THE CONTRIBUTION OF THE CHURCH TO THE DEMOCRACY OF THE FUTURE

The purpose of this column is to keep religious educators abreast of the relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each abstract or group is preceded by an evaluation and interpretative comment, which aims to guide the reader in understanding the research reported.

All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract number is Volume 28, Number 9‐10, September‐October, 1954.     

Teaching sustainable development in primary schools: theory into practice

The work described here is set in a context of considerable national and international debate about the nature of sustainable development and education for sustainable development (ESD). It describes how nine primary school teachers translated a particular conceptualization of ESD into classroom teaching. The conceptualization which informed the work was that set out in a report produced by the Panel for Education for Sustainable Development, a working group which advised on the introduction of ESD in the revised National Curriculum for the year 2000. The findings are based principally on interviews with teachers and pupils, both before and after teaching. Examples of pupil learning are given to illustrate what might count as ESD in these young children. A concluding section examines the teaching and learning in light of current literature on the nature of ESD.     

Changing Teachers' Thinking Through Critical Constructivism and Critical Action Research

Abstract

This paper studies attempts to change teachers' thinking towards a construc‐tivist perspective within science education. The contexts surrounding the research are important: ideas of critical constructivism, critical action research and the work of Paulo Freire are brought to bear on teacher education in Recife, northeastern Brazil. A professional development course was designed to explore with secondary science teachers some elements of constructivist thinking, and to shape action research projects within their own classrooms. The course design is described, along with some of the responses of the participants both during and after they undertook their projects within their secondary schools. The responses highlight the tensions of trying to innovate with ‘non‐traditional methods’ within traditional situations, the advantages and drawbacks of ‘freeing up’ classroom discussion and authoritative teaching.     

Characteristics and experiences of interns in strength and conditioning

Student coaches undertake internships to develop practical skills and gain experience to improve employability prospects. The characteristics of the coaches who undertake these internships, their experiences and the nature of the work being performed are currently unknown. The purpose of this study was to report the characteristics of strength and conditioning (S&C) coaches who have undertaken internships and their experiences during their respective placements. A total of 113 men and 6 women completed an online survey. Placements generally lasted 6–12 months (66%), were unpaid (93%) and took place at professional teams (63%). All respondents had a standard of experience prior to commencement (82%); a higher-education degree (bachelor’s degree 56%; master’s degree 18%) and others were qualified S&C coaches (16%). Activities consisted largely of coaching (47%), data collection (22%) and equipment set-up (25%) but lacked provision of appropriate training. Mentors were allocated to interns; however, often developmental objectives were not discussed, meetings were rarely documented, and in some cases, no meetings took place. This study suggests that internships offer worthwhile experiences and assistance in skill development to progress in S&C. However, clearer guidelines are required to define the responsibilities of employers and interns, to maximise these experiential learning opportunities and avoid the exploitation of willing students.     

The effects of barbell load on countermovement vertical jump power and net impulse

The aim of this study was to examine the effects of barbell load on countermovement vertical jump (CMJ) power and net impulse within a theoretically valid framework, cognisant of the underpinning force, temporal, and spatial components. A total of 24 resistance-trained rugby union athletes (average ± SD: age: 23.1 ± 3.4 years; height: 1.83 ± 0.05 m; body mass (BM): 91.3 ± 10.5 kg) performed maximal CMJ under 5 experimental conditions in a randomised, counterbalanced order: unloaded, and with additional loads of 25%, 50%, 75%, and 100% of BM. Peak power and average power were maximised during the unloaded condition, both decreasing significantly (P < 0.05) as load increased. Net impulse was maximised with 75% of BM, which was significantly greater (P < 0.05) than the unloaded and 100% of BM conditions. Net mean force and mean velocity were maximised during the unloaded condition and decreased significantly (P < 0.05) as load increased, whereas phase duration increased significantly (P < 0.05) as load increased. As such, the interaction between barbell load and the underpinning force, time, and displacement components should be considered by strength and conditioning coaches when prescribing barbell loads.