The performance environment of the England youth soccer teams: a quantitative investigation

We examined the performance environment of the England youth soccer teams. Using a conceptually grounded questionnaire developed from the themes identified by Pain and Harwood (2007), 82 players and 23 national coaches and support staff were surveyed directly following international tournaments regarding the factors that positively and negatively influenced performance. The survey enabled data to be captured regarding both the extent and magnitude of the impact of the factors comprising the performance environment. Overall, team and social factors were generally perceived to have the greatest positive impact, with players and staff showing high levels of consensus in their evaluations. Team leadership and strong team cohesion were identified by both groups as having the greatest positive impact. Overall, far fewer variables were perceived to have a negative impact on performance, especially for players. The main negatives common to both groups were players losing composure during games, player boredom, and a lack of available activities in the hotel. The major findings support those of Pain and Harwood (2007) and in using a larger sample helped to corroborate and strengthen the generalizability of the findings.     

Infusion of Multicultural Issues in Curricula: A Student Perspective

To explore perceptions of the impact of a multicultural infusion project, current and former university students described classroom incidents that had strengthened their understanding of multiculturalism. They discussed why these incidents increased their multicultural awareness and how their interactions with others were changed. Participants described 155 incidents. These were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness. Former students reported that addressing multicultural issues in courses had a long-term impact on knowledge, attitudes, and professional skills. However, such benefits were not specific to classes that had been targeted for curriculum revision.     

Scaling the cricket pitch to fit junior players

ABSTRACT

Studies in several sports have shown the benefits of adapting the playing environment to fit junior players. Frequently the changes are pragmatic choices based on space constraints or existing line markings, or the result of simple scaling based on stature. In this study, a method of scaling the cricket pitch length is presented which is based on the age-specific size and performance of the bowlers and batters. The objective was a pitch length which enabled young bowlers to bowl good length deliveries while releasing the ball at a more downward angle, similar to elite bowlers. The steeper release angle has the benefit of reducing the sensitivity of the ball flight distance to the variability of ball release. Based on data from county standard under-10 and under-11 players a pitch length of 16.22 yards (14.83 m) was calculated, 19% shorter than previously recommended for under-11s in England. A shorter pitch also increases the temporal challenge for batters, encouraging a wider variety of shots and improved anticipation skills. Pitch lengths scaled in this way to fit the players’ abilities as they develop will enable a more consistent ball release by bowlers and more consistent temporal demand for batters.     

Student teacher challenges: using the cognitive load theory as an explanatory lens

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching.     

The “Hand-off” as a Flawed Approach to Disseminating Innovation: Lessons from Chemistry

Drawing on studies of active learning methods in an undergraduate chemistry course at a research institution, we first present two case studies exploring the change processes and outcomes of the faculty member who designed the course and the one who adapted it. We then explore the nature of the problems experienced during the adaptation process. We conclude with recommendations for successfully diffusing innovations: adapting faculty members should choose innovations that genuinely interest them and are aligned with their goals, should experiment with innovations in a gradual way, and should receive support throughout the process.