The relative impact of cognitive anxiety and self-confidence upon sport performance: a meta-analysis

This meta-analysis (k = 48) investigated two relationships in competitive sport: (1) state cognitive anxiety with performance and (2) state self-confidence with performance. The cognitive anxiety mean effect size was r = -0.10 (P < 0.05). The self-confidence mean effect size was r = 0.24 (P < 0.001). A paired-samples t-test revealed that the magnitude of the self-confidence mean effect size was significantly greater than that of the cognitive anxiety mean effect size. The moderator variables for the cognitive anxiety-performance relationship were sex and standard of competition. The mean effect size for men (r = -0.22) was significantly greater than the mean effect size for women (r = -0.03). The mean effect size for high-standard competition (r = -0.27) was significantly greater than that for comparatively low-standard competition (r = -0.06). The significant moderator variables for the self-confidence-performance relationship were sex, standard of competition and measurement. The mean effect size for men (r = 0.29) was significantly greater than that for women (r = 0.04) and the mean effect size for high-standard competition (r = 0.33) was significantly greater than that for low-standard competition (r = 0.16). The mean effect size derived from studies employing the Competitive State Anxiety Inventory-2 (r = 0.19) was significantly smaller than the mean effect size derived from studies using other measures of self-confidence (r = 0.38). Measurement issues are discussed and future research directions are offered in light of the results.     

Portage Guide to Early Education,III: a rapid training and feedback system to teach and maintain mothers,teaching skills

This study reports an evaluation of a method of modifying the teaching skills of three parents of children with severe and profound learning difficulties using a Portage Service. The intervention consisted of a brief verbal and written presentation of the intervention of correct teaching methods. Modelling and brief verbal feedback were also used in the initial parent training session. Maintenance was carried out using systematic positive monitoring every week. Weekly written and verbal feedback were given to the parents. The feedback was based on scoring videotapes of the previous week's teaching session. A measure of far generalisation, the Home Visitors’ written notes on records of children not involved directly in this study, indicated some limited generalisation to families not directly participating in the study. The implication for training of Home Visitors and parents within Portage and similar services are discussed.     

The selection of channels when seeking information: Cost/benefit vs least-effort

Two models of selecting information sources are to be found in the literature. The first, the Cost/Benefit model, proposes that information seekers select information sources on the basis of expected benefits and expected costs of using an information source. Many proponents of this model also feel that expected benefits are the most important consideration for the information seeker. The second model, the Least-Effort model, maintains that information seekers select information sources on the basis of minimizing the effort or cost in obtaining information, while even sacrificing the quality of the information to be obtained. The present study proposes that information seekers place different weights on costs and benefits. In a survey of 968 Forest Service professionals, it was found that perceived costs were twice as important as benefits in choosing information sources.     

A logic of enumeration: the nature and effects of national literacy and numeracy testing in Australia

This paper reveals the array of practices arising from strong policy pressure for improved student results in national literacy and numeracy tests in Australia: the National Assessment Programme in Literacy and Numeracy (NAPLAN). The paper provides an account of a policy context characterised by significant pressure upon teachers and principals to engage in practices to ensure improved outcomes on standardised literacy and numeracy tests, and of teachers and principals’ responses to these policy pressures. Drawing upon Bourdieu’s theory of practice, the article argues that what is described as the ‘field of schooling practices’ has become increasingly dominated by a ‘logic of enumeration’, and that high test results on standardised literacy and numeracy tests are increasingly valued capitals, evident in a strong focus upon teachers meeting, discussing and informing one another about NAPLAN; engaging in curriculum development practices which foreground NAPLAN, and; actively preparing students to sit the test, including, whether intentionally or unintentionally, teaching to the test. Such a focus has important implications for the sorts of practices most valued in schooling settings, as more educative logics are potentially marginalised under such circumstances.     

Teacher-student discourse in active learning lectures: case studies from undergraduate physics

In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: (1) Involving students in sense-making, (2) Guided expert modelling and (3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as ‘ideologically dialogic’     

Structural validation of three German versions of behavioral and motivational scales in high-risk sports

The aim of the present research was to validate German language versions of three inventories in high-risk sports to facilitate future research in the significant population of German speaking high-risk sports participants. We translated the Sensation Seeking, Emotion Regulation and Agency Scale (SEAS), the Risk-Taking Inventory and the Accidents and Close Calls in Sport Inventory into German, then tested the hypothesized factor structures with 719 high-risk sport participants from the European Alps using Bayesian structural equation modelling (BSEM). The final models were all good fits to the data, had good internal consistency and displayed adequate discriminant validity. All inventories displayed the same factor structure as in the English inventories bar the G?SEAS After inventory in which a three-factor model fitted better than a two-factor model. Possible reasons for this difference include differences in the sample population, translation bias, or cross-cultural differences; however it seems likely that the nuanced approach of BSEM allowed this study to disentangle emotion regulation transfer from agency transfer after participating in high-risk sport where previous attempts using other methods have failed to. This will allow future research in high-risk sport to be conducted beyond English speaking populations and more significantly, facilitate the investigation of differences between the transfer effects of agency and emotion regulation.     

New evidence of relative age effects in “super-elite” sportsmen: a case for the survival and evolution of the fittest

The relative age effect (RAE) describes an overrepresentation of players born early (Q1) in a selection year and is highly prevalent within youth sport pathways. However, a dearth of research has investigated the RAE at the “super-elite” level. The present research assessed the presence of RAE in super-elite performers. Study 1 investigated RAEs in the world’s best international Test cricketers (N = 262) over a 20-year period according to a robust and stringent “super-elite” criteria. Results revealed the RAE (Q1) when all disciplines were combined. Upon closer examination, this effect was also observed for the batting and spin bowling disciplines, whereas no RAE was found for the pace bowling discipline. Study 2 investigated RAEs in super-elite rugby union players (N = 691) over a 20 year period. Results revealed the RAE for backs (Q1) and a reversal of the traditional RAE (Q4) for forwards, and when all rugby union positions were combined. These findings provide new evidence of RAEs at the super-elite level and present both inter and intra sports differences. Potential explanations for these findings are explored, owing to the survival and evolution of the fittest concepts, and the implications for future research and applied practice are presented.