Girls' and boys' perceptions of physical education teachers' feedback: effects on performance and psychological responses

In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (DeltaR(2) = 0.088), effort (DeltaR(2) = 0.119), enjoyment (DeltaR(2) = 0.085), and their PE performance (DeltaR(2) = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity.     

A qualitative investigation of the temporal patterning of the precompetitive anxiety response

The aim of this study was to examine retrospective perceptions and causal beliefs about temporal experiences of competitive anxiety and related symptoms in the lead up to competition. Qualitative interviews were conducted with 9 elite performers to examine the interaction of intensity, frequency and direction of symptoms associated with competitive anxiety before competition. Data analysis identified six causal networks that supported theoretical predictions suggesting that intensity of cognitive anxiety symptoms remained relatively stable in the lead up to competition, whereas somatic anxiety peaked sharply at the onset of performance. Frequency of anxiety symptoms increased as the competition approached and changes in interpretation of anxiety symptoms were also reported, with self-confidence identified as a moderating variable. The findings highlight the dynamic properties of the stress response and emphasize the need to consider the idiosyncratic nature of the level, frequency and interpretation of performers' precompetitive experiences.     

Reviewing evidence‐based practice for pupils with dyslexia and literacy difficulties

There is now a strong evidence base from theory and research providing a ‘template’ to inform practice at Wave 2, guiding the design and implementation of time‐limited effective early intervention programmes for pupils identified as ‘at risk’ of reading difficulties following initial literacy instruction (Rose, 2009). In contrast, there is currently an absence of evidence to guide the more fine‐grained selection and design of specific interventions (Wave 3) for those nonresponders to otherwise effective reading intervention. In this paper, we first outline our current understanding of the characteristics of effective early intervention programmes, and of the pupils who do not respond. Three theoretically motivated single‐case studies from developmental theory and processing models of skilled performance are then considered as a source of evidence providing useful insights into the type of assessment needed to inform the planning of highly individualised intervention programmes for pupils with severe and persisting literacy difficulties.     

Characteristics impacting on session rating of perceived exertion training load in Australian footballers

The relationship between external training load and session rating of perceived exertion (s-RPE) training load and the impact that playing experience, playing position and 2-km time-trial performance had on s-RPE training load were explored. From 39 Australian Football players, 6.9 ± 4.6 training sessions were analysed, resulting in 270 samples. Microtechnology devices provided external training load (distance, average speed, high-speed running distance, player load (PL) and player load_slow (PL_slow)). The external training load measures had moderate to very large associations (r, 95% CI) with s-RPE training load, average speed (0.45, 0.35–0.54), high-speed running distance (0.51, 0.42–0.59), PL_slow (0.80, 0.75–0.84), PL (0.86, 0.83–0.89) and distance (0.88, 0.85–0.90). Differences were described using effect sizes (d ±95% CL). When controlling for external training load, the 4- to 5-year players had higher s-RPE training load than the 0- to 1- (0.44 ± 0.33) and 2- to 3-year players (0.51 ± 0.30), ruckmen had moderately higher s-RPE training load than midfielders (0.82 ± 0.58), and there was a 0.2% increase in s-RPE training load per 1 s increase in time-trial (95% CI: 0.07–0.34). Experience, position and time-trial performance impacted the relationship between external training load and s-RPE training load. This suggests that a given external training load may result in different internal responses between athletes, potentially leaving individuals at risk of overtraining or failing to elicit positive adaptation. It is therefore vital that coaches and trainers give consideration to these mediators of s-RPE training load.     

The A-Not-B Error: Results from a Logistic Meta-Analysis

A meta-analysis of the A-not-B error was conducted using logistic regression on studies conducted before September 1997 (107 data points). An earlier meta-analysis by Wellman, Cross, and Bartsch revealed that age, delay between hiding and retrieval, and number of hiding locations were significant predictors of both the proportion of infants who searched correctly on B trials and the proportion of infants who searched perseveratively. The current analysis replicated these findings with two exceptions: (1) The number of trials at the A location was a significant predictor, and (2) the number of locations was a significant predictor of the proportion of infants who searched perseveratively, but not the proportion of infants who searched correctly. Implications of these findings are discussed and a quantitative version of a hierarchical competing-systems model of infant search is proposed.     

The School in Question: a comment

Abstract

In Germany the tradition of university autonomy goes back to Humboldt's reform rather than the privileged corporations of the middle ages. Humboldt's concept of the university is still fertile as a model and a method for today's universities. The social significance of science in the modern world, increased expenditure on higher education, and the academisation of a growing number of professions seem to undermine the traditional legitimation of university autonomy. On the other hand good new reasons for autonomy can be derived precisely from scepticism with regard to a naive belief in the progress of science and to an all‐too‐narrow professionalisation of university education. The ever closer interconnection between ‘academic’ and ‘public’ functions of the universities has led to the replacement of the traditional ‘dualistic administrative structure’ by a ‘unified'one under a rector/president. The dualism of functions has, however, reappeared in the distinction between ‘legal’ and ‘more extended’ supervision by ministers. For the future a more precise distinction between global regulations legitimately claimed by the state and self‐government within the framework thus set should be aimed at.