Promoting children’s participation: the role of teachers in preschool and primary school learning sessions

The aim of this study is to provide insights into the social construction of participation in joint activities in Finnish preschool and primary school classrooms. The article deals with two issues: How do teachers promote participation in a preschool classroom as compared with a primary school classroom? What similarities and differences are found? It also considers the question of how the similarities contribute to the continuity from preschool to primary school in terms of participation. Based on observation data insights are provided into the interactions between teachers and children by using extracts from teacher‐led learning sessions. The teachers used a diversity of strategies to promote participation in both contexts. In the preschool the focus was on participation and interaction as such, whereas in the primary school the emphasis was more clearly on academic learning. The findings suggest that teacher support of active participation and friendly relationships, together with creative and playful activities in the preschool, enrich children’s curiosity, and nourish children’s motivation for and interests in academic learning.     

Icelandic parents' views on the national policy on early childhood education

Considerable change has taken place in Icelandic early childhood education during the past few decades. Preschool, from being geared primarily towards children with evident social needs, has become all but universal. The aim of this study was to shed light on Icelandic parents' views on their children's preschool education and to examine how their views harmonize with the nation's preschool policy. The participants in this study, 43 parents of five‐ and six‐year‐old children in three preschools in Reykjavík, participated in focus‐group interviews concerning the preschool curriculum. The results indicate that the parents' main expectation of the preschools was that they should support the children's social development; the way in which the preschool day was organized, and the content of the curriculum seemed to be less important to them. Parents wanted their children to have the opportunity not only to enjoy themselves as individuals, but to learn self‐reliance and respect for other people. Care‐giving and attentiveness of the staff were more important than the teaching of knowledge and skills. These views are compatible with the social pedagogical tradition, the Icelandic Preschool Act, and the National Curriculum Guidelines for Preschools.     

Performance‐approach goals,task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance

The present paper aims to examine the relationship between first grade children’s performance‐approach goal orientation, task‐avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children’s self reports of their performance‐approach goals and avoidant behaviours as well as teacher‐reports of children’s avoidant behaviours were used. Our results indicate that performance‐approach goal orientation positively predicts children’s self‐reported task‐avoidant behaviours which in turn have a negative effect on children’s achievement outcomes. The negative effect of teacher‐rated avoidant behaviours on children’s achievement outcomes was even greater than the positive influence of children’s conceptual knowledge. These results suggest that the relationships between goal‐orientations, achievement behaviours and achievement outcomes start to form early in children’s school career (or even before that) and that children’s self‐report of their achievement goals and behaviours provide a valuable knowledge already in this early age.     

Factorial and convergent validity of the Exercise Identity Scale in a German adult sample

The purpose of the present study was to examine the factorial and convergent validity of the German translation of the Exercise Identity Scale (EIS; Anderson & Cychosz, 1994). We introduce a bifactor model as a possible alternative to the previously discussed one- and two-factor models. Using an online study with 530 participants, our results suggest that the EIS should be considered a unidimensional measure. For this one-factor model, temporal invariance (time interval: 2 weeks) and invariance between men and women could be established. Relations to similar constructs were in the expected directions. We provide a psychometrically sound German version of the EIS, which demonstrated factorial and convergent validity in this study. The use of the scale in German samples is likely to advance research on exercise adoption and maintenance by integrating the exercise identity construct.     

Stress and risk for depression in competitive athletes suffering from back pain – Do age and gender matter?†

Back pain (BP), a prominent problem for competitive athletes, is a primary reason for limitations in athletic performance and daily life restrictions. As studies on the relationship between psychological variables and BP in athletes are scarce, the aim of this study was to investigate stress and depression in competitive athletes with BP. In a cross-sectional design, data of 154 competitive athletes (51% female; M_age?=?18.81 years, SD_age?=?5.05 years) were collected, assessing Performance stress, Socio-emotional stress, Risk for depression and Psychological well-being and the two BP parameters BP Intensity and Disability. Two multiple linear regressions were conducted to predict (1) BP Intensity and (2) Disability from Performance stress, Socio-emotional stress, Risk for depression and Psychological well-being. Multiple linear regressions demonstrated that Performance stress (β?=?.21, p?=?.01) was the only significant predictor of BP Intensity (F_1,142?=?6.68, p?=?.01, R²?=?.05), whilst Risk for depression (β?=?.24, p?=?.01) was the only significant predictor of Disability (F_1,142?=?8.46, p?=?.01, R²?=?.06). Neither gender nor age explained a significant amount of variance in the models. Study results showed that, as in the general population, the variables stress and depression are related to BP in competitive athletes. In particular, BP intensity was found to be associated with stress and BP-related disability was associated with depression, whereas age and gender showed no association with the BP parameters. A longitudinal investigation is warranted to determine the direction of the observed relationships.     

Mediating effects of motor performance,cardiorespiratory fitness,physical activity,and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children

We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. Altogether 175 children 6–8 years-of-age participated in the study. We assessed body fat percentage (BF%), waist circumference, insulin, glucose, triglycerides, HDL cholesterol, and systolic and diastolic blood pressure, leptin, alanine aminotransferase, and gamma-glutamyltransferase (GGT). Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests. Speed/agility, balance, and manual dexterity test results were used to calculate motor performance score and physical activity was assessed by combined heart rate and movement sensor and cardiorespiratory fitness by maximal cycle ergometer test. In boys, BF% was inversely associated with reading fluency (β = ?0.262, P = 0.007) and reading comprehension (β = ?0.216, P = 0.025). Motor performance mediated these associations. Leptin was inversely related to reading fluency (β = ?0.272, P = 0.006) and reading comprehension (β = ?0.287, P = 0.003). The inverse association of leptin with reading fluency was mediated by motor performance. In girls, GGT was inversely associated with reading fluency independent of confounders (β = ?0.325, P = 0.007). The inverse association of BF% with academic achievement among boys was largely explained by motor performance. Leptin in boys and GGT in girls were inversely associated with academic achievement independent of confounding factors.     

Sozialer Status und Spendenverhalten Ehrenamtlicher in Sportvereinen

While much research has been done to analyze whether socioeconomic status influences prosocial behavior in the form of donations, no consensus has yet emerged in the relevant literature. We contribute to this research by studying, based on a dataset from a questionnaire of volunteers of sports clubs in Palatinate (part of Rhineland–Palatinate, Germany) whether social status affects donations. We measured social status of volunteers of sports clubs along the dimensions income, vocation, education and we considered status crystallization. Results showed that social status has a positive effect on the likelihood of donations. We report similarities and differences across different categories of donations (donations to one’s own sports club, to other clubs, to aid projects, and political parties).     

Three Standards of Athletic Superiority

The aim of this paper is to deepen our understanding of the inherent purpose of sports competitions. In ‘On Winning and Athletic Superiority’, Nicholas Dixon states that the central comparative purpose of an athletic contest is to determine which team or player is superior, or, synonymously, to provide an accurate measure of athletic superiority. Dixon identifies athletic skill as the standard of athletic superiority in competitive sport. However, I argue there are three separate standards of athletic superiority: the demonstration of athletic skill, the achievement of prelusory goal using lusory means, and achievement of superior formal result. This stance responds to Dixon’s argument that failed athletic contests are contests that have not fulfilled the central purpose of competitive sport, because they have been undermined by refereeing errors, cheating, gamesmanship or bad luck. I argue that a failed athletic contest occurs when any of the three standards of athletic superiority conflict.     

Lactate and Phosphagen Levels in Muscle Immediately after a Maximum 300 m Run at Sea Level

Abstract

The relative effectiveness of six intensive training programs on the development of four selected skills was studied, with emphasis on limited time encountered within the semester organizational plan. One hundred and twenty college freshmen men volunteers were randomly assigned to training groups of 30 members each, which met for two sessions a week for 16 weeks.

Results indicated that: (a) direct practice jumping, alone or combined with repetitive sprinting or weight training, was significantly superior to weight training alone on standing broad jump development; (b) direct practice of a zigzag run was superior to both weight training and repetitive sprinting; and (c) when group acquisition of “adequate” skill is the objective, performance improvements educed over the first nine weeks were great enough to question the merits of persisting at an activity over a full semester. Only the zigzag run was adversely affected by the spring vacation cessation of training.