Trends in Instructional Design: Emerging Theory-Based Models

Currently, instructional design theorists are generating new enhancements of traditional design models on both macro and micro levels. This paper summarizes the anticipated changes in instructional design models that will result from today's theoretical activity. It addresses issues such as linearity in the design process, enhanced roles of analysis and evaluation, and the new emphasis on learner control and transfer of training. These model enhancements are being influenced by new interpretations of general systems theory and cognitive learning theory, constructivism, chaos theory, and situated cognition. Predicted model changes also reflect the impact of the new technologies, designer decision-making research, and the performance technology and total quality management movements. These and other intellectual forces are likely to produce diverse models for future designers.     

Factors associated with physical activity referral uptake and participation

The aim of this study was to examine participant and scheme characteristics in relation to access, uptake, and participation in a physical activity referral scheme (PARS) using a prospective population-based longitudinal design. Participants (n = 3762) were recruited over a 3-year period. Logistic regression analyses identified the factors associated with the outcomes of referral uptake, participation, and completion (> or = 80% attendance). Participant's age, sex, referral reason, referring health professional, and type of leisure provider were the independent variables. Based on binary logistic regression analysis (n = 2631), only primary referral reason was associated with the PARS coordinator making contact with the participants. In addition to the influence of referral reason, females were also more likely (odds ratio 1.250, 95% confidence interval 1.003-1.559, P = 0.047) to agree to be assigned to a leisure provider. Referral reason and referring health professional were associated with taking up a referral opportunity. Older participants (1.016, 1.010-1.023, P < 0.001) and males were more likely to complete the referral. In conclusion, the PARS format may be less appropriate for those more constrained by time (women, young adults) and those with certain referral reasons (overweight/obesity, mental health conditions). More appropriate targeting at the point of referral could improve participation rates by revealing or addressing barriers that might later result in dropout.     

The super-computer project: a case study of the interaction of science,government and industry in the UK

A major concern of the governments of industrialised nations is the basis for the allocation of public resources to the private sector of industry. One particular area of debate is the role governments should play in the support and direction of high technology. This paper examines the contribution of the British government to the establishment of a computer industry and, in particular, the attempts to stimulate the industry during the period 1959 to 1962 by supporting the development and production of a ‘supercomputer’.The history of the negotiations between the three major participants, the National Research and Development Corporation, Ferranti Ltd., and Manchester University, has been reconstructed in considerable detail in order to provide the basis for an analysis of the interaction of technical, financial, organisational and political constraints in the attempts to establish the project'.The failure of NRDC to achieve its broad aims of promoting the future health of the computer industry is traced to three major problems — their failure to formulate clear objectives, their concern to maintain technical control, and inadequate policies for risk-sharing. These were exacerbated by the technical uncertainty associated with novel technology, an inadequate market analysis by Ferranti, and de facto technical direction by the university department.On this basis broad conclusions are drawn on the conditions necessary for a satisfactory return on public investment in high technology.     

Comparison of 1 and 2 days per week of strength training in children

The purpose of this study was to compare the effects of 1 and 2 days per week of strength training on upper body strength, lower body strength, and motor performance ability in children. Twenty-one girls and 34 boys between the ages of 7.1 and 12.3 years volunteered to participate in this study. Participants strength trained either once per week (n = 22) or twice per week (n = 20) for 8 weeks at a community-based youth fitness center. Each training session consisted of a single set of 10-15 repetitions on 12 exercises using child-size weight machines. Thirteen children who did not strength train served as age-matched controls. One repetition maximum (1RM) strength on the chest press and leg press, handgrip strength, long jump, vertical jump, and flexibility were assessed at baseline and posttraining. Only participants who strength trained twice per week made significantly greater gains in 1RM chest press strength, compared to the control group (11.5 and 4.4% respectively, p < .05). Participants who trained once and twice per week made gains in 1RM leg press strength (14.2 and 24.7%, respectively) that were significantly greater than control group gains (2.4%). On average, participants who strength trained once per week achieved 67% of the 1RM strength gains. No significant differences between groups were observed on other outcome measures. These findings support the concept that muscular strength can be improved during the childhood years and favor a training frequency of twice per week for children participating in an introductory strength training program.