue that crossing the socio-spatial boundary of a workplace is not a sufficient condition, but that new meditational means created at the instrumental-developmental boundary are needed to expand workplace learning and development in challenging and complex regional contexts. 相似文献
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Jonas Forsman Maartje van den Bogaard Cedric Linder Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255
This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention. 相似文献
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Teija Räihä Kerttu Tossavainen Jorma Enkenberg Hannele Turunen 《Technology, Pedagogy and Education》2014,23(2):181-197
This paper presents a study that examined pupils’ views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch, which sought to renew secondary schools’ health education by developing and utilising an ICT-based learning environment. The research data were collected through a structured questionnaire presented to pupils (N = 92) in two secondary schools, one rural and one urban, in Eastern Finland. The results showed that pupils’ opinions about the ICT-based learning environment were fairly positive. Pupils felt that the ICT-based learning environment was easy to use and supported cooperative learning. Computing and Internet skills positively supported pupils’ favourable attitudes towards the ICT-based learning environment. An interesting result from the point of view of e-learning was that the pupils increased their awareness of how to critically evaluate health information found on the Internet. 相似文献
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