A closer look at the FTEM framework. Response to “More of the same? Comment on ‘An integrated framework for the optimisation of sport and athlete development: A practitioner approach’”

Abstract

The Foundations, Talent, Elite and Mastery (FTEM) framework was designed through the lens of a world leading high-performance sport agency to assist sporting stakeholders operationalise and research their whole of sport development pathways (Gulbin, J. P., Croser, M. J., Morley, E. J., & Weissensteiner, J. R. (2013). An integrated framework for the optimisation of sport and athlete development: A practitioner approach. Journal of Sport Sciences, 31, 1319–1331). In response to the commentary by MacNamara and Collins (2013) (Journal of Sports Sciences, doi:10.1080/02640414.2013. 855805), it was possible to document many inaccurate, false and misleading statements based on inattentive reading of the original article. We reinforce that: FTEM is a holistic framework of sport and athlete development and not a surrogate for a talent identification ( TID) model; bio-psycho-social components of development are liberally embedded throughout the FTEM framework; and the combined research and applied insights of development practitioners provide strong ecological validity for the consideration of stakeholders looking to explore applied approaches to athlete pathway management.     

Multimedia-Metacomputing - eine Perspektive für Peer-to-Peer-Architekturen

Zusammenfassung. Multimedia-Metacomputing ist ein neuer Ansatz zur Verwaltung und Verarbeitung multimedialer Daten in Web-basierten Informationssystemen. Dabei wird sowohl eine hohe Flexibilität und Offenheit des Systems als auch eine maximale Abschirmung der Anwendungen von systeminternen Gegebenheiten angestrebt. Ausgehend von der Vision eines völlig offenen, global verteilten Multimedia-Informationssystems betrachten wir in diesem Aufsatz die hierfür erforderlichen Abstraktionskonzepte, insbesondere Transformationsunabhängigkeit, ein darauf abgestimmtes semantisches Modell sowie Realisierungsmöglichkeiten auf der Grundlage des bekannten Peer-to-Peer-Paradigmas. Eingegangen am 13. November 2002/Angenommen am 14. Mai 2003CR Subject Classification: C.2.4, D.2.11, H.2.4, H.3.5     

The role of naming speed within a model of reading acquisition

That symbol naming speed is an importantcorrelate of reading skill has been generallyacknowledged. Just what contribution it makesand why is a much more difficult question. Wesuggest that the search for such answers isbest developed within a broad model of readingskill acquisition. We propose an informalmodel and review evidence for several of itslinks. The major lines of influence arehypothesized to flow from cognitive abilities(mediated by instructional factors) tointermediate and final reading outcomes. Theoutcomes at each level, however, are affectedby outcomes at other levels, and in other wayscombine to complicate the picture. Use of sucha model may focus our research questions morefinely and lead to a more preciseconceptualization of the basis for naming speed– reading relationships.     

Moral Frameworks for Leaders of Gifted Programs and Services

Given the complexities of being an educational leader and, specifically, an educational leader of a gifted program or school, should there be a moral guide or framework that can inform the daily practices of leaders within an ever-changing educational context of competing demands? Should leaders of gifted programs employ the same ethos as any leader or by virtue of leading a program of a special interest group, be guided by a different, moral approach? This article posits that leaders of gifted programs and schools should operationalize an integrated approach drawing upon a variety of historical and more current theories of moral reasoning and intuition coupled with theories that draw on distributive, transformational, and situational leadership in order to make their advocacy and leadership more effective.     

Breast pain affects the performance of elite female athletes

ABSTRACT

Although breast pain is problematic for many active women, no published research has investigated breast pain experienced by elite female athletes. This study aimed to examine the extent that mastalgia and exercise-induced breast pain affected the sporting performance of elite female athletes during training and competition. A custom-designed online survey with questions related to sport participation, as well as the frequency, severity and perceived performance effects of mastalgia and exercise-induced breast pain, was distributed to sporting organisations, coaches, medical staff and teams/clubs throughout Australia. Five hundred and forty female athletes competing nationally or internationally across 49 different sports participated in the survey. Sixty-three percent of respondents reported experiencing breast pain associated with their menstrual cycle and 33% reported that this pain worsened during activity. Forty-four percent of athletes reported experiencing exercise-induced breast pain during training or competition. Both types of breast pain were also reported to negatively affect sporting performance (20% and 32%, respectively). Mastalgia associated with the menstrual cycle and exercise-induced breast pain should be acknowledged as potential problems affecting the sporting performance of elite female athletes. Awareness around the impact of breast pain and the development and implementation of breast pain management strategies are essential for this population.     

Uncontrollable water deliveries and subsequent finickiness

The present experiment investigated the alteration of ingestive behaviors as an outcome of exposure to uncontrollable water deliveries in order to examine the mechanisms underlying finickiness. The experiment employed a single treatment session during which rats were exposed to response-contingent, response-independent, or no-water deliveries in a triadic design. Subsequent two-bottle tests (quinine vs. water) conducted in the treatment apparatus revealed finickiness about the novel, bitter quinine solution in rats previously exposed to uncontrollable water deliveries. Thus, finickiness does not depend on the fear of aversive events, such as shock, but may be explained in terms of stress induction. The persistence of the finickiness effect for the 4 days of testing supports the interpretation that finickiness reflects a long-lasting associative component of helplessness.     

Measuring zoo visitor learning and understanding about orangutans: evaluation to enhance learning outcomes and to foster conservation action

Despite the endangered status of the orangutan, very little research has sought to understand what people know about this species or the conservation challenges they face. As zoos are well placed to influence such understandings, the present study sought to explore knowledge following a visit to orangutan exhibits at three Australian zoos (N?=?240). Two learning assessments were utilised, capturing (1) self-reported learning and (2) understandings in relation to the information zoos prioritise for inclusion on exhibit signage. The relationship between the latter, attitudes toward orangutans and intentions for future conservation behaviour were also explored. Higher knowledge scores were significantly (indirectly) associated with intentions for future conservation behaviour through higher attitudes (indirect effect?=?0.15, std. error?=?.05, z?=?3.12, p?R²?=?20.3). The importance of enhancing visitor understandings (e.g. through improved exhibit design and signage displays, and through encouraging repeat zoo visits) for conservation action is discussed.     

Measuring Knowledge Integration Learning of Energy Topics: A two-year longitudinal study

Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students’ progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The assessment development was guided by the knowledge integration framework. Over 2 years of implementation, more than 4,000 students from 4 schools participated in the study, including a cross-sectional and a longitudinal cohort. Results from item response modeling analyses revealed that: (a) the assessments demonstrated satisfactory psychometric properties in terms of reliability and validity; (b) both the cross-sectional and longitudinal cohorts made progress on integrating their understanding energy concepts; and (c) among many factors (e.g. gender, grade, school, and home language) associated with students’ science performance, unit implementation was the strongest predictor.