Development of the Sport Orientation Questionnaire

Abstract

The Sport Orientation Questionnaire (SOQ) was developed as a multidimensional, sport-specific measure of individual differences in sport achievement orientation. Exploratory and confirmatory factor analyses revealed a stable, three-factor structure across three separate samples of university and high school students. The three separate but related subscales of competitiveness, win, and goal orientation demonstrate high internal consistency and stability over time. The SOQ competitiveness score differentiates students in competitive activities from those in noncompetitive activities, providing evidence for construct validity. The overall factor stability, reliability and validity evidence suggests that the SOQ can be a valuable measure for the investigation of competitiveness and achievement behavior in sport and exercise settings.     

Competition and Instructional Set Effects On the Speed and Accuracy of a Throwing Task

Abstract

Two experiments were conducted to investigate the effects of competition and instructional sets on the speed and accuracy of a dart-throwing task. In both experiments individuals competed against another subject on one day, and performed under noncompetitive conditions on a second day. The five distinct instructional sets varied from extreme emphasis on speed to extreme emphasis on accuracy. Multivariate analyses of variance revealed main effects for instructional sets on speed and accuracy in both experiments. Strong tradeoffs occurred with speed slowing and accuracy improving as the instructional emphasis changed from speed to accuracy. A competition by instructional sets interaction in Experiment 2 indicated that competition facilitated speed when speed was important, but when instructions emphasized accuracy, speed was slower in competition than in noncompetition. Accuracy was not affected by competition.     

Peer Assessment Training in Teacher Education: Effects on performance and perceptions

The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that were embedded in a redesigned course. Analyses of data derived from peer assessment reports written by the students showed that the experimental groups surpassed the control groups in the quality of the assessment skill. As a result of the training, students from the experimental groups also scored significantly higher grades for the end products of the course than students from the control groups. The results of the questionnaire showed that all students were significantly more satisfied with the redesigned course.     

The act of collective worship: pupils’ perspectives

Data gathered as part of a recent research project into the provision of collective worship in schools in England and Wales reveals the existence of a marked variation in approach and provision between schools in the primary and secondary sectors. Consequently, the point of transfer often becomes a watershed in pupils’ experience. This sudden change, which is most apparent in community schools, is accompanied by a slower but pre-existing transition in attitudes which is common to pupils in all types of institution. Using material gathered from interviews with young people, this article examines the issue of participation in school worship from the pupils’ perspective and analyses the reasons they give for their opposition to provision. It then compares these attitudes with those of a previous generation, as demonstrated in the work of Loukes (1961 Loukes H (1961) Teenage Religion (London, SCM)  [Google Scholar]) and Goldman (1964 Goldman R (1964) Religious Thinking from Childhood to Adolescence (London, Routledge & Kegan Paul)  [Google Scholar], 1965 Goldman R (1965) Readiness for Religion (London, Routledge & Kegan Paul)  [Google Scholar]) in order to explore the underlying changes which influence students’ thinking. It concludes with a consideration of the implications of these findings for practice and policy.     

Characterising the different blogging behaviours of students on an online distance learning course

Since the early years of the twenty‐first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be difficult and cites problems with issues such as student compliance. We adopt a learner‐centred perspective and explore students’ (rather than their educators’) understanding of how blogs and blogging can support distance learning in Higher Education. We report on a study of UK Open University (OU) students on an online distance learning Masters course, that has enabled us to determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course.     

The translucent cadaver: An evaluation of the use of full body digital x-ray images and drawings in surface anatomy education

It has been noted by staff at the Faculty of Health Sciences, Stellenbosch University that medical students neglect the study of surface anatomy during dissection. This study reports on the novel use of Lodox® Statscan® images in anatomical education, particularly the teaching of surface anatomy. Full body digital X‐ray images (Lodox Statscan) of each cadaver (n = 40) were provided to second year medical students. During dissection students were asked to visualize landmarks, organs, and structures on the digital X‐ray and their cadaver, as well as palpate these landmarks and structures on themselves, their colleagues, and the cadaver. To stimulate student engagement with surface anatomy, dissection groups were required to draw both the normal and actual position of organs on a laminated image provided. The accuracy of the drawings was subsequently assessed and students were further assessed by means of practical identification tests. In addition, students were asked to complete an anonymous questionnaire. A response rate of 79% was obtained for the student questionnaire. From the questionnaire it was gathered that students found the digital X‐ray images beneficial for viewing most systems' organs, except for the pelvic organs. Although it appears that students still struggle with the study of surface anatomy, most students believed that the digital X‐rays were beneficial to their studies and supported their continued use in the future. Anat Sci Educ. © 2012 American Association of Anatomists.     

The differential effects of task complexity on domain-specific and peer assessment skills

In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed.     

Family counseling in the Netherlands for Turkish-origin parents of deaf children with a cochlear implant

Cultural elements such as language, beliefs about health, and family context play important roles in the uptake of rehabilitation and treatment of deafness. Because of cultural issues, minority groups often do not receive optimal care. Focusing on the Netherlands, the researchers explored how the rehabilitation and counseling of deaf children of Turkish-origin parents can be improved. The most important findings were that (a) most parents initially did not believe their child was deaf and regretted later that they did not start hearing rehabilitation earlier; (b) parents had little confidence in the Dutch health care system and sought a second opinion from a medical doctor of their own national origin; (c) parents did not know how to be actively involved in the care of their deaf child. Implications for practice aimed at improving rehabilitation and counseling for these children are described.