Efficacy of using non-linear pedagogy to support attacking players’ individual learning objectives in elite-youth football: A randomised cross-over trial

ABSTRACT

The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players’ individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency.     

Police Media: The Governance of Territory,Speed, and Communication

The work of the modern police apparatus is highly dependent upon media technologies. This article traces crucial developments in this history, analyzing the central role that media have played in policing practices since the advent of the modern patrol in the late eighteenth century. We trace how the governmentalized police force has used media to govern efficiently what Foucault calls the three great variables: territory, speed, and communication. In conclusion, we consider the possibilities for resistance in a time when digital police media have given rise to alarming strategies for surveilling populations, stifling dissent, and exerting control over public and private space.     

INVENTING THE CHARTERED TEACHER

ABSTRACT:  This paper explores the effects of enacting a collaborative and enquiry based model of teacher professionalism in the UK. Based on work with Chartered Teachers in Scotland, it indicates that the barriers to changing the basis of teacher professionalism are complex and multi-faceted because of the contested nature of teachers' work identities. Chartered Teacher status is achieved by qualification against an occupational standard which positions those who attain it as leading teachers, exerting a significant influence with their colleagues to improve the quality of teaching and learning in schools. This paper looks at some of the conceptual and practical difficulties faced by Chartered Teachers as they try to enact what this new 'status' means. It argues that those with an interest in the professional development of teachers need to position themselves as knowing agents in the complex systemic and political aspects of changing practice in schools.     

Curriculum development through Delphi

This article reports on the use of the Delphi method for curriculum design in higher education. The basic Delphi methodology is outlined along with possible goals and objectives in a Delphi study. The results of an actual case study in the use of the Delphi method for curriculum development are reported. Attention is given to the problem of selecting participants for a Delphi exercise, followed by recommendations for future research.     

Radical Relocation: Adapting Print Collections to an E-Centric World

With the advent of e-journal preservation projects and publisher digitization of journal backfiles, academic libraries have begun to move their corresponding print volumes of these titles to storage to avoid duplication and save space. This article examines the supporting justifications, outreach mechanisms, and logistical procedures undertaken at American University Library to relocate the entire bound journal collection to offsite storage in order to address severe physical space constraints and to support patron use of and preference for electronic journal content. In addition, the article presents preliminary data regarding the use of bound volumes sent to storage and an overall analysis of this transformational project.     

Correction to: The effects of a web-based learning environment on student motivation in a high school earth science course

Educational technology research and development - This article was unintentionally published twice in this journal, by the same authors.