Attitudes towards school self-evaluation

Research reveals that a positive attitude towards self-evaluation is a pre-condition which favours successful school self-evaluation. This article describes how self-evaluation is regarded in schools and investigates whether school characteristics can explain differences in the attitude of individuals. We report on a survey study conducted among 2716 school principals and teachers in 96 schools. Our research shows that respondents expressed themselves more positively with regard to the possible results of self-evaluation than with regard to the self-evaluation process itself. We also found that school principals exhibit a more positive attitude than teachers. Multi-level analyses demonstrate that the attitude towards self-evaluation is related to the characteristics of the broader functioning of the school where the respondent works (such as school culture and whether or not the school concerned meets the criteria of a professional learning community).     

Differences in game reading between selected and non-selected youth soccer players

Applying an established theory of cognitive development―Skill Theory―the current study compares the game-reading skills of youth players selected for a soccer school of a professional soccer club (n = 49) and their non-selected peers (n = 38). Participants described the actions taking place in videos of soccer game plays, and their verbalisations were coded using Skill Theory. Compared to the non-selected players, the selected players generally demonstrated higher levels of complexity in their game-reading, and structured the information of game elements―primarily the player, teammate and field―at higher complexity levels. These results demonstrate how Skill Theory can be used to assess, and distinguish game-reading of youth players with different expertise, a skill important for soccer, but also for other sports.     

Bone health in elite Kenyan runners

Impact loading in athletes participating in various sports has been positively associated with increased bone mineral density (BMD), but this has not been investigated in elite Kenyan runners. Body composition and site-specific BMD measures quantified with dual x-ray absorptiometry were measured in 15 elite male Kenyan runners and 23 apparently healthy South African males of different ethnicities. Training load and biomechanical variables associated with impact loading, such as joint stiffness, were determined in the elite Kenyan runners. Greater proximal femur (PF) BMD (g · cm^?2) was higher (P = 0.001, ES = 1.24) in the elite Kenyan runners compared with the controls. Six of the 15 (40%) Kenyan runners exhibited lumbar spine (LS) Z-Scores below ?2.0 SD, whereas this was not found in the apparently healthy controls. PFBMD was associated with training load (r = 0.560, P = 0.003) and ankle (r = 0.710, P = 0.004) and knee (r = 0.546, P = 0.043) joint stiffness. Elite Kenyan runners exhibit greater PFBMD than healthy controls, which is associated with higher training load and higher joint stiffness. Our results reaffirm the benefits of impact loading on BMD at a weight-bearing site, while a high prevalence of low LSBMD in the elite Kenyan runners is hypothesised to be the result of a mismatch between energy intake and high training load. Future research investigating energy availability in Kenyan runners and the possible association with musculoskeletal injury should be investigated.     

Cognitive-motor dual-task ability of athletes with and without intellectual impairment

Cognition is important in many sports, for example, making split-second-decisions under pressure, or memorising complex movement sequences. The dual-task (DT) paradigm is an ecologically valid approach for the assessment of cognitive function in conjunction with motor demands. This study aimed to determine the impact of impaired intelligence on DT performance. The motor task required balancing on one leg on a beam, and the cognitive task was a multiple-object-tracking (MOT) task assessing dynamic visual-search capacity. The sample included 206 well-trained athletes with and without intellectual impairment (II), matched for sport, age and training volume (140 males, 66 females, M age = 23.2 ± 4.1 years, M training experience = 12.3 ± 5.7 years). In the single-task condition, II-athletes showed reduced balance control (F = 55.9, P < .001, η² = .23) and reduced MOT (F = 86.3, P < .001, η² = .32) compared to the control group. A mixed-model ANCOVA revealed significant differences in DT performance for the balance and the MOT task between both groups. The DT costs were significantly larger for the II-athletes (?8.28% versus ?1.34% for MOT and ?33.13% versus ?12.89% for balance). The assessment of MOT in a DT paradigm provided insight in how impaired intelligence constrains the ability of II-athletes to successfully perform at the highest levels in the complex and dynamical sport-environment.     

Effects of knowing the task duration on players’ pacing patterns during soccer small-sided games

The aim of this study was to identify the influence of prior knowledge of exercise duration on players’ pacing patterns during soccer small-sided games. Twenty semi-professional male soccer players participated in this study. In the first game scenario, players were not informed how long they would be required to play the small-sided game and the activity was terminated after 20 min (Unknown Condition). In the second game scenario, players were told that they would play the small-sided game for 10 min, but immediately after completing the 10-min game, they were asked to complete another 10 min (Partially Condition). In the third game scenario, players were instructed that they would play the small-sided game for 20 min and then they completed the 20-min game (Known Condition). The results presented a tendency of higher values in all performance variables in the [0′–10′] min compared with the [10′–20′] min. As the players’ previous knowledge about the tasks duration increased, the performance between two moments tended to be similar. Considering the entire 20-min game duration, the Partially Condition of the exercise was the most demanding condition. In conclusion, the knowledge of shorter durations of the exercise seems to lead to an increase of exercise duration demand, and longer exercise durations possibly tend to decrease differences between full knowledge and not knowing the exercise duration.     

Comparison between bridging students and traditional first-year students in engineering technology

To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin’s Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students.     

Attitudes of secondary school students towards doing research and design activities

Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design), in which students perform authentic research and design projects related to STEM disciplines; and (2) students that do not take O&O. The subject O&O is only taught at a limited number of certified, so called ‘Technasium’, schools. A questionnaire, developed by the authors, was completed by 1625 students from Grades 8 and 11. Unlike previous studies on student attitudes, which usually use abstract concepts like ‘science’ or ‘technology’, the questionnaire used in this study contains active verbs to characterise research and design activities. The results showed that, in general, students who took the subject O&O had more positive attitudes towards doing research and design activities than regular students. Both student groups appeared to find doing design activities more enjoyable than doing research activities. The results of this study provide useful information for teachers as well as teacher educators about the existing attitudes of students, for example their preference for design projects over research projects.     

Finger-writing intervention impacts the spelling and handwriting skills of children with developmental language disorder: a multiple single-case study

Learning to use grapheme to phoneme correspondences (GPCs) provides a powerful mechanism for the foundation of reading skills in children. However, for some children, such as those with Developmental Language Disorder (DLD), the GPC learning process takes time, is laborious, and impacts the entire reading and spelling processes. The present study aims to demonstrate the effectiveness of a finger-writing intervention on reading, spelling and handwriting performances. A visuomotor support was designed to help them to learn more efficiently GPCs since children with DLD appear to have altered phonological representations in memory. Over a period of two months, five children with DLD from a special primary school (aged from 7.42 years to 10.17 years) received individually either a finger-writing intervention or a control intervention, both focusing on phonological awareness and the learning of specific GPCs. In the finger-writing intervention, the child had to explore with their fingers the shape of relief-graphemes and excavated-letter. In the control intervention, the same exercises were made except that the two finger-writing tasks were replaced by two visual discrimination tasks. Children were compared on several measures (reading, spelling, handwriting and phonological awareness) before and after the treatment. Results indicated that the children from the finger-writing intervention showed greater improvement than the children from the control group in learning GPCs to improve their graphemic spelling and, for two of the three children, in handwriting. These findings have a clear practical implication for teachers' instructional practices at school.     

The IAIMS project of the American College of Obstetricians and Gynecologists: using information technology to improve the health care of women

The mission of the ACOG IAIMS project is to identify the core of knowledge necessary for the practice of obstetrics and gynecology, structure it and put it in electronic form, integrate it into a national ob-gyn information network, prepare ACOG members to use it, and disseminate this core of knowledge to members in appropriate forms. This mission will be accomplished through four project objectives: educational programs on computers and information use; definition of a prototype ob-gyn knowledge base; automated access to ACOG and NAACOG membership services; and integration of ACOG IAIMS activities with other organizations. The ACOG IAIMS model phase project is a model for the role of a national specialty society in meeting the information needs of its members and for the integration of national specialty IAIMS programs with locally-developed programs.     

Numbers in contextual frameworks

This contribution consists of a report on research into the use of the bus context (boarding and leaving the bus) for introducing addition and subtraction in the first grade. Other contexts are taken into account as well, such as skittles, magic number tricks, birthday candles, rides in a ‘cart’, distribution of passengers on a double-decker bus, number-cards, and ages. These contexts influence the use of numbers and operations, which implies that numbers used within the bus context, for instance, will have different properties from numbers used to describe skittles. Important questions treated in this article include: “What is the role of contexts in different periods of education? Which contexts can be considered as realistic for children? Does it matter whether we give children a verbal problem about bus passengers or the same problem about skittles?” Apart from the sound, bus-numbers are not the same thing as skittles-numbers. Therefore, it makes sense to speak of numbers in a contextual framework. It is suggested that these contexts first be offered to the children separately before making comparisons between them. Play-acting plays a large part in this type of education. Finally, misconceptions which can arise regarding the bus-numbers, or because of a lack of context, are outlined.