Developing students' mental health literacy through the power of sport

This research is an evaluation of a six-week mental health literacy programme, referred to as the Cambridge United Community Trust’s ‘Mind Your Head’ programme, which was delivered by sports professionals to secondary school students (11-16) in Cambridge, England, during 2017–18. A Mental Health Literacy Scale was used to measure students’ knowledge of mental health issues pre- and post-intervention. Statistical data from these surveys were analysed using an independent samples t-test. Focus groups were held with students in each school, and individual semi-structured interviews were conducted with one lead teacher in each school. The statistical data indicate that statistically significant improvements in mental health literacy were achieved, and this occurred across all genders and ethnicities. The qualitative data suggest that this programme resulted in positive attitudes towards mental health and improved knowledge of how to seek help. The data indicate that investment in similar programmes would be beneficial for schools in improving students’ knowledge of mental health and reducing stigma.     

On the Superior Statistical Properties of Frequency Scales in Job Analyses

This study compared the statistical properties of four job analysis task survey response scale types: criticality, difficulty in learning, importance, and frequency. We used nine job analysis studies spanning two fields, medical imaging and allied health professionals, to compare the job analysis scales in terms of variability and interrater agreement. Results showed that frequency scales using absolute anchors had greater between-task variability and higher interrater agreement for all nine studies. This may have occurred due to what has been described by past research as self-presentation bias. In this case, an aggregate base percentage of respondents always responded that tasks in their domain are highly critical, highly important, and easy to learn. These results showed that frequency scales with absolute anchors yielded data with better statistical performance than other more subjective scales. These properties do not answer the question of whether a scale matches an exam's purpose, which is the most important consideration for job analyses. They do, however, suggest that, if statistics are a primary deciding factor, strong consideration should be given to using frequency scales with absolute anchors.     

Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence

European Journal of Psychology of Education - Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of...     

Voice,post-structural representation and the subjectivity of ‘included’ students

Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. “Methodology-21: What Do We Do in the Afterward?” International Journal of Qualitative Studies in Education 26 (6): 634–645; St. Pierre, E. A. 2009. “Afterword: Decentering Voice in Qualitative Inquiry.” In Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research, edited by A. Y. Jackson and L. A. Mazzei, 221–236. London: Routledge; St. Pierre, E. A. 2013. “The Posts Continue: Becoming.” International Journal of Qualitative Studies in Education 26 (6): 646–657], research in disability studies for the past two decades has found ‘the potholes’ [Miller, L., J. B. Whalley, and I. Stronach. 2012. “From Structuralism to Poststructuralism.” In Research Methods in the Social Sciences, edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape ‘included’ disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.     

新农村建设与民族传统体育的发展研究

农村民族传统体育的良好发展是社会主义新农村建设的主要内容之一。文章对开展民族传统体育在新农村体育建设中重要性和可行性进行了分析,提出了发展民族传统体育的相关策略,希望为新农村体育建设提供理论依据。     

对我国体育产业理论研究中几个问题的调查与研究

80年代以来,体育产业在我国得到了迅速发展,也引起了人们广泛的讨论,至今在认识上还很不统一. 在有关我国体育产业理论和实践发展现状进行综合分析研究的基础上,提出了到2005～2015年我国体育产业有可能发展成为国民经济的支柱性产业,并据此初步确立了一个由本体产业、相关产业和外延产业构成的"体育事业产业"的我国体育产业框架结构模式的初步构想.     

杭州大雪的气候诊断分析

通过对杭州1951年以来的48个大雪个例资料,结合海温、大气环流特征资料进行周期分析、突变检测、相关分析,给出杭州大雪出现频次的周期、突变点,发现大雪出现频次、降雪强度与海温冷暖事件存在高关联．特别是与NINO1＋2区海温存在密切的联系,根据所得结论可以较好的对大雪发生趋势作出预测。     

对吉林省青年男子速度轮滑运动员入弯与出弯技术的运动学分析

运用Simi motion生物力学分析系统对吉林省3名青年男子速度轮滑运动员入弯技术与出弯技术进行动作解析,通过运动生物力学理论参数进行分析,得出运动员入弯阶段与出弯阶段运动学特征,主要是身体倾斜角度和速度以及重心轨迹的变化。得出入弯时的速度没有出弯时的速度快但入弯阶段运动员身体起伏变化频率比出弯阶段快。     

Social violence and the trivialising effects of youth in school bullying: Extended listening to South Australian young people on bullying and violence

School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of ‘social violence’. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a ‘social violence’ approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term ‘violence’ in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces.