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141.
David R. Anthony Daniel F. Gucciardi Sandy Gordon 《International review of sport and exercise psychology》2016,9(1):160-190
Mental toughness (MT) is considered a necessary ingredient for high-level performance. Unsurprisingly, scholarly interest in the development of mental toughness has increased over the past decade, with much of this work informed by qualitative designs. No study to date has systematically reviewed and integrated this body of qualitative research on MT development. The primary purpose of this study was to create an integrated theoretical framework that incorporates extant MT development research in sport and performance settings. Three subsequent aims were to (a) systematically review and evaluate the qualitative literature regarding key developmental factors and processes for MT; (b) synthesise knowledge of key developmental factors and processes for MT; and (c) generate an integrated framework that can inform future research and advancement in theory with regard to MT development. Following a systematic search of online journals, search engines, and databases, 10 papers met the criteria for inclusion and were retained. These studies served as the primary data for meta-data, meta-method, and meta-theory analyses, which were integrated using a meta-synthesis approach. Four key themes were identified from the existing qualitative evidence: personal characteristics, interactions with environment, progressive development, and breadth of experience. These unique themes were integrated with existing theory to propose a bioecological model of MT development that encompasses interdependent interactions among the person, proximal processes, context, and time. We describe how this model can be used as a heuristic for research and practice, and underscore the importance of methodological diversity for future work on the development of MT. 相似文献
142.
Sarah Price Rachel Perry Oliver Mantell James Trinder Stephanie Pitts 《Cultural Trends》2019,28(2-3):220-238
ABSTRACTArts managers frequently use customer relationship management systems to identify early and late ticket bookers, but to date there has been no comparable investigation of spontaneity and planning through qualitative academic audience research. This paper combines two radically different datasets to draw new insights into booking patterns of audiences for contemporary arts events. Quantitative data from Audience Finder has been analysed to look for trends in early and late booking amongst audiences for contemporary art forms. Qualitative data has been drawn from the Understanding Audiences for the Contemporary Arts study, which used in-depth individual interviews to investigate the contemporary arts attendance of audience members in four UK cities. Interpretative Phenomenological Analysis was then used to draw out insights about where the purchasing point sits within the longer decision to attend. Following a review of marketing and audience research literature on the decision to attend, we present the findings from each of these analyses, looking at moments where they confirm, supplement, contradict, or say something completely outside the remit of the other dataset. We show how the timescale of the decision to attend is influenced by (1) art form conventions and price, (2) geographical region and availability of the arts, (3) attending arts events with companions, and (4) personal preference for planning or spontaneously choosing activities. We end by suggesting a new three-part model for understanding booking patterns, and considering how these insights might be acted upon by arts organisations. 相似文献
143.
Sandy Grande 《International journal of qualitative studies in education》2013,26(4):343-359
In this article Grande argues that American Indian intellectualism and its central concerns - sovereignty and self-determination - have been ignored, obscured, and impeded by dominant modes of educational theory. More specifically, she argues that current obsessions with identity theory and formation work to deny the critical difference of American Indians as tribal peoples of distinct nations with sovereign status and treaty rights. Dominant modes of identity theory, thus, work to obscure the real sources of oppression of Indigenous peoples, substituting radical social transformation with a politics of representation. In working to address the inner contradictions between dominant modes of identity theory and American Indian tribal subjectivity, Grande employs the use of narrative, examining the text of her own identity formation through the lenses of differing modes of identity theory, namely essentialist, postmodern, and critical identity theories. She analyzes the potential of each theory to produce transformative knowledge and inform the discourse on American Indian identity and intellectualism. The author ends with a discussion of the need for a critical Indigenous theory of tribal identity and liberation, for a collectivity of critique that ultimately forms the foundation for a new Red Pedagogy. 相似文献
144.
Sandy Taut Maria Verónica Santelices Carolina Araya Jorge Manzi 《Studies in Educational Evaluation》2011,37(4):218-229
This paper addresses the perceived consequences of the Chilean national teacher evaluation system. We interviewed 57 school leaders in 30 schools across 10 municipalities about effects and uses of the assessment in their schools. Results show that in the large majority of schools our interviewees observe positive effects such as increased teamwork and internal reflection processes based on the assessment results. Reports about effects at teacher level far outnumber institutional effects, and are mixed. In all schools our interviewees report on teachers’ negative emotions and work overload due to the assessment process, but also about their internalization of the underlying professional standards. The paper analyzes differences among schools and offers suggestions for the development of large-scale standardized teacher evaluation systems. 相似文献
145.
Daniel Leyhr Johannes Raabe Florian Schultz Augustin Kelava Oliver Höner 《Journal of sports sciences》2020,38(11-12):1342-1351
ABSTRACT Considering the scarce empirical evidence regarding talent predictors in female youth soccer, the present study aimed to investigate the long-term prognostic validity of elite female soccer players’ adolescent motor performance for future success in adulthood. Additionally, the three-year development of highly talented girls’ motor performance and the predictive value of this motor development for reaching a professional adult performance level (APL) was analysed. Overall, N = 737 female players participated in nationwide motor diagnostics (sprinting, agility, dribbling, ball control, shooting) within the German Soccer Association’s talent identification and development programme at least twice between the age groups Under-12 (U12) and U15. Based on their APL at least four years later, participants were assigned to a professional (first German division, 6.2%) or non-professional group (lower divisions, 93.8%). Multilevel regression analyses revealed a general prognostic relevance for the investigated parameters with respect to players’ APL. In addition, there was a non-linear improvement in participants’ motor performance across all variables from U12 to U15. However, non-significant interactions between APL and these improvements indicate motor performance development itself cannot adequately predict players’ future success in adulthood. Findings provide insightful information that can help coaches foster optimal support for young female soccer players’ development. 相似文献
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148.
Jiesi Guo Herbert W. Marsh Philip D. Parker Theresa Dicke Oliver Lüdtke Thierno M. O. Diallo 《Structural equation modeling》2019,26(4):529-556
In this study, we contrast two competing approaches, not previously compared, that balance the rigor of CFA/SEM with the flexibility to fit realistically complex data. Exploratory SEM (ESEM) is claimed to provide an optimal compromise between EFA and CFA/SEM. Alternatively, a family of three Bayesian SEMs (BSEMs) replace fixed-zero estimates with informative, small-variance priors for different subsets of parameters: cross-loadings (CL), residual covariances (RC), or CLs and RCs (CLRC). In Study 1, using three simulation studies, results showed that (1) BSEM-CL performed more closely to ESEM; (2) BSEM-CLRC did not provide more accurate model estimation compared with BSEM-CL; (3) BSEM-RC provided unstable estimation; and (4) different specifications of targeted values in ESEM and informative priors in BSEM have significant impacts on model estimation. The real data analysis (Study 2) showed that the differences in estimation between different models were largely consistent with those in Study1 but somewhat smaller. 相似文献
149.
Sandy C. Li Jacky W. C. Pow Emily M. L. Wong Alex C. W. Fung 《Education and Information Technologies》2010,15(3):171-180
Empowering students to learn through ICT is seen as a way to address the growing awareness and demand for preparing students
to effectively participate in the emerging global knowledge economy. It is believed that, in order to maintain competitiveness
in a global economy, traditional classroom practices must be re-conceptualized in a way that enables students to engage themselves
in knowledge building, to become more self-directed, and to assume greater autonomy and social responsibility over their own
learning. In this article, we report a case study on the use of Tablet PCs to support teaching and learning in a primary school
in Hong Kong, and provide insights into how schools can harness and capitalize on the opportunities offered by such emerging
technologies. 相似文献
150.
Oliver F. Jenkins 《Journal of Mathematics Teacher Education》2010,13(2):141-154
A structured interview process is proffered as an effective means to advance prospective teachers’ understandings of students
as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three
phases with the primary objective of developing listening skills for accessing students’ mathematical thinking. The interviews
adhere to clinical interview procedures for discovering cognitive activities and, accordingly, are initiated by presenting
an open-ended mathematics task. Three rounds of interviews were completed by undergraduates enrolled in a middle school mathematics
methods course. Anecdotal data generated by their interview reports suggest that the structured interview process engenders
an interpretive orientation to listening to students and furthers awareness of how students make sense of mathematics. Features
of the interview process that may limit its potential benefits are discussed; recommendations for further study are proposed. 相似文献