A multidisciplinary approach to talent identification in soccer

The requirements for soccer play are multifactorial and distinguishing characteristics of elite players can be investigated using multivariate analysis. The aim of the present study was to apply a comprehensive test battery to young players with a view to distinguishing between elite and sub-elite groups on the basis of performance on test items. Thirty-one (16 elite, 15 sub-elite) young players matched for chronological age (15-16 years) and body size were studied. Test items included anthropometric ( n = 15), physiological ( n = 8), psychological ( n = 3) and soccer-specific skills ( n = 2) tests. Variables were split into separate groups according to somatotype, body composition, body size, speed, endurance, performance measures, technical skill, anticipation, anxiety and task and ego orientation for purposes of univariate and multivariate analysis of variance and stepwise discriminant function analysis.The most discriminating of the measures were agility, sprint time, ego orientation and anticipation skill. The elite players were also significantly leaner, possessed more aerobic power (9.0 - 1.7 vs 55.5 - 3.8 ml·kg -1 ·min -1 ) and were more tolerant of fatigue ( P ? 0.05). They were also better at dribbling the ball, but not shooting. We conclude that the test battery used may be useful in establishing baseline reference data for young players being selected onto specialized development programmes.     

An elusive policy imperative: data and methodological challenges when using growth in student achievement to evaluate teacher education programs’ ‘Value-Added’

In this study researchers examined the effectiveness of one of the largest teacher education programs located within the largest research-intensive universities within the US. They did this using a value-added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher graduates’ students’ learning and achievement as compared to other teacher education programs. Correlational and group comparisons revealed little to no relationship between value-added scores and teacher education program regardless of subject area or position on the value-added scale. These findings are discussed within the context of several very important data and methodological challenges researchers also made transparent, as also likely common across many efforts to evaluate teacher education programs using value-added approaches. Such transparency and clarity might assist in the creation of more informed value-added practices (and more informed educational policies) surrounding teacher education accountability.     

Talent identification and development in soccer

In this review, we attempt to integrate the main research findings concerned with talent identification and development in soccer. Research approaches in anthropometry, physiology, psychology and sociology are considered and, where possible, integrated. Although some progress has been made in identifying correlates of playing success, it appears that no unique characteristics can be isolated with confidence. Both biological and behavioural scientists have indicated a strong genetic component in performance of sports such as soccer; nevertheless, the influence of systematic training and development programmes should not be underestimated. We conclude that the sport and exercise sciences have an important support role in the processes of identifying, monitoring and nurturing talented soccer players towards realizing their potential.     

Acquisition,Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder

Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy play by: (a) signing MORE, (b) exchanging a picture card representing MORE, and (c) touching a MORE symbol from the screen of a speech-generating device. The children were also given opportunities to choose among the three modalities to identify their preferred method of communication. Both children performed better with picture exchange and the speech-generating device than with manual signing, but had variable performance during follow-up. Both children more often chose the speech-generating device, suggesting a preference for that modality. We conclude that concurrent intervention across several communication methods can generate data to inform the selection of an AAC modality.     

The influence of race–ethnicity and physical activity levels on elementary school achievement

The authors used structural equation modeling to map the relationships between student race–ethnicity via the mediating variable physical activity on English language arts (ELA) and mathematics achievement among 964 fourth- and fifth-grade students. The students attended a New York City Metropolitan area school district and completed the Physical Activity Questionnaire for Older Children, which measured weekly average activity levels. Confirmatory factor analysis validated the use of this instrument. Physical activity had a significant, substantive effect on both ELA and mathematics achievement for students, but was most pronounced among White students on ELA and among Black students on mathematics. Hispanic ethnicity had significant direct and indirect negative associations with ELA and mathematics achievement via their decreased physical activity levels relative to White and Black students. These findings help confirm the important link between physical activity and academic achievement and the need to foster more healthy physical activities for students of all races and ethnicities.     

The role of school websites in career development practice

The use of technology is well-established in teaching curricula and as a tool for educators in secondary schools in New Zealand. Within their career practice in schools, practitioners are regularly using web-based technologies. However, most career practitioners are unlikely to participate in the process of establishing and maintaining school websites, and in particular the career-related content. The perceived relevance of school websites can therefore vary for practitioners, especially where various practice settings are considered.