Entwicklungsförderung im außerschulischen Kinder- und Jugendsport

The concept “Psychosocial Resources in Sport” (Sygusch, Ein sportartenorientiertes Förderkonzept für Schule und Verein. Schorndorf: Hofmann, 2007) substantiates methodical measures to systematically promote resources such as self-concept, self-efficacy, group cohesion, and social competence. In the PRimus-study this concept was implemented in handball and apparatus gymnastics over 7 months in 29 training groups (age: 12–16 years). The aim, amongst others, was to evaluate whether the concept is effective in child and youth sport. For this purpose a mixed-method design was chosen. The development of resources were measured through qualitative trainer interviews (n?=?39) as well as quantitative surveys of athletes (IG: n?=?374; KG: n?=?270) over three measurement times. The trainer statements show that the intervention initiated resource strengthening processes which indicate a promotion of resources. The quantitative measurements, however, do not reveal substantial changes throughout the intervention period. The change in behavior of coaches and athletes – regardless of the intervention measures – influences the development of resources. Overall, it must be noted that broad-based intervention concepts, which are also feasible, had difficulty proving the effects and the effectiveness.     

Problem analysis: Examining the selection and evaluation of data during problem‐solving consultation

The purpose of this study was to analyze how school psychologists engaged in problem analysis during problem‐solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each type of data, 4) the use of multiple methods and sources of data across multiple domains, and 5) the criteria used to interpret the data. Four school psychologists were recruited to each complete three fictional consultation cases within a computer‐simulated environment. A qualitative case study method was used. The results of this study revealed how school psychologists used theory, a multidimensional assessment framework, and self‐referent data to analyze a problem. Implications for future research are discussed. © 2011 Wiley Periodicals, Inc.     

Kinematic changes during learning the longswing on high bar

The purpose of this study is to provide evidence of technique changes during learning a sports-specific skill, the looped bar longswing (LLS). Thirteen male participants with no previous high bar experience took part in a training study. Kinematic data were collected using a CODA motion analysis system (200 Hz) during eight weekly testing sessions. Analyses focused on the amplitude of swing and the functional phase (FP) actions, defined by the rapid flexion to extension of the shoulders and extension to flexion of the hips as the performer passed through the lower vertical. Three groups were identified based on the number of sessions it took each participant to perform the LLS (G1: most successful, G2: intermediate, and G3: least successful). All participants were able to significantly increase swing amplitude over the training period (p < 0.05). For each participant the hip FP started significantly: later for G1, earlier for G2, and did not change for G3. Extension actions at the shoulders were dissimilar to those reported for elite gymnasts performing the longswing. The FP of the hips provides a mechanism to distinguish between the learners of different skill levels. The study has provided support for a single-subject design when investigating technique changes during learning.     

Continuity of Care,Professional Community,and the Policy Context: Potential Benefits for Infant and Toddler Teachers' Professional Development

Practice or Policy: Continuity of care (COC) has many benefits for young children's development but is not the norm in infant/toddler classrooms. As a consequence, policymakers might not realize how such an approach might also benefit the professional development of infant and toddler teachers, particularly if they come to the field with little formal training. Although the supports and policies available to military child development centers may not be possible to implement at present in much of the civilian sector, this study suggests that their potential benefit for infant/toddler teachers' learning and practice may be worthy of further inquiry. Research Findings: This study shares the results of an exploratory study of the benefits of COC, professional community, and the larger policy context for staff working in a military child development center serving children aged 0 to 2. COC-related professional development also seems to enhance professional community, which along with the policy context is viewed as an essential aspect of improving teacher learning and practice in the K–12 literature.     

How Perceptions of an Intervention Program Affect Outcomes

Goals for Health was a National Cancer Institute funded program designed to impact health behaviors of adolescents living in rural Virginia and New York. This study examined three specific objectives: (a) to examine participants' perceptions of the program components and the relationship between program components and overall program perception, (b) to examine whether subgroups of our participant population perceived the program differently, and (c) to examine whether having positive perceptions of the program predicted changes in program outcomes. Results indicated that program components were significantly related to program perceptions. Perceptions of the program did not differ by subgroup and program perceptions significantly predicted changes in tobacco attitudes and self-efficacy about eating behaviors. Given these findings, school consultants should become aware of how implementation of a program and perceptions of a program may impact program outcomes.     

Gerald Caplan: A Tribute to the Originator of Mental Health Consultation

Gerald Caplan (1917–2008), world-renowned child and community psychiatrist, was the originator of the modern practice of mental health consultation. In addition to consultation, Caplan developed and refined many conceptual models and methods for practice for use in community mental health, psychology, and education. This tribute article focuses on his career and contributions to the field of consultation and offers insights into his approach to mental health consultation.     

Early Head Start Relationships: Association with Program Outcomes

Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8–35 months, M = 20), their parents, and 33 program caregivers participated. The results showed that caregiver–child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent relationships were generally positive and temporally stable. Caregiver–child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver–child relationship. There were also moderation effects: Stronger associations of caregiver–parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver–family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed.     

Children's Evaluations of Gender-Stereotypic Household Activities in the Family Context

Research Findings: The goal of this study was to analyze children's (N = 120) evaluations about parental decisions regarding gender-stereotypic household family activities. Children at 5, 8, and 10 years of age were individually interviewed. Contrary to prevailing findings, the majority of children used stereotypic expectations and social-conventional justifications to explain parental exclusion decisions; this pattern was more pronounced for male-stereotypic than female-stereotypic activities. Overall, children's social judgments revealed age-related increases in making stereotypic choices. Boys were more likely than girls to condone stereotypic expectations regarding father–son activities than mother–daughter activities. Practice or Policy: The results are discussed in terms of (a) social–cognitive reasoning about family decision making in the home and (b) gender-stereotypic expectations between parents and children in the home context.