The effect of ball-carrying technique and experience on sprinting in rugby union

There are several ways of carrying the ball in rugby union, which could influence the speed at which a player can run. We assessed 52 rugby players (34 males, 18 females) during a maximum sprint over 30 m without the ball, with the ball under one arm, and with the ball in both hands. Timing gates were used to measure time over the initial 10 m and the last 20 m. It has previously been reported (Grant et al., 2003) that running with the ball produces a slower sprinting speed than running without the ball. We hypothesized that the decrease in speed caused by carrying the ball would become less marked with the experience of the player. The male and female players were each divided into two groups: a "beginner" group that consisted of players in their first or second season and an "experienced" group that was composed of players who had played for more than two seasons. A 2 x 3 mixed-model analysis of variance was used to identify differences (P < 0.01) between the beginner and experienced groups in the three sprinting conditions. The times for the males for the first 10 m sprints without the ball, with the ball under one arm, and with the ball in both hands were 1.87 +/- 0.08 s, 1.87 +/- 0.08 s, and 1.91 +/- 0.1 s for the beginners, and 1.87 +/- 0.1, 1.88 +/- 0.1 and 1.88 +/- 0.12 for the more experienced players respectively. The times for the females for the first 10 m without the ball, with the ball under one arm, and with the ball in both hands were 2.13 +/- 0.16 s, 2.19 +/- 0.17 s, and 2.20 +/- 0.16 s for the beginners, and 2.03 +/- 0.12 s, 2.03 +/- 0.09 s, and 2.04 +/- 0.1 s for the more experienced players respectively. For the last 20 m of the 30-m sprint, there were differences between the different sprint conditions (P < 0.001) but no differences that were attributable to experience (P = 0.297). The times for the males over the last 20 m without the ball, with the ball under one arm, and with the ball in both hands were 2.58 +/- 0.19 s, 2.61 +/- 0.12 s, and 2.65 +/- 0.12 s for the beginners, and 2.59 +/- 0.12, 2.62 +/- 0.23, and 2.65 +/- 0.18 s for the more experienced players respectively. The times for the females over the last 20 m without the ball, with the ball under one arm, and with the ball in both hands were 3.25 +/- 0.38 s, 3.35 +/- 0.42 s, and 3.40 +/- 0.46 s for the beginners, and 3.04 +/- 0.32 s, 3.06 +/- 0.22 s, and 3.13 +/- 0.27 s for the more experienced players respectively. No gender-specific differences were detected. The results of this study suggest that practising sprints while carrying a ball benefits the early phase of sprinting while carrying the ball.     

Measuring what matters: Using technology to assess multidimensional learning

In this article we describe the challenges associated with assessing complex competencies envisioned as the targets of learning in the 21st century. Such competencies typically reflect the integration of multiple dimensions of knowledge and skill. Technology plays a crucial role in their assessment, from conceptualisation through design, data gathering and interpretation of results. We use the case of science proficiency to illustrate challenges associated with the assessment of the intended products of multidimensional learning and the benefits provided by technology. We frame assessment development as an evidence-centered design process and illustrate it by using cases drawn from middle school science. We then turn to ways in which assessment systems need to evolve to expand the scope of what can be done in the creation and use of valid, reliable and equitable assessments of complex, multidimensional learning. We conclude by discussing policy implications of technology-based assessment systems with an emphasis on measuring what matters versus measuring what is easy, since what we choose to assess will become the focus of instruction. Major advances in assessment policy and practice require investment in the development, validation and deployment of technology-based assessments that reflect the multidimensional competencies identified by contemporary research and theory.     

Comparing and assessing the consequences of two different approaches to measuring school effectiveness

Educational Assessment, Evaluation and Accountability - Nations, states, and districts must choose among an array of different approaches to measuring school effectiveness in implementing their...     

A secondary reanalysis of student perceptions of non‐traditional writing tasks over a ten year period

This study aims to add to the growing research related to the implementation of non‐traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an interpretive framework different than the particular frameworks guiding the individual studies. In doing so, a greater ability to generalize findings was sought. Main assertions emerging from the student responses analyzed include recognition of benefits of non‐traditional writing, recognition of the need for particular task characteristics to encourage these benefits, and recognition of greater cognitive activity than is present in typical science classroom writing. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 518–539, 2010     

An investigation of Detect,Practice, and Repair to remedy math‐fact deficits in a group of third‐grade students

A multiple‐probe‐across‐problem‐sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication‐fact fluency development in seven third‐grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group‐administered, metronome‐paced assessment used to identify specific facts in need of repair. Next, Cover, Copy, and Compare (CCC) procedures are used to enhance automaticity with those specific facts. Lastly, students complete a 1‐min speed drill and self‐graph their fluency performance. Results showed large level and trend increases in fact fluency after DPR was applied across all three sets of multiplication problems. Discussion focuses on the importance of developing effective and efficient basic‐skill‐remediation procedures and directions for future research. © 2010 Wiley Periodicals, Inc.     

Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms

A critical component of science is the role of inquiry and argument in moving scientific knowledge forward. However, while students are expected to engage in inquiry activities in science classrooms, there is not always a similar emphasis on the role of argument within the inquiry activities. Building from previous studies on the Science Writing Heuristic (SWH), we were keen to find out if the writing structure used in the SWH approach helped students in Year 5, 7, and 10 to create well constructed arguments. We were also interested in examining which argument components were important for the quality of arguments generated by these students. Two hundred and ninety six writing samples were scored using an analysis framework to evaluate the quality of arguments. Step-wise multiple regression analyses were conducted to determine important argument components. The results of this study suggest that the SWH approach is useful in assisting students to develop reasonable arguments. The critical element determining the quality of the arguments is the relationship between the student’s written claims and his or her evidence.     

Prior achievement, effort, and mathematics attitude as predictors of current achievement

A sample of Australian secondary school students was used to explore the relationships among a set of standardised Year 7 numeracy and literacy tests, measures taken at Year 10 of mathematics attitude and schoolwork effort, and Mathematics and English scores in a state-wide Year 10 examination. Additionally, the predictive capacity of the numeracy and literacy tests, together with the attitude and effort measures, were examined in relation to the Mathematics and English scores. A correlation analysis showed that the numeracy and literacy tests were positively and significantly related and had similar relationships with the two Year 10 examination scores. Mathematics attitude was significantly associated with Year 10 Mathematics but effort did not correlate significantly with either of the Year 10 examination scores. Multiple regression analyses demonstrated that the relevant Year 7 test results contributed to a considerable amount of the total variance in the two Year 10 examination scores. A sub-sample of the students was interviewed and four case studies were selected to interrogate the notions of achievement, mathematics attitude, and effort. Although these case studies act as a source of qualitative evidence to supplement the quantitative findings, they also indicate that effort, in particular, is a notion worthy of further investigation. Other implications for researchers, as well as school personnel, are noted.