ASSESSMENT OF PROFESSIONAL POTENTIAL IN THE PHYSIOTHERAPY STUDENT

This report considers the problems of assessing Professional Potential and makes some suggestions for assisting students in the professional socialisation process     

Directors and Writers

Eric Sherman's Directing the Film: Film Directors on Their Art (Boston: Little, Brown, 1976---$15.00)

Donald Spoto's The Art of Alfred Hitchcock: Fifty Years of His Motion Pictures (New York: Hopkinson and Blake, 1976---$13.00/8.95)

Kemp R. Niver's D.W. Griffith: His Biograph Films in Perspective (Historical Films, P.O. Box 46505, Los Angeles, Calif. 90046---$12.00)

Stephen Pendo's Raymond Chandler on Screen: His Novels into Film (Metuchen, N.J.: Scarecrow Press, 1976---$10.00)

Ronald Lloyd's American Film Directors: The World as They See It (New York: New Viewpoints/Franklin Watts, 1976---price not given, paper)

Maureen Lambray's The American Film Directors (New York: Whirlwind/Pathe Press, 1976---$22.50)

Bob Thomas' Walt Disney: An American Original (New York: Simon and Schuster, 1976---$9.95)

Richard Koszarski's Hollywood Directors, 1914-1940 (New York: Oxford University Press, 1976---$13.95/3.95)

Philip Cecchettini and Don Whittemore's Passport to Hollywood: Film Immigramts (New York: McGraw-Hill, 1976---413.50)

Beatriz Reyes Nevares' The Mexican Cinema: Interviews with Thirteen Directors (Albuquerque, N.M.: University of New Mexico Press, 1976---$9.95/4.50)

Francisco Aranda's Luis Bunuel: A Critical Biography (New York: Da Capo Press, 1976---44.95, paper)

Glenn B. Infield's Leni Riefenstahl: The Fallen Film Goddess (New York: Crowell, 1976---$9.95)

Stuart Rosenthal's The Cinema of Federico Fellini (Cranbury, N.J.: A.S. Barnes, 1976---$9.95)

Edward Murray's Fellini the Artist (New York: Ungar, 1976---$10.00)     

The parent-coach/child-athlete relationship in youth sport: cordial, contentious, or conundrum?

The roles of coach and parent are often synonymous in youth sport, but little data-based research has been conducted on the parent-coach/child-athlete relationship. Six boys in U-12 competitive soccer were interviewed regarding positive and negative aspects about playing for their father-coach. Similar questions were posed to father-coaches and two teammates. Inductive content analysis indicated that, among the benefits, sons identified perks, praise, technical instruction, understanding of ability level, insider information, involvement in decision making, special attention, quality time, and motivation. Costs of being coached by one's father included negative emotional responses, pressure/expectations, conflict, lack of understanding/empathy, criticism for mistakes, and unfair behavior. For father-coaches, positive themes included taking pride in son's achievements, reason for coaching, positive social interactions, opportunity to teach skills and values, enjoying coaching son, and quality time. Negatives included inability to separate parent-child from coach-player role, placing greater expectations and pressure on son, and showing differential attention toward son. While teammates perceived some favoritism by the parent-coach, they cited mostly positive instructional experiences. Results are discussed within motivational theories that highlight the influence of significant adults on children's psychosocial development in the physical domain.     

The Air‐gap Phenomenon in Young Children's Pictures

In Experiment 1, 221 children aged 5;l‐10;2 were asked to crayon or paint an outdoor scene. The shift from leaving an air‐gap to filling in the sky occurred at approximately 8 years of age whether crayons or paint were used. In Experiment 2 four groups of children (mean age, 6;8) who normally left an air‐gap were asked to draw a photographic slide of an outdoor scene projected onto a screen. We manipulated the amount of exposure to the slide and also the information about it given by the experimenter. More children relinquished their air‐gap response when the experimenter had drawn their attention, verbally, to the full sky. When children received this information and were able to view the slide throughout the drawing session, there was also a tendency for more of them to draw the full sky and for those who left an air‐gap to draw the sky significantly deeper.