Approaching twenty-first century education from a cosmopolitan perspective

All over the world, educators and policy-makers are concerned about how best to prepare students to engage actively in an increasingly interconnected world. In this paper, I begin by arguing that twenty-first century education policies have largely been articulated in response to the exigencies of economic globalization. Further, a survey of the worldwide spread of twenty-first century education frameworks reveals that these are predominantly informed by Human Capital Theory. Conceptualized mainly by transnational and governmental organizations, such frameworks essentially steer education towards preparing students to compete successfully in the global economy. Next, utilizing findings from a case study of two schools in Singapore and the USA, I highlight how the concretization of twenty-first century education via school-level frameworks is similarly governed by the aims of Human Capital Theory and I discuss some of the resulting effects. Using these case studies as a platform for theory-building, the final section proposes ways in which twenty-first century education frameworks can be reconceptualized using two alternative theories—Human Capabilities Approach and Cosmopolitan Capacities Approach. I show how their incorporation in twenty-first century education frameworks can offer a more holistic and ethical vision of education conducive to our globally interconnected age.     

Integrating curriculum: a case study of teaching Global Education

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used to delineate the complexity of issues when teachers attempt to move beyond disciplinary-based teaching approaches. We examine curriculum documents, advice for teachers on curriculum implementation, preservice teachers’ experiences in schools during Professional Experiences and national guidelines for Professional Experience. Through these data, a broad picture emerges of influences on integrating curricula in classrooms. Opportunities to integrate curriculum incorporating twenty-first century pedagogies were limited by pressures on teachers with preservice teachers rarely exposed to authentic integration. Teachers’ professional standing requires clear guidelines, which allow them to pursue important twenty-first century content and skills , for young citizens and this must begin in preservice education.     

The Psychological Contracts of Undergraduate University Students: Who Do They See as Exchange Partners,and What Do They Think the Deals Are?

The relationship between students and their academic institution is based on exchange. However, we have limited knowledge regarding how many exchanges students perceive, who (or what) the perceived exchange partners are, and what the perceived terms of those exchanges contain. To address this gap, we utilized a mixed-method approach to explore and describe the psychological contracts of two sets of undergraduate university students: newly entering freshman, and experienced university students. Results clearly demonstrated that students perceive numerous psychological contracts relevant to their education with a variety of partners both inside and at the boundaries of the institution. Results also demonstrated that these contracts are qualitatively and quantitatively distinct. The overarching implication of these findings is that students navigate a web of diverse exchange partners, and it would be a mistake for educators and researchers to focus exclusively on one or few relationships presupposed to be most important.     

A systematic approach to analysing sports performance

A systematic approach to the analysis of sporting events is discussed. The basic tenet is that objective quantification of critical events is required for a complete analysis. This approach encompasses diverse areas of methodology and research, such as quantification, biomechanics and physiology. The theoretical underpinnings are behavioural, in so far as athletes produce observable behaviour that can be quantified and ultimately changed. Several areas of analysis are linked together in a general framework and each one of these areas is dealt with in detail.     

The Effects of Experience on the Detection and Location of Performance Differences in a Gymnastic Technique

Abstract

Four hundred male subjects between the ages of 8 and 83 were measured for reaction time and movement time. A statistical analysis of the data permits the conclusion that reaction time and movement time are significantly related.     

The Effects of Static Stretching and Warm-Up on Prevention of Delayed-Onset Muscle Soreness

Abstract

It has been suggested in the lay literature that static stretching and/or warm-up will prevent the occurrence of Delayed-Onset Muscle Soreness (DOMS). The primary purpose of this study was to determine the effects of static stretching and!or warm-up on the level of pain associated with DOMS. Sixty-two healthy male and female volunteers were randomly assigned to four groups: (a) subjects who statically stretched the quadriceps muscle group before a step, (b) subjects who only performed a stepping warm-up, (c) subjects who both stretched and performed a stepping warm-up prior to a step test, and (d) subjects who only performed a step test. The step test (Asmussen, 1956) required subjects to do concentric work with their right leg and eccentric work with their left leg to voluntary exhaustion. Subjects rated their muscle soreness on a ratio scale from zero to six at 24-hour intervals for 5 days following the step test. A 4×2×2 ANOVA with repeated measures on legs and Duncan's New Multiple Range post-hoc test found no difference in peak muscle soreness among the groups doing the step test or for gender (p > .05). There was the expected significant difference in peak muscle soreness between eccentrically and concentrically worked legs, with the eccentrically worked leg experiencing greater muscle soreness. We concluded that static stretching and!or warm-up does not prevent DOMS resulting from exhaustive exercise.     

In search of invariant athletic behaviour in sport: An example from championship squash match‐play

Analysis of competitive sport performance from a priori observation is frequently used to prepare an athlete for a future contest. This practice necessarily assumes that the observed athletic behaviours are invariant, in that the data from an earlier contest apply to the next. We report different analyses of championship squash matches from 1987 and 1988 in search of such invariance and thus a general signature of athletic behaviour. The results show that once the preceding condition to an athletic response (shot) becomes more detailed, by either accounting for where on court the previous shot was played to, or by pairing the previous shot with its own antecedent, the corresponding response becomes more predictable (P > 0.25). This is especially the case for a squash champion when the forehand and backhand characteristics of his shot response are accounted for. The finding that the champion is more consistent if his forehand and backhand shot responses to a preceding shot are analysed separately, shows that the level of analytic detail is an important consideration if the derived information from sport analysis is to prepare an athlete reliably for future sport competition. Finally, we consider sport competition from an ecological perspective with regard to the natural organization and stability of non‐linear systems in an attempt to explain the empirical data.     

Analysis and modification of verbal coaching behaviour: The usefulness of a data‐driven intervention strategy

This study tested a computer‐aided coaching analysis instrument (CAI) as part of an intervention strategy designed to modify verbal coaching behaviour. Four coaches were observed and analysed over 12 practice sessions. Coaches A, B and C received intervention feedback through CAI data, where selected behaviours were highlighted for discussion, and videotape images were used to illustrate discussion points. Coach D was provided with videotapes of his own performance and told to formulate and implement any of his own recommendations. The CAI data are primarily quantitative, so target values were created for the different dimensions of verbal behaviour. This benefited the coaches in interpreting their effectiveness and provided a reference to evaluate the magnitude of change. Written journals and audiotape recordings were also used to promote insight into the complexity of verbal behaviour and the ‘human factors’ (e.g. relationship with players, attitude to researcher) that affect behaviour modification.

Instructional effectiveness was assessed by time‐series analysis. There was evidence from each behaviour dimension that change can occur and be maintained as a result of exposure to the CAI intervention strategy. However, this is clearly contingent upon the coach understanding what is asked of him or her, and remains focused and committed to changing these particular behaviours. The analysis of Coach D's behavioural change suggests there are limitations to the sensitivity of discretionary viewing, as only two dimensions of behaviour were identified for, and resulted in, positive change. The results of this study provide support for Locke's (1984) contention that behaviour modification can occur by using data as direct feedback, as reinforcement and as information in the form of recommendations. However, the study also illuminates several factors that can negate the modification and maintenance of verbal coaching behaviour.     

Joggers versus Nonexercisers: An Analysis of Knowledge,Attitudes and Beliefs about Jogging

Abstract

The Health Belief Model was utilized to examine the knowledge, attitudes and beliefs of individuals regarding regular jogging. Based on an elicitation procedure developed by Martin Fishbein, a questionnaire was developed according to the theoretical tenets of the Health Belief Model and was found to be valid and reliable. Responses from 124 joggers and 96 nonexercisers were analyzed, and significant differences were found. Factors which accounted for the largest portion of predictable variance (40%) were barriers to action such as lack of time, job or family responsibilities, or weather constraints. As a whole, the results provided support for the Health Belief Model in that 61% of the variance in jogging behavior was determined. The study suggests that physical and health educators might more effectively change the behavior of sedentary individuals by utilizing strategies which address perceived obstacles to jogging.