‘Experimental’ secondary modern education in Britain, 1948–1958

Studies of mid-twentieth century education in England and Wales have conventionally hinged on the 1944 Education Act, foregrounding policy over practice. This article considers the significance of the inter-war progressive educational movement for postwar educational developments. It presents a case study of one teacher who was active in the early ‘experimental’ years of secondary modern education, suggesting that this period was important in the making of ‘modern’ education. It seeks to complicate both negative and positive readings of ‘meritocracy’ in postwar educational history. This article also highlights the paucity of available source material for the study of the secondary modern school, arguing that attention should be paid to well-documented cases, placed in context.     

Stressors in elite sport: a coach perspective

We examined the varying performance and organizational stressors experienced by coaches who operate with elite athletes. Following interviews with eleven coaches, content analysis of the data revealed coaches to experience comparable numbers of performance and organizational stressors. Performance stressors were divided between their own performance and that of their athletes, while organizational stressors included environmental, leadership, personal, and team factors. The findings provide evidence that coaches experience a variety of stressors that adds weight to the argument that they should be labelled as "performers" in their own right. A variety of future research topics and applied issues are also discussed.     

The use of player physical and technical skill match activity profiles to predict position in the Australian Football League draft

This study investigated the extent to which position in the Australian Football League (AFL) national draft is associated with individual game performance metrics. Physical/technical skill performance metrics were collated from all participants in the 2014 national under 18 (U18) championships (18 games) drafted into the AFL (n = 65; 17.8 ± 0.5 y); 232 observations. Players were subdivided into draft position (ranked 1–65) and then draft round (1–4). Here, earlier draft selection (i.e., closer to 1) reflects a more desirable player. Microtechnology and a commercial provider facilitated the quantification of individual game performance metrics (n = 16). Linear mixed models were fitted to data, modelling the extent to which draft position was associated with these metrics. Draft position in the first/second round was negatively associated with “contested possessions” and “contested marks”, respectively. Physical performance metrics were positively associated with draft position in these rounds. Correlations weakened for the third/fourth rounds. Contested possessions/marks were associated with an earlier draft selection. Physical performance metrics were associated with a later draft selection. Recruiters change the type of U18 player they draft as the selection pool reduces. juniors with contested skill appear prioritised.     

Cognitive development of intellectually gifted: A Piagetian perspective

This article explores some of the materials prepared for parents of gifted children and examines the explanatory language and concepts used in terms of their potential for shaping parental attitudes and affecting the adjustment of gifted children. The author argues that the conceptual frameworks used to explain giftedness, nongiftedness and the nature of differences have powerful effects on societal and educational attitudes, including the willingness to provide differentiated services for gifted children. A strong plea is made for professional sensitivity and responsibility in describing giftedness in ways that do not isolate gifted children or their parents and which potentiate shared advocacy with other educational advocacy groups.