The TV News Scheduling Game: When the Face of the Newscaster Matters

From the late 1920s, all radio broadcasting in the United Kingdom was undertaken by a public sector broadcaster—the British Broadcasting Corporation (BBC). Television was also the exclusive preserve of the BBC until the mid-1950s, when advertiser-supported commercial stations came into existence. This form of competition for audiences, but not for finance, between two broadcasting sectors—called by some a 'comfortable duopoly'—persisted until the late 1980s when the government permitted competitive entry by cable and satellite operators, introduced competition for advertising revenue between terrestrial stations, and placed commercial television broadcasting on a more competitive footing by introducing tendering for franchises. As these changes have occurred, the BBC has maintained its traditional system of regulation and has continued to operate under a Royal Charter. Although the expiry of the current Charter at the end of 1996 has provoked a debate about the role of the BBC, the government has stated its intention to renew the Charter for another 10 years. It seems likely that, until the year 2002 at least, the current system of regulating and financing public Service broadcasting in the United Kingdom will remain intact. However, the proliferation of channels represents a threat to the BBC's audience base. There may also be difficulties in combining within the same organization a public service mission and highly commercial activities, undertaken in a very competitive world market.     

A Constructivist-Informed Approach to Teaching Swimming

Interest in constructivism has fueled enthusiasm for the development of games and team-sport pedagogy over the past decade, but individual sports have yet to receive the same attention. In this article we redress this oversight by suggesting that constructivist perspectives on learning can be used to develop student-centered, inquiry-based approaches to teaching individual sports. We set out to provide examples of how this might be achieved by outlining the ways in which constructivist theories of learning can be employed to inform the teaching of swimming. Typically characterized by high repetition and a strong emphasis on technical mastery in a stable and predictable environment, swimming has escaped the attention of researchers in the physical education field interested in exploring the contributions that constructivism can make to enhancing learning. To emphasize the significance of the physical environment for learning, we suggest two approaches for teaching swimming in the two very different contexts of the pool and the surf to explore the implications that this holds for learning and teaching.     

Occupational Memory Practice and Memory Beliefs with Age

This study examined effects of intensive memory use during one's profession on metamemory beliefs. Fifty-one actors and 60 controls aged from 20 to 73 years were compared with the Metamemory Inventory in Adulthood. Both intensive job-related memory practice and younger age were associated with stronger memory self-efficacy beliefs. Irrespective of age, actors reported a higher stability of their memory with time and a higher controllability. No significant effect was found on metamemory knowledge. These findings show the relevance of the dissociation between metamemory knowledge and metamemory beliefs. Both memory practicing during occupation and age appear to influence only metamemory beliefs.     

Reading Difficulties in Adult Deaf Readers of French: Phonological Codes,Not Guilty!

Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading.     

A Reinforcement Sensitivity Perspective on Adolescents’ Susceptibility to the Influence of Soap Opera Viewing on Alcohol Attitudes

Previous research found support for an association between exposure to alcohol-related media content and alcohol attitudes, intentions and behavior. Nevertheless, research on what makes young people susceptible to the occurrence of this relationship is scarce. The current study examined the behavioral activation (BAS) and inhibition system (BIS) as moderators of the relationship between soap opera viewing and alcohol attitudes. A cross-sectional survey was carried out among a sample of 922 adolescents (M_age = 14.96 years, SD = .85, 56% girls). Regression analyses showed no association between total television viewing and alcohol attitudes, but did confirm that soap opera viewing is associated with positive attitudes towards alcohol use. Moderation analyses indicated that BAS did not moderate this relationship, while BIS did; the relationship between soap opera viewing and positive attitudes toward alcohol was only significant for adolescents with a low BIS-profile. These results provide support for the premise that an elevated BIS protects adolescents from the effect of soap opera viewing frequency on their alcohol attitudes.     

Understanding gaps in research networks: using “spatial reasoning” as a window into the importance of networked educational research

This paper finds its origins in a multidisciplinary research group’s efforts to assemble a review of research in order to better appreciate how “spatial reasoning” is understood and investigated across academic disciplines. We first collaborated to create a historical map of the development of spatial reasoning across key disciplines over the last century. The map informed the structure of our citation search and oriented an examination of connection across disciplines. Next, we undertook a network analysis that was based on highly cited articles in a broad range of domains. Several connection gaps—that is, apparent blockages, one-way flows, and other limitations on communications among disciplines—were identified in our network analysis, and it was apparent that these connection gaps may be frustrating efforts to understand the conceptual complexity and the educational significance of spatial reasoning. While these gaps occur between the academic disciplines that we evaluated, we selected a few examples for closer analysis. To illustrate how this lack of flow can limit development of the field of mathematics education, we selected cases where it is evident that researchers in mathematics education are not incorporating the important work of mathematicians, psychologists, and neuroscientists—and vice versa. Ultimately, we argue, a more pronounced emphasis on transdisciplinary (versus multidisciplinary or interdisciplinary) research might be timely, and perhaps even necessary, in the evolution of educational research.     

Development and optimization of an injury prevention intervention for physical education teachers

Background: Injury prevention is highly needed in physically active populations, such as pre-service and in-service physical education teachers (PETs). As a lack of adherence to preventive strategies is problematic in injury, it seems crucial to develop and optimize interventions that correspond to the specific needs and wishes of PETs.

Aim: The purpose of the present study was fourfold. Specifically, we aimed at (1) systematically optimizing an injury prevention intervention for PETs, based on teachers’ qualitative evaluation of the intervention, (2) quantitatively investigating whether the appreciation of the injury prevention intervention was higher after optimization, (3) examining whether participation in the intervention resulted in positive changes in teachers’ perceived utility of, and confidence to apply the proposed preventive strategies, as well as their knowledge about these strategies, and (4) describing teachers’ adherence to the proposed preventive strategies while they were engaging in the intervention.

Participants: Twenty PETs (13 men, Mage = 42.1 ± 12.17 years) from nine different secondary schools in Flanders (Belgium) voluntarily participated in this study. The intervention, based on findings from the continuing professional development (CPD) literature, and the principles of the self-determination theory, took place on two different training days (Training A and Training B) and consisted of seven intrinsic injury prevention strategies.

Data collection and analysis: Qualitative data on teachers’ appreciation of the intervention were collected by means of focus group interviews, which were used to optimize the intervention (Aim 1). Quantitative data on teachers’ appreciation were collected directly after they had engaged in the intervention and were used to compare the appreciation from the initial to more optimized versions of the trainings (Aim 2). Further, by means of repeated measures ANOVAs positive evolutions in teachers’ belief in the utility of, confidence to apply and knowledge about the provided strategies across time were examined (Aim 3). Finally, teachers’ adherence was evaluated by relying on weekly online registrations of minutes and types of preventive strategies teachers had practised during the past week (Aim 4).

Findings: Despite the relatively high initial appreciation scores (4.2 out of 5), the optimized versions of the trainings scored better on interaction, intelligibility, innovation, practical usefulness, and recommendation (Aims 1 and 2). Significant differences were found over time in terms of within-teacher changes in perceived utility of (4.05–4.73–4.48; p?p?p?Conclusions: The present study developed an intervention that optimally fulfils the wishes and needs of the target population, namely PETs, and can readily be implemented in PET education programmes or CPD programmes for in-service PETs. Results of this pilot study are promising because teachers displayed increases in several relevant outcomes. Various suggestions are formulated on how to increase PETs’ appreciation of CPD programmes.     

Preventing injuries among recreational adult volleyball players: Results of a prospective randomised controlled trial

ABSTRACT

The objective was to evaluate the effectiveness of an exercise-based warm-up programme (“VolleyVeilig”) on the one-season occurrence of musculoskeletal injuries among recreational adult volleyball players. A prospective randomised controlled trial was conducted over the 2017–2018 volleyball season. Recreational adult volleyball players were allocated either to an intervention or control group. The Dutch version of the Oslo Sports Trauma Research Centre questionnaire was used to register and monitor acute and overuse injuries. A total of 672 volleyball players were enrolled: 348 in the intervention group (mean age: 30) and 324 in the control group (mean age: 27). The incidence rate of acute injury was 21% lower in the intervention group, namely 8.9 versus 11.3 per 1,000 h in the control group (Cox mixed effects crude model: hazard ratio = 0.82 [95%CI: 0.69–0.98]; Cox mixed effects adjusted model: 0.85 [95%CI: 0.71–1.02]). No significant difference in mean prevalence of overuse injury was found between the intervention (4.8%) and control (4.2%) groups. The severity of injuries was not significantly different between groups, while injury burden was slightly lower in the intervention group. The exercise-based warm-up programme led to a trend in less acute injuries among recreational adult volleyball players.