Developmental gender differences for overhand throwing in Aboriginal Australian children

In a review of 46 meta-analyses of gender differences, overhand throwing had the largest gender difference favoring boys (ES > 3.0). Expectations for gender-specific performances may be less pronounced in female Australian Aborigines, because historical accounts state they threw for defense and hunting. Overhand throwing velocities and kinematics were recorded in 30 female and male Aboriginal Australian children 6-10 years old. Results indicated the Aboriginal girls and boys were more similar in horizontal ball velocities than U.S. girls and boys. Throwing kinematics between girls and boys were also more similar in Australian Aborigines than U.S. children. Aboriginal girls threw with greater velocities than U.S., German, Japanese, and Thai girls, while the boys were similar across cultures.     

Effect of skill decomposition on racket and ball kinematics of the elite junior tennis serve

Whole body kinematics of the tennis serve have been reported extensively in the literature, yet comparatively less information exists regarding the kinematic characteristics of the swing and toss. In attempting to develop consistency in placement of the toss and racket trajectory, coaches will often decompose the serve and practice it in separate parts. A 22-camera VICON MX motion analysis system, operating at 250 Hz, captured racket, ball and hand kinematics of the serves of five elite junior players under three conditions. The conditions were flat first serves (FS) directed to a 1 x 1 m target bordering the 'T' of the deuce service box, a ball toss (BT) in isolation and a free swing (SW) in isolation. Players were instructed to perform BT and SW as in the FS. Paired t-tests assessed within-group differences in hand, racket and ball kinematics between the discrete skill and the two decomposed conditions. Vertical displacement of the ball at its zenith increased significantly during BT compared with the FS and temporal associations between racket and ball motion during the FS (r = 0.861) were affected during task decomposition. This study questions the pervasive use of task decomposition in the development of the tennis serve.     

Online Teaching and Self-Efficacy to Work With Suicidal Clients

We used an experimental design to evaluate the impact of three online teaching strategies on students' self-efficacy to work with suicidal clients. Results showed that the three strategies, informed by adult learning and social learning theory, were equally effective. Implications for programs preparing students for suicide intervention roles are discussed.     

Parents in youth sport: what happens after the game?

Characteristic issues surrounding parents in youth sport include examples of negative verbal and non-verbal behaviour demonstrated during competition. Numerous studies have done well to highlight while parents possess a great potential for positively influencing the sport experience, they can also exert a considerable negative influence by engaging in a range of non-preferred and inappropriate behaviours. There is certainly a need to further understand the nature of the sport-parenting paradigm given that encouraging and supportive parental involvement is a critical factor in promoting enjoyment and intrinsic motivation among participants. This is particularly important given that children's preferred parental behaviours are temporally dependent. That is, different types of parental involvement are preferred before, during and after competitive sport. However, one aspect of parental involvement in youth sport which has been largely overlooked is the post-game setting. Drawing on qualitative data derived from focus groups and individual interviews with 86 parents and children involved in junior Australian football, this paper reveals an aspect of the sport-parenting role which can further enhance or undermine the youth sport experience. Specifically, it reveals an intriguing insight into the way that parents engage in ‘debriefing’ children's performances—representing a challenge for parents who strive to engender a positive and supportive influence in youth sport. While the concept of sport-parenting receives much attention within the competitive setting, this paper argues that in order to enhance the quality of parental involvement in youth sport, much can be learnt from exploring ‘what happens after the game’.     

Comparison of behavioral ratings of Anglo-American and Mexican-American gifted children

Behavioral ratings on four subscales of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) were completed on groups of Anglo-(N=491) and Mexican-American gifted students (N=34). Significant ethnicity differences were found on the Learning and Motivation scales, with Anglos being rated higher. There were no significant differences between groups on the Creativity and Leadership scales. Results are discussed in terms of implications for use of SRBCSS as an identification instrument and as a measure for future research.     

Exploratory Study of Epistemological Beliefs of Hong Kong Teacher Education Students: Resolving conceptual and empirical issues

A survey study was conducted to investigate the epistemological beliefs of 352 student teachers of the Hong Kong Institute of Education. Schommer's 63-item questionnaire was used in the survey study with Schommer's 12 conceptual subscales as variables in Principal Axis Factoring (PAF) analysis followed by varimax and oblimin rotation. Three factors were generated with an eigen value of 1.00 as cut-off. Some features distinct from Schommer's studies were identified. The three factors were complex, with two to three subscales representing different dimensions loaded together. The subscale concerned with Omniscient Authority, which was not reported in Schommer's findings, substantively loaded in one of the factors. Social-cultural factors were suggested to account for the apparent differences in factor structure obtained in this study, with implications drawn for teacher education. Revision of Schommer's questionnaire was suggested to study epistemological beliefs for local context.     

Exploring the Influence of Efficacy Beliefs and Homework Help in Predicting Reading Achievement Among Underserved Children in an Afterschool Program

The purpose of this study was to determine the effectiveness of a local afterschool program in helping underserved elementary school students improve their reading achievement. The study followed a cohort of students with 28 participants who were low-income, ethnic minority children in the 1st–6th grades between the ages of 6 and 12. Data on students’ developmental assets and school progress were collected at two different time points. Overall, students showed increased perceptions of efficacy about having the ability and skills to do well on a task and getting good grades in school, as well as improvements in reading achievement over time. While changes in homework completion predicted changes in reading achievement, changes in efficacy beliefs and program exposure did not. Results suggest that teacher perceptions of homework completion may be an important pathway through which afterschool programs can help narrow the reading achievement gap experienced by ethnic minority students from disadvantaged backgrounds.     

Old Jacket,New Jacket

＂This blue jacket will fit＊ you, Iris,＂ said Mum.
Iris looked at the jacket. It was her sister Dana＇ s old jacket.