Effects of a motivational climate inntervention for coaches on young athletes' sport performance anxiety

The mastery approach to coaching is a cognitive-behavioral intervention designed to promote a mastery-involving motivational climate, shown in previous research to be related to lower anxiety in athletes. We tested the effects of this intervention on motivational climate and on changes in male and female athletes'cognitive and somatic performance anxiety over the course of a basketball season. Hierarchical linear modeling analyses revealed that the athletes in the intervention condition perceived their coaches as being more mastery-involving on the Motivational Climate Scale for Youth Sports when compared to athletes in an untreated control condition. Relative to athletes who played for untrained coaches, those who played for the trained coaches exhibited decreases on all subscales of the Sport Anxiety Scale-2 and on total anxiety score from preseason to late season. Control group athletes reported increases in anxiety over the season. The intervention had equally positive effects on boys and girls teams.     

Helsen, Gilis and Weston (2006) err in testing the optical error hypothesis

In this commentary, we react to the recent study by Helsen, Gilis and Weston (2006) on judging offside in football. Helsen et al. claim that their data falsify the optical error hypothesis presented by Oudejans et al. (2000). However, as we will elucidate here, they misinterpret this hypothesis and present a data set that is seriously flawed, and hence not suited to test it. Therefore, their conclusions regarding the optical error hypothesis are in error.     

In Pursuit of Chinese Music

<正>They already spent half a lifetime researching and promoting Chinese traditional music, and continue to do so today: Frank Kouwenhoven, a Dutch journalist, m...     

Computer support in a rural setting: A comparison of computer-assisted and handwritten evaluation reports

The present blind study compared the quality of psychoeducational reports generated under two conditions. On the average, reports written with computer assistance were rated to be of higher quality than those prepared by hand. Also presented are data validating the large expenditure of staff time on report preparation, along with estimates of the time saving that may be realized with computer assistance. The relevance of computer support to relatively isolated, rural-based clinical staff is discussed.     

Learning from the Professions: Examining How,Why, and When Engineers Read and Write

With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers read and write as they do their work every day? What do teachers charged with engineering education know about the daily practices of engineers, let alone the literacy practices? In short, little is known about the literacy practices of engineers in the course of their daily work. This article draws on participant observation, interviews, and document analysis of one research engineering laboratory to illustrate the literacy practices of one group of engineers and begins to draw implications from this work for teacher practice in achieving the NGSS engineering education standards.     

对佛教体验的再思考:皈依与神迹--佛教体验的"家族相似性"特征

佛教中的体验与“家庭相似性”关联何在,为之辩护的论题包括两部分：（1）与其他方式相比,把皈依概念和神迹概念纳入体验概念可以使我们对佛教体验形成一种更为恰当的观点,而这一观点能够表明佛教的宣称与科学的经验主义的宣称之间的区别（前提1-10）;（2）关于界定体验之所是的“家族相似性”理念,本文结论是,皈依与神迹是对佛教中的体验所作出的非实在论的“家族相似性”定义中的两个要素（前提11-13）.     

Roadkill on the electronic highway? The threat to the mathematical literature

This article begins with an analysis of reliability and usability in the mathematical literature. Mathematical practice is seen to be adapted to very high standards in these respects, and quite sensitive to even modest declines in quality. Unfortunately most scenarios for the transition to electronic publication suggest serious loss of quality. This is a problem special to mathematics: other sciences are adapted to lower standards, and should be much less sensitive to changes. Some ways to prevent this decline are suggested. A condensed version of this article appeared inNotices of the American Mathematical Society, 42, 1, January 1995. Published with permission of the American Mathematical Society.