Effects of the Instructional Set in the Bandwidth Feedback Paradigm on Motor Skill Acquisition

ABSTRACT

Purpose: This study examined the relationships between the Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1) and resting heart rate variability (HRV) and submaximal 5?-5? test derived measures in novice male soccer players. Methods: Forty players (11.54 ± 0.58 years) from a soccer academy participated in this study, performing physical tests on two different days, separated by 48 h, as follows: (day 1) resting HRV and Yo-Yo IR1 test, and (day 2) anthropometric assessments (for peak height velocity assessment [PHV]) and the 5?-5? test. The Pearson product-moment correlation coefficient was used to determine the correlations between Yo-Yo IR1 performance and the remaining variables. A partial correlation analysis was further performed using age, stature, body mass, distance to PHV, and age at PHV as “confounders.” Results: The highest correlation score was observed between Yo-Yo IR1 performance and resting HRV, when the absolute age was used as confounder (r = 0.72; p < .05). Conclusions: We observed that a practical measure of parasympathetic activity at rest is largely associated with performance obtained during a traditional intermittent endurance performance test.     

Examining the influence of international large-scale assessments on national education policies

This paper examines whether, to what extent, and how international large-scale assessments (ILSAs) have influenced education policy-making at the national level. Based on an exploratory review of the research and policy literature on ILSAs and two surveys administered to educational policy experts, researchers, policymakers, and educators, our research found that ILSAs, with their multiple and ambiguous uses, increasingly function as solutions in search for the right problem – that is, they appear to be used as tools to legitimize educational reforms. The survey results pointed to a growing perception among stakeholders that ILSAs are having an effect on national educational policies, with 38% of respondents stating that ILSAs were generally misused in national policy contexts. However, while the ILSA literature indicates that these assessments are having some influence, there is little evidence that any positive or negative causal relationship exists between ILSA participation and the implementation of education reforms. Perhaps the most significant change associated with the use of ILSAs in the literature reviewed is the way in which new conditions for educational comparison have been made possible at the national, regional, and global levels.     

An overview of educational policies in the countries of Latin America during the 1990s

In this paper we want to examine the construct of the Learning Society in its economic and social context in the UK. We will argue that the policy rhetoric which makes up the current discourse of the ‘learning’ society is both powerfully normative and unhelpfully reductionist and that it displaces and masks issues of inequality. The discourse of the Learning Society has conflated the achievement of increased levels of participation for 16‐ to 19‐year‐olds with the insertion of market mechanisms and relations and the assertion of self‐interest. This has meant that issues of exclusion, polarization and social justice have been systematically neglected. The Learning Society provides, we suggest, for a redrawing and relegitimation of patterns of exclusion. In particular, in a time of social crisis, middle‐class retrenchment (masked as familial duty) has re‐asserted itself, in part, through a specific, particular engagement with the Learning Society in order to ensure advantage and distinction. As Connell (1996: 5) puts it, this ‘is the point on which the politics of education markets mainly turns’. Thus, we believe it is critical to address the question, ‘Whose Learning Society'? We shall attempt this through a preliminary examination of data collected from a cohort of 16‐year‐olds who are in the process of transition from statutory schooling into a post‐16 education and training market (ETM), and deploy their ‘emergent narratives’ to problematize the normative simplicities of the Learning Society.