Spheres of influence: what shapes young people’s aspirations at age 12/13 and what are the implications for education policy?

Young people’s aspirations remain an enduring focus of education policy interest and concern. Drawing on data from an ongoing five-year study of young people’s science and career aspirations (age 10–14), this paper asks what do young people aspire to at age 12/13, and what influences these aspirations? It outlines the main aspirations and sources of these aspirations as expressed by young people in England in the last year of primary school (survey of 9000+ Y6 pupils, aged 10/11, interviews with 92 children and 76 parents) and the second year of secondary school (survey of 5600+ Y8 pupils, aged 12/13, interviews with 85 pupils). We demonstrate how aspirations are shaped by structural forces (e.g. social class, gender and ethnicity) and how different spheres of influence (home/family, school, hobbies/leisure activities and TV) appear to shape different types of aspirations. The paper concludes by considering the implications for educational policy and careers education.     

A notational analysis of elite tennis strategy

A notational analysis of singles events at all four Grand Slam tournaments between 1997 and 1999 was conducted to determine the influence of the sex of the player and court surface on elite tennis strategy. Rallies of 7.1 ± 2.0 s in women's singles were significantly longer than those in men's singles (5.2 ± 1.8 s P < 0.001). Rallies of 6.3 ± 1.8 s at the Australian Open, 7.7 ± 1.7 s at the French Open, 4.3 ± 1.6 s at Wimbledon and 5.8 ± 1.9 s at the US Open were recorded. Rallies were significantly longer at the French Open than at any other tournament ( P < 0.05) and significantly shorter at Wimbledon than at any other tournament ( P < 0.05). In women's singles, 52.8 ± 12.4% of points were baseline rallies, significantly more than in men's singles (28.6 ± 19% P < 0.001). The proportion of baseline rallies played at the French Open (51.9 ± 14.2% of points) was significantly greater than at the Australian Open (46.6 ± 12.5%), Wimbledon (19.7 ± 19.4%) and the US Open (35.4 ± 19.5% P < 0.05). The results show that both the sex of the player and surface of the court have a significant influence on the nature of singles tennis at Grand Slam tournaments.     

The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures

Virtual reality (VR) technology has been shown to be a promising teaching method in STEM subjects. Extending these findings, the current study is the first to develop and examine the feasibility of using a VR simulation in marketing (ie, a non-STEM subject). Specifically, the levels of immersion and three learning outcomes (learning attitude, enjoyment and performance) were compared between the marketing students who learned the same content through a VR simulation prototype versus a traditional static video presentation. Learning enjoyment was measured using facial electromyography, which served as a more objective measures for the feeling of enjoyment. Compared to the video condition, the results showed that VR resulted in a higher experience of immersion, learning attitude and learning enjoyment. Furthermore, immersion was found to fully mediate the positive effects of the VR simulation on learning attitude, but not enjoyment. Surprisingly, students in the video condition performed better on the knowledge-based test than those in the VR condition. The current study suggests that the current prototype of the VR simulations should be used as supplementary resource to increase the learning attitude and enjoyment, but not as a main teaching material to enhance knowledge-based performance in the marketing discipline.