Improving ‘at-action’ decision-making in team sports through a holistic coaching approach

This article draws on Game Sense pedagogy and complex learning theory (CLT) to make suggestions for improving decision-making ability in team sports by adopting a holistic approach to coaching with a focus on decision-making ‘at-action’. It emphasizes the complexity of decision-making and the need to focus on the game as a whole entity, where players, individually and collectively, attempt to manage disorder in the face of an opposition. It rejects the complicated, mechanistic approach to learning and cognitivist views that dominate the literature on decision-making in team sports that see it as being a linear process of conscious thinking limited to the individual mind. It offers an alternative, holistic view grounded in a practical example of how this might be achieved in coaching rugby union football and theorized within a CLT framework.     

Integrated perspective of evolving intrapsychic and person-environment functions: implications for deaf and hard of hearing individuals

The authors review and integrate certain diverse theories to explain and suggest appropriate interventions for difficulties in socioemotional functioning experienced by many deaf persons. These diverse perspectives include a hierarchical circular systems approach, psychosocial stage theory, social learning theory, and representational models, or evolving expectancies of others. These perspectives, which can facilitate understanding of social behaviors and development and lead to improved interventions, provide background for a 3-level model proposed in the article. The model focuses on the relationship between the deaf person and the proximal social environment. The model's first level takes into account intrapsychic processes such as self-concept; the second highlights reciprocal interactions between the person and the social environment. The third describes the resulting memories and expectancies that develop and evolve and that influence the person's previous intrapsychic thoughts, feelings, and perceptions. These, in turn, affect social interactions, in a recurrent, spiraling fashion. This hierarchical model can be used as a framework for concurrent or sequential interventions with Deaf people.     

Effects of a School‐based Education Programme on Safety Helmet Usage by 11‐ to 13‐year‐old Cyclists

A school‐based programme designed and run by the New Zealand Ministry of Transport Education Division and school personnel to increase the use of safety helmets by pupils at an inner city intermediate school was evaluated. The three phase intervention consisted of: information on the benefits of safety equipment, instruction modules focused on road safety and helmet use in several curriculum areas, and random prizes for wearing safety helmets. Direct observation at the target school and the notreatment control school served as the primary dependent measure. Across time a statistically significant difference in helmet usage was evident in the experimental but not the control school. Implications of this study for cyclist safety are discussed.     

别开生面的好教材——试评《图书馆学导论》

从结构新颖、增加"图书馆职业哲学"章节、理论联系实际、编制索引4个方面论证于良芝所著、科学出版社出版的《图 书馆学导论》是一本别开生面的好教材,同时也指出其存在一些不足,如在图书馆类型划分上出现逻辑混乱问题等。     

Learning and identity in overlapping communities of practice: Surf club, school and sports clubs

Large numbers of children and young people spend their weekends and holidays engaged in the activities of over 300 surf clubs across Australia each summer. Long term membership in these clubs, beginning from as young as five years of age, forms a significant part of children's and young people's development yet surf clubs have yet to receive recognition from researchers in either the education or physical education fields as significant learning sites. Within the context of growing recognition of learning as an ongoing, multidimensional and life-long process this represents an oversight in the literature that this paper sets out to redress. Employing the concepts of communities of practice and situated learning (Lave & Wenger 1991, Wenger 1998) it examines four young people's experiences as members of a Victorian surf club as a community of practice. It also compares the experiences of these young people in the surf club with those arising from membership in their schools and sports clubs.     

Collaboration Between Educational Psychologists and Speech and Language Therapists: Barriers and opportunities

This paper reports a study that aimed to investigate the perspectives of educational psychologists (EPs) and speech and language therapists (SLTs) about collaborative practices across these two services, to identify any barriers to collaboration and to explore how these could be overcome. The views of EPs and SLTs in two local authorities were sought using a questionnaire. Data analysis identified differences relating to professional and attitudinal issues, revealing divergent views about assessment and resource allocation. Communication difficulties were also identified. Approaches to develop effective collaborative practice are discussed and the importance of creating opportunities to deliver joint training in schools is highlighted.     

Re-envisaging and reinvigorating school–university practicum partnerships

The study that provides the context for this article developed from a major overhaul of the practicum in an undergraduate initial teacher education degree in which practicum roles and relationships were re-envisaged. The aim was to reinvigorate university–school practicum relationships through the collaborative development of a practicum where teacher professional knowledge and university scholarly knowledge could come together in the service of student teacher learning. The article reports a qualitative study involving 72 participants from one university and four primary schools. Analysed through the lens of “third space” the findings indicated that relationship and role transformations undertaken by the participants, along with collaborative practice during the practicum, were key to reinvigorating the practicum. In the discussion, we examine the main factors that contributed to the development of a “third space” between the university and participating practicum schools, and also note some cautions related to this development.     

Body movements of boys with Attention Deficit Hyperactivity Disorder (ADHD) during computer video game play

The type and severity of body movements exhibited by 79 (unmedicated) boys clinically diagnosed with ADHD (30 Predominantly Inattentive Type and 49 Combined Type), and 67 non-ADHD boys were recorded while playing Crash Bandicoot I, a Sony Playstation platform computer video game. In Crash Bandicoot, participants control the movements of a small animated figure (CB) through a hazardous jungle environment. Two tasks totaling 12 trials were administered, each of which incorporated with and without Distractor conditions. For those trials with the Distractor, a segment of the television show "The Simpsons" was simultaneously played on a television screen adjacent to the computer game monitor and at an equal volume. Contrary to theory and expectations an analysis of the data did not reveal any statistically significant differences in the frequency, type and severity of body movements between the ADHD and non-ADHD boys, or between the ADHD subtypes during computer video game play. These findings have important implications for assessment and teaching processes in both classroom and therapeutic contexts.