Perceptual-cognitive expertise when refereeing the scrum in rugby union

Compared to sports performers, relatively little is known about how sports officials make decisions at a perceptual-cognitive level. Thus, this study examined the decision-making accuracy and gaze behaviour of rugby union referees of varying skill levels while reviewing scrum scenarios. Elite (n = 9) and trainee (n = 9) referees, as well as experienced players (n = 9), made decisions while watching ten projected scrum clips and wearing a mobile eye-tracker. Decision-making accuracy and gaze behaviour were recorded for each scrum. The elite and trainee referees made more accurate decisions than the players, and differences in gaze behavior were observed. The elite and trainee referees displayed lower search rates, spent more time fixating central-pack (i.e., front rows, binds, and contact point) and less time fixating outer-pack (e.g., second rows) and non-pack (e.g., other) locations, and exhibited lower entropy than the players. While search rate failed to predict decision-making accuracy, the time spent fixating central-, outer-, and non-pack locations, as well as entropy, were significant predictors. The findings have implications for training perceptual-cognitive skill among sports officials.     

Learning How to Learn,Art Education and the ‘Background’

This paper describes the conditions that make learning how to learn in art possible. Rather than privileging risk-taking or the playfulness of primary process thinking, I will use a Wittgensteinian understanding of mind to argue against this approach in favour of one that raises students’ awareness of the cultural and cognitive ‘backgrounds’ (forms of life and language games) against which our individual actions and risks are framed and understood. Instead of building art education on a metaphysical view of the self, this paper will advocate a social constructivist approach to curriculum, pedagogy and assessment to create a cognitive map for ‘the background’ of art. When these three are practised in a mutual way they connect individual minds to the resources or mind of culture which, in turn, makes lifelong learning possible, reclaiming the idea of art-for-life’s sake.     

Using Task Clarification,Checklists and Performance Feedback to Improve the Appearance of a Grocery Store

An intervention package of task clarification, checklists, and posted performance feedback was developed to increase completion of tasks contributing to the appearance of a local grocery store. The intervention package was based on an informal diagnostic assessment that examined antecedents, equipment and processes, knowledge and skills, and consequences in the organizational environment. A multiple baseline design across five departments was utilized to evaluate the effects of the intervention package on employee cleaning behavior related to the appearance of the store. The results suggest overall improvement of task completion across the five departments observed, with substantial increases resulting from application of the intervention. The mean percentage of tasks completed in the deli department increased by 36%; by 93% in the meat department; by 38% in the frozen department; by 25% in the produce department; and by 34% in the front‐end department. The average increase of task completion across departments was more than 45%. The results of this study are consistent with those of Anderson, Crowell, Hantula, and Siroky (1988), as well as with La Fleur and Hyten (1995), demonstrating that task clarification, checklists, and feedback have positive effects on work performance.