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This paper reports on a study of the effects that cognitive style may exercise on information retrieval strategies. The background to the research project, the nature of cognitive style and the ways in which it may influence the learning process are discussed. Analysis of research data revealed that students' lack of information retrieval skills disallowed wide differences to emerge in terms of searching strategies. Some interesting tendencies and consistent preferences were identified with respect to the Wholist–Analytic style. The paper concludes by considering the possible existence of a searching style and discussing its interpretation.     

Factor structure of character strengths in youth: Consistency across ages and measures

The VIA Classification of Strengths and Virtues attempts to provide a comprehensive model of character based on 24 character strengths. The present study is the largest study to date exploring the structure of the 24 strengths in youth. One sample (N = 23,850) completed the VIA-Youth, a teen measure of the VIA Classification. Based on a random subsample, it was determined the data were best modeled using four factors. The remainder of the sample was used to demonstrate measurement invariance for the four-factor model across ages 10–17 and country. Comparison with 471 English academy school students who completed two alternate measures of the VIA Classification also demonstrated measurement invariance. The results suggest a four-factor model that includes two primarily interpersonal factors, one reflecting general engagement, the second other-directedness. Other factors involved intellectual and self-control strengths. Implications for the understanding of character strengths in youth versus adults are discussed.     

Comparison of athletic movement between elite junior and senior Australian football players

This study compared the athletic movement skill between elite Under-18 (U18) Australian football (AF) and senior Australian Football League (AFL) players. The U18 sample (n = 13; 17.7 ± 0.6 years) were representatives of an elite talent development programme. The AFL players were classified accordingly; Group 1 (1–4 AFL seasons; n = 20; 21.2 ± 1.9 years) and Group 2 (>5 AFL seasons; n = 14; 26.3 ± 2.6 years). Participants performed an athletic movement skill assessment, inclusive of five foundational movements. Each movement was scored across three assessment points using a three-point scale. Total score for each movement (maximum of nine) and overall score (maximum of 63) were used as criteria. Multivariate analysis of variance (MANOVA) was used to test the effect of developmental group (three levels) on the criteria. Receiver operating curves were built to examine the discriminant capability of the overall score. A significant effect of developmental group was noted, with the U18 sample having a lower mean total score for four of the five movements. Overall scores of 49/63 and 50/63 discriminated the elite U18 sample from Group 1 and Group 2, respectively. U18 players may have less developed athletic movement skills when compared to their senior AFL counterparts.     

Agreement between the force platform method and the combined method measurements of power output during the loaded countermovement jump

There are two perceived criterion methods for measuring power output during the loaded countermovement jump (CMJ): the force platform method and the combined method (force platform + optoelectronic motion capture system). Therefore, the primary aim of the present study was to assess agreement between the force platform method and the combined method measurements of peak power and mean power output during the CMJ across a spectrum of loads. Forty resistance-trained team sport athletes performed maximal effort CMJ with additional loads of 0 (body mass only), 25, 50, 75 and 100% of body mass (BM). Bias was present for peak velocity, mean velocity, peak power and mean power at all loads investigated, and present for mean force up to 75% of BM. Peak velocity, mean velocity, peak power and mean power 95% ratio limits of agreement were clinically unacceptable at all loads investigated. The 95% ratio limits of agreement were widest at 0% of BM and decreased linearly as load increased. Therefore, the force platform method and the combined method cannot be used interchangeably for measuring power output during the loaded CMJ. As such, if power output is to be meaningfully investigated, a standardised method must be adopted.     

The place of play: from playground to policy to classroom well-being

In 2010 the Provincial Government of Ontario, Canada introduced a new play-based learning curriculum. Educational stakeholders (i.e. teachers, early childhood educators and student teachers) have been charged with the task of implementing the play-based curriculum, which upholds children's fundamental right to play, as a means to health and well-being. In this paper, we examine educator's experiences with the new play-based curriculum in Toronto, ON, Canada's largest city. While we found that a play-based curriculum has been championed with respect to health and well-being in educational policy, there are many challenges integrating play into teaching practices, especially in an era of standardized testing. We conclude that while there are benefits to play-based learning for children's health, it is important to further investigate whether current iterations of play-based curricula are a new pedagogical site for governing children's bodies or whether play-based curricula allow children to experience, and engage with the pleasure and ambiguities of play in their daily lives in schools.     

Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification

Background: There is some apparent confusion regarding similarities and differences between two popular physical education (PE) pedagogical frameworks, that is, the Constraints-Led Approach (CLA) and Teaching Games for Understanding (TGfU).

Purpose: Our aim in this commentary is to detail important theoretical and pedagogical concepts that distinguish these approaches, as well as to recognise where commonalities exist.

Findings: In particular, we note that TGfU had its roots in the 1960s in the absence of a substantial theoretical framework, although several attempts to retrospectively scaffold theories around TGfU have subsequently emerged in the literature. TGfU is a learner-centred approach to PE in which teachers are encouraged to design modified games to develop the learner's understanding of tactical concepts. In contrast, the CLA has arisen more recently from the umbrella of Nonlinear Pedagogy (NLP), emerging from the empirically rich theoretical framework of ecological dynamics. The CLA adopts a ‘learner–environment’ scale of analysis in which practitioners are encouraged to identify and modify interacting constraints (of task, environment and learner) to facilitate the coupling of each learner's perceptual and action systems during learning. The CLA is a broader framework which has been adapted for the design of (re)learning environments in PE, sport and movement therapy. Other key distinctions between the approaches include: the overall goals; the way in which the learner and the learning process are modelled; the use of questioning as a pedagogical tool; the focus on individual differences vs. generic concepts; and how progressions and skill interjections are planned and implemented.

Conclusions: Despite such distinctions, the two approaches are somewhat harmonious and key similarities include: their holistic perspective of the learner; the proposed role of the teacher and the design characteristics of learning tasks in each. Both TGfU and the CLA have a powerful central focus on the nature of learning activities undertaken by each individual learner. This clarification of TGFU and the CLA is intended to act as a catalyst for more empirical work into the complementarity of these juxtaposed pedagogical approaches to learning design.