Positive Pedagogy for sport coaching

The literature suggests that, despite some challenges in their implementation, player/athlete-centred, inquiry-based approaches to teaching games and coaching team sport can improve game playing ability, increase player/athlete motivation and provide positive affective experiences of learning. A range of these approaches, including Teaching Games for Understanding, Game Sense, Play Practice and the Tactical-Decision Learning Model vary in detail but share enough in common to be referred as game-based or game-centred approaches. This includes the central role that dialogue, reflection and purposeful social interaction play in facilitating learning and the deep understanding that they can promote. While these approaches are widely referred to as instructional models for teaching and coaching consideration of the common pedagogical features they share offers an alternative conception that creates possibilities for promoting the same positive learning outcomes in sports beyond team games. In this article, we examine the concept of Positive Pedagogy as an extension of Game Sense pedagogy beyond games and team sports to explore what it has to offer coaching across a range of sports.     

Nomadic trajectories: mapping short film production in Singapore 1

Abstract

The short film form in Southeast Asia is a potent form of cultural production and one that contributes compellingly to the development and continued growth of the region’s moving image culture. This essay provides a preliminary theoretical framework within which to map the intricacies of the short film within Southeast Asia and offers a case study of short film production in Singapore. The essay grapples with the polymorphous and itinerant qualities of the production, distribution, and/or exhibition of short films through the concepts of modes of production, object, text, and/or trace. It identifies and examines two key traces in contemporary Singapore film production: merantau and motley urbanisms.     

‘Envisioning the Past: Art,Historiography and Public History’*

Abstract

This essay considers the role that art and history might play together in public history projects. It discusses public history not in terms of ‘learning lessons’, ‘public debate’ and ‘transferable skills’ but instead in terms of creative thinking in the public sphere. The essay draws upon the author’s experiences of working with artists on a series of exhibitions themed around the history of an arts centre’s late Georgian and Victorian buildings and their inhabitants in Sheffield. It explores the synergies between artistic and historical ways of knowing and argues that collaborations with artists provide an opportunity for academic historians to reengage the imaginative aspects of professional academic history. It also explores the value of art’s expressive power and its potential to pose new questions and suggest new answers for both public and historians’ understanding of the past.     

Applications of desensitization procedures for school-related problems: A review

A variety of desensitization and counterconditioning procedures have been utilized to deal with school-related problems. These procedures are reviewed with respect to applications for treating school phobia, test anxiety, and other academic anxieties. The case and experimental studies reviewed indicate that desensitization procedures in combination with other techniques are most effective. Guidelines for using these procedures in the schools are suggested.     

WISC-R patterns of emotionally impaired and diagnostic utility

School psychologists, in their search for objective data, have relied on the use of Wechsler patterns to diagnose emotional impairment in children. Previous studies indicate that two such patterns–Verbal-Performance discrepancy and high Similarities, low Information–have diagnostic utility. The purpose of this study was to determine if these patterns would lead to useful diagnostic decisions in differentiating 64 emotionally impaired students from 290 control subjects. Any rule that led to a correct decision 85% of the time was considered useful. Analyses of the data revealed that neither pattern yielded a useful rule for diagnosing emotional impairment; indeed, doubling the error rate to 30% led to the same conclusion.     

Comparison of interrater reliability on the torrance tests of creative thinking for gifted and nongifted students

Despite their widespread use in identifying and evaluating programs for gifted and talented students, the Torrance Tests of Creative Thinking were standardized on samples that excluded gifted children. The interrater reliability of measures like the TTCT has been questioned repeatedly, yet studies with average students have demonstrated high interrater reliability. This study compares the interrater reliability of the TTCT for groups of gifted and nongifted elementary-school-aged students. Results indicated most interrater reliability coefficients exceeding .90 for both gifted and nongifted groups. However, multivariate analysis of variance indicated significant mean differences across the three self-trained raters for both gifted and nongifted groups. Consequently, use of a single scorer to evaluate TTCT protocols is recommended, especially where specific cutoff scores are used to select students.     

Why Do Companies Sponsor Arts Events? Some Evidence and a Proposed Classification

Corporate philanthropy towards the arts isof long standing in the United States. There is nosuch tradition in Europe, but corporate sponsorship ofthe arts has been in place since the 1960s (seeFrémion, 1994). This paper will discuss thedifferences and similarities between these two formsof business support to the arts and then concentrateprimarily on corporate sponsorship. The motivationsfor companies to sponsor arts events are examined inthe context both of the literature relating to themotivations for corporate philanthropy and corporatepromotional/marketing expenditure. Results from asurvey of 69 companies that had sponsored 129 artsevents in Ireland are presented and compared to thelimited results from similar surveys elsewhere. Itis suggested that the motivations for such sponsorshipcan usefully be reduced to four: promotion ofimage/name, supply-chain cohesion, rent-seeking andnon-monetary benefit to managers/owners. The evidence for this from the survey, either directly available orimplicit in the responses to some other questions, issignificant.     

Family Bonding with Universities

One justification offered for legacy admissions policies at universities is that that they bind entire families to the university. Proponents maintain that these policies have a number of benefits, including increased donations from members of these families. We use a rich set of data from an anonymous selective research institution to investigate which types of family members have the most important effect upon donative behavior. We find that the effects of attendance by members of the younger generation (children, children-in-law, nieces and nephews) are greater than the effects of attendance by the older generations (parents, parents-in-law, aunts and uncles). Previous research has indicated that, in a variety of contexts, men and women differ in their altruistic behavior. However, we find that there are no statistically discernible differences between men and women in the way their donations depends on the alumni status of various types of relatives. Neither does the gender of the various types of relatives who attended the university seem to matter. Thus, for example, the impact of having a son attend the university is no different from the effect of a daughter.