Ratings of severity of life events by ninth-grade students

Special education, basic, and honors students rated the severity of stress for each of the life events on the Source of Stress Inventory (Chandler, 1981). There was a significant positive relationship between the Chandler rankings and the rankings made by the 60 ninth-grade students. Special education students reported they had experienced more of the events than had honors students, and the special education students reported more intense stress for the experienced events. Life experiences considered more stressful by students when compared to the stress values assigned by the Chandler rankings (teachers and mental health workers) include poor grades in school, loss of job by parent, mother beginning to work, birth of brother or sister, increased arguments with brothers and sisters vision problem requiring glasses.     

Consultation: A team approach to keeping it alive

This article sets out to describe how we have kept the model of consultation alive, and what is still, for us, an evolving process and learning experience. We are not planning here to detail the initial development of the model, but to explore the processes and concepts that we continue to use to ensure a genuine team approach is adopted.     

“Along the road to learn”: Children and adults in the picture books of John Burningham

She has published two children's books and a number of articles on chldren's literature. She is particularly interested in the picture book.     

Evidence‐Based Strategies for Reading Instruction of Older Students with Learning Disabilities

Over a quarter of 8th‐grade students and more than one‐third of 4th graders do not read well enough to understand important concepts and acquire new knowledge from grade‐level text. For students with learning disabilities, the numbers are more troubling. This article describes features of evidence‐based instruction for students who continue to struggle with reading in late elementary, middle, and high school. Recommendations are organized into 5 areas that are critical to the reading improvement of older struggling readers: (1) word study, (2) fluency, (3) vocabulary, (4) comprehension, and (5) motivation. Much of the content in this article reflects our efforts with the Special Education and Reading Strands at the National Center on Instruction, funded by the Office of Special Education Programs and the Office of Elementary and Secondary Education. Two reports, both available at http://www.centeroninstruction.org/ , have particular relevance—Interventions for Adolescent Struggling Readers: A Meta‐Analysis with Implications for Practice and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction.     

Fathers as sexuality educators: aspirations and realities. An Interpretative Phenomenological Analysis

Men can play a significant role in teaching their children about sexuality but fathers’ practices and perceptions in this domain remain under explored. This study presents an Interpretative Phenomenological Analysis of eight fathers’ perceptions and practices in educating their ten-year-old children about physical maturation, reproduction and relationships. A Foucauldian analysis with a focus on governmentality and biopower revealed tensions and contradictions between the fathers’ aspirations and their realities, which appeared to be underpinned by the dynamic, contradictory, shifting, plural nature of fatherhood identities. Whilst fathers wished to adhere to the cultural imperative for father–child emotional closeness, a disparity between their ambitions and their conduct emerged. Care appeared to be a deeply gendered concept for the fathers and despite their aspirations for an intimate relationship with their children, gendered norms for motherhood and fatherhood prevailed resulting in passivity in their role as sexuality educators. The study concludes by arguing that challenges to structures and subcultural contexts, which may deter fathers from fully engaging with their sons and daughters in this aspect of communication are required.     

Structural validation of three German versions of behavioral and motivational scales in high-risk sports

The aim of the present research was to validate German language versions of three inventories in high-risk sports to facilitate future research in the significant population of German speaking high-risk sports participants. We translated the Sensation Seeking, Emotion Regulation and Agency Scale (SEAS), the Risk-Taking Inventory and the Accidents and Close Calls in Sport Inventory into German, then tested the hypothesized factor structures with 719 high-risk sport participants from the European Alps using Bayesian structural equation modelling (BSEM). The final models were all good fits to the data, had good internal consistency and displayed adequate discriminant validity. All inventories displayed the same factor structure as in the English inventories bar the G?SEAS After inventory in which a three-factor model fitted better than a two-factor model. Possible reasons for this difference include differences in the sample population, translation bias, or cross-cultural differences; however it seems likely that the nuanced approach of BSEM allowed this study to disentangle emotion regulation transfer from agency transfer after participating in high-risk sport where previous attempts using other methods have failed to. This will allow future research in high-risk sport to be conducted beyond English speaking populations and more significantly, facilitate the investigation of differences between the transfer effects of agency and emotion regulation.     

‘Why am I putting myself through this?’ Women football coaches’ experiences of the Football Association's coach education process

In recent years, there has been a significant increase in the provision of formal coach education. However, research has repeatedly demonstrated how coach education has had a limited impact on the learning and development of coach practitioners. To date however, these investigations have avoided female coach populations. Ten women football coaches who had recently completed various association football coach education courses participated in this study. Following the interpretive analysis of 10 semi-structured interviews the findings revealed high levels of gender discrimination and inappropriate cultural practice. The women's experiences are discussed in line with the Bourdieuian notions of social acceptance, symbolic language and power. The women coaches provided a number of recommendations for future coach education provision, which in turn, may help to improve the experiences for those women who participate in the coach education process.     

Gendered Expectations for “Agreeableness” in Response to Requests and Opinions

To address the need for more direct assessment of gendered expectations for communication behaviors, we devised a novel experimental approach that tests whether expectations for “agreeableness” are more salient when evaluating male or female speakers in their affirmative responses to a friend’s request or expression of opinion. Briefly, as lag times are introduced, it appears that females are expected to be more agreeable (or male delay is more tolerated), particularly when alignment with opinion is at stake or when a female is responding to another female. Findings are discussed in the context of Expectation Violations Theory.     

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

Abstract

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 < 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.