The effect of playing formation on high-intensity running and technical profiles in English FA Premier League soccer matches

The aim of this study was to examine the effect of playing formation on high-intensity running and technical performance during elite soccer matches. Twenty English FA Premier League games were analysed using a multiple-camera computerized tracking system (n = 153 players). Overall ball possession did not differ (P < 0.05) between 4-4-2, 4-3-3 and 4-5-1 formations (50%, s = 7 vs. 49%, s = 8 vs. 44%, s = 6). No differences were observed in high-intensity running between 4-4-2, 4-3-3 and 4-5-1 formations. Compared with 4-4-2 and 4-3-3 formations, players in a 4-5-1 formation performed less very high-intensity running when their team was in possession (312 m, s = 196 vs. 433 m, s = 261 vs. 410 m, s = 270; P 5 0.05) but more when their team was not in possession (547 m, s = 217 vs. 461 m, s = 156 vs. 459 m, s = 169; P < 0.05). Attackers in a 4-3-3 performed ~30% more (P < 0.05) high-intensity running than attackers in 4-4-2 and 4-5-1 formations. However, the fraction of successful passes was highest in a 4-4-2 (P < 0.05) compared with 4-3-3 and 4-5-1 formations. The results suggest that playing formation does not influence the overall activity profiles of players, except for attackers, but impacts on very high-intensity running activity with and without ball possession and some technical elements of performance.     

Exclusion from school and recognition of difference

ABSTRACT

There has been an overall decrease in exclusion rates and numbers in recent years across the UK. This change has often been heralded as evidence that national inclusion policies are ‘working’ and that schools themselves are becoming increasingly inclusive. This article examines findings from a recent study on school exclusion in Wales, noting that exclusion is falling here in line with UK wide trends. However, exclusion rates of children with special needs and others who face multiple disadvantages remain stubbornly high. Given these findings, and the evidence that this is the case across the UK, an important question arises about the broader relationship between school exclusion and inequality. This article seeks to address this question, and asks whether and to what extent the politics of recognition of difference, in Nancy Fraser's terms, can help explain the continuing over-representation of some groups of marginalised and vulnerable children in exclusion figures, despite this overall downward trend.     

Transforming student engagement in COVID-19 remote instruction: a research perspective

This paper was developed in response to the article titled, “A design framework for enhancing engagement in student-centered learning: Own it, learn it, share it,” by Eunbae Lee and Michael J. Hannafin (2016). Their work is examined through a research perspective. The authors’ discovery of the lack of a comprehensive framework to guide the design, development, and implementation of student-centered learning prompted them to develop the model. The result advances a three-stage model known as, Own It, Learn It, and Share It. The impact of the model can be understood through the simplicity of the OLSit model by how it affords educators a clear pathway for transforming instructional planning. Given the many uncertainties associated with the “shift to digital” as a result of COVID-19, the OLSit model is very applicable for action research by teachers, student teachers, and teacher educators. A critique of the model is provided along with suggested applications to extend the OLSit research base.

     

弹性领导及风险根源

当前许多学校由于注重标准和绩效责任,对青年人滥用药物、行为不良、不安全性行为、暴力和学业失败采用有很大风险的阻止方式。但这是正确的方式吗?学校和学生能否从专注于促进教育成就和社会道德发展的技能中获益?10多年的研究表明学生的成功与这些计划毫无关系,我们需要另一种解决问题的方式——弹性领导。     

Ascending into order: A reflective analysis from a small open source development team

Open Source Software (OSS) has had a profound impact on the way in which software is developed and consequently on the perception of software development. This paper starts with a brief discussion of the eclectic techniques and processes, combinations of which may be used for OSS projects. A ‘real-world’ context will be examined using ‘Reflective Analysis’ focusing on the research and development team present within the Business, Logistics and Information Systems (BLIS) department at The University of Bolton. The reflective analysis explores some assumptions inherent in OSS development. Drawing on findings from experience, industry and background research, an attempt will be made to provide an insight into how in a small team, the use of OSS and associated techniques can lead to the successful development of software. Whilst early results show that smaller OSS projects may appear to have little or no formal structure with closer investigation it is clear this is not the case. Without at least some degree of management, the teams experience indicates that such projects may be prone to failure.     

Principals in schools with a positive school culture

This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi‐structured interviews with the principals. Functioning, well‐being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement‐oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component.     

GLOBE—The Science Behind Launching an International Environmental Education Program

Global Learning and Observations to Benefit the Environment (GLOBE) is an international science and environmental education program that enables school children to learn about the environment by taking scientific measurements of their natural surroundings and sharing their data with scientists via the Internet. By carefully following protocols and using approved measurement devices, students around the world are developing an archive of standardized data that can also be used in professional research. GLOBE is divided into several separate investigations, each focused on a different aspect of the environment. They include land cover, soil, hydrology, phenology, haze, and the atmosphere. Each investigation has a team of scientists who have worked with students and teachers to develop detailed protocols for the students to collect data. In addition, the scientists are exploring ways of using that data in their own research. This article is mostly about the work of GLOBE scientists—but also some students and teachers—in the first 5 years of the program. It is intended to provide an overview of the scientists' efforts to develop a meaningful learning experience around gathering environmental data for research.     

Celebrating Book Culture: The Aims and Outcomes of UNESCOs World Book and Copyright Day in Europe

World Book and Copyright Day was established by a resolution of the 28th General Council of UNESCO in 1995. Its avowed aim was ‘to pay a world-wide tribute to books and authors on this date, encouraging everyone, and in particular young people, to discover the pleasure of reading and gain a renewed respect for the irreplaceable contributions of those who have furthered the social and cultural progress of humanity.’ This article examines the context for World Book and Copyright Day, the extent to which cultural and commercial interests have converged in the activities of the day and argues that an analysis of the activities of the day reveal a specifically European attitude to book culture.

The biomechanics of situational baseball: Execution and perception of left-handed pitchers' simulated pick-off moves to first base

The aim of this study was to provide an in-depth analysis of the pick-off play in baseball. Ten collegiate left-handed pitchers and nine base-runners participated in this study. The pitchers were videotaped with four cameras to derive three-dimensional data while performing deliveries in the directions of first base and home plate in a laboratory setting. Deliveries were performed from flat ground. Differences between these deliveries were measured through ten selected joint and segment angles. The base-runners completed two distinct procedures in which they viewed video footage of left-handed pitchers and estimated the intended delivery direction. Base-runners were subsequently interviewed to determine the reasoning behind their decisions. The pitchers' data revealed differences between delivery types in nearly all of the selected angles (P < 0.01). The base-runners' data demonstrated that their ability to discriminate delivery types improved when allowed more viewing time per trial (P < 0.01). Additionally, commonalities exist among the base-runners' focal points on the pitcher while making decisions regarding delivery direction and the kinematic differences between deliveries in left-handed pitchers. The practical significance of these results, however, may be more difficult to interpret.