Success of reiterative instruction: Looking at faculty-librarian collaboration to improve information literacy in political science education

The purpose of this case study was to ascertain if college students’ information literacy improves through a faculty-librarian collaboration involving a session of library instruction as part of a regular political science course. The authors conducted two surveys to determine if in-person library instruction increases students’ research abilities. The authors surveyed political science faculty to discover their attitudes toward library research instruction. They also surveyed political science students to gauge their opinions on the value of library instruction and to see if there is a connection between their research proficiencies and instruction by a librarian. Through this case study, the authors found that such instruction does improve information literacy. The researchers concluded that for faculty and colleges interested in improving information literacy skills in undergraduate political science students, such library instruction is helpful towards that goal.     

Professional collaboration in searching the evidence for an ill‐defined concept

This paper outlines the inter‐professional collaboration of the authors, a PhD student, his supervisor and an information professional, to systematically search the literature for an ill‐defined concept. The research question posed for the scoping literature review indicated that the topic, the subjective socio‐economic status and health of adults with intellectual disabilities, was rare. The need for a methodological search process was therefore identified and successfully carried out. The paper presents an analysis of the processes and the collaboration involved in developing a successful search strategy. The resulting transformative learning by the researcher of the professional practice of the information specialist illuminates their facilitating and supportive role in advancing health related research. F.J.     

Student outcomes of the physical education and physical literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools

ABSTRACT

Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students’ fundamental movement skill, perceived physical abilities and level of physical activity.

Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N?=?318, age 10.4 years?±?SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes.

Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills (β?=?1.62; SE?=?0.61; p?=?0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time (β?=?4.50; SE?=?2.39; p?=?0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability (β?=??0.20; SE?=?0.08; p?=?0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities.

Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the introduction of the PEPL approach contributed to the development of student physical literacy. A decrease in perceived sporting competence warrants greater attention on student’s self-perceptions in future iterations of the intervention.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.     

How does the modern football goalkeeper train? – An exploration of expert goalkeeper coaches’ skill training approaches

ABSTRACT

The football goalkeeper position arguably represents a unique role within the team sport. Despite its highly complex skill demands, research on football goalkeeping has only sporadically examined the position within isolated and limited parameters. In particular, there is limited literature on “modern” skill acquisition training methods and approaches within the field of goalkeeper training. In a cross-cultural study with fifteen expert goalkeeper coaches, researchers here examined the overarching research question of “how does the modern football goalkeeper train?”. Semi-structured interviews explored expert coaches’ views on critical skills for performance in goalkeeping and the training approaches used to develop these critical skills. Results indicate that four skill sets are considered essential by goalkeeper coaches, these are: decision-making skills, athleticism, mentality, and technical skills. In terms of developing these skills in goalkeeper-specific training, the majority of expert coaches apply a similar microstructure to training sessions. This structure involves a steady progression from simple to complex training tasks, where for large parts, isolated technical training appears to be prioritised over a holistic training approach that integrates technical skills and perceptual-cognitive components (e.g., decision making). Scientific and practical recommendations for researchers and practitioners in the field of football goalkeeper coaching are provided.     

“Tell,tell, tell again”: The prevalence and correlates of young children’s response to and disclosure of an in-vivo lure from a stranger

Despite being a key target outcome to prevent child maltreatment, little research has been conducted to examine the prevalence and predictors of interpersonal safety skills in a standardised manner. In this study, interpersonal safety skills were measured in a Year 1–2 student sample through use of a standardised simulated risk scenario, with three primary skills examined: withdrawal from an unknown confederate (motor safety response), verbal refusal of an abduction lure (verbal safety response) and disclosure of confederate presence. Children who participated in this study had not completed any prior behavioural skills training or child protective education programs. Overall, the prevalence of interpersonal safety skills varied, with 27% children withdrawing from the confederate, 48% refusing the lure and 83% disclosing the confederate’s presence. For correlates, motor and verbal safety responses were positively associated with each other. However, the only other correlate of interpersonal safety skills was anxiety, with children who had greater anxiety disclosing earlier but also being more likely to agree to leave with the confederate. Future research may seek to examine whether these correlates remain present with different types of interpersonal safety risk (e.g., bullying) and to identify other potential predictors of interpersonal safety skill use.     

第17届世界杯足球决赛C组比赛攻防技术运用分析

对参加第17届世界杯足球决赛阶段C组的中国，巴西、土耳其、哥斯达黎加4队6场小组赛主要攻防技术指标进行对比分析。结果表明，中国队的传球质量与其他几队存在非常显著的差异；在射门、前场抢截效果以及犯规的合理性运用诸方面存在差距。     

Superteachrs: From Policy Towards Practice

This article is concerned with the origins and evolution of the Advanced Skills Teacher (AST) initiative from its announcement in 1995 to the end of 1999. It examines the Government rationale and the contributions of the Department for Education and Employment (DfEE), the Teacher Training Agency (TTA) and the School Teachers' Review Body (STRB).     

领导的艺术与统治的技巧——伊丽莎白一世是如何统治的

英国都铎王朝最后一代君主伊丽莎白一世是世界历史上一个颇为引人注目的女王。她凭借柔中带刚的高超领导艺术,在一个女性普遍受到轻视的年代里成就了自己的赫赫声名,也使都铎王朝晚期的英国避免了分裂的命运,由弱转强,走过近代化的关键阶段,成为欧洲政治舞台上的重要角色。伊丽莎白一世赢得了国民、朋友和敌人的普遍尊重。本文分别探讨女王与人民、与上层统治者、与教会的关系,对其统治技巧进行概述与分析。伊丽莎白一世政治上的现实主义与女性独有的坚忍不拔的力量是其统治成功的基本要素,本文试图从伊丽莎白一世的血统与早年经历探讨这些统治特质的形成之因。政治家的个性素质往往对历史有一定影响,伊丽莎白一世的某些领导艺术也值得今人学习,因此对这位16世纪女王统治技巧的回顾具有一定的现实意义。     

计算机技术在英语课堂教学中的运用

利用计算机辅助教学激发学生兴趣，加强课堂操练密度，加强听、说、读、写技能的培养。     

从接受反应文论看书评《一个人格分裂的人》的翻译

书评<一个人格分裂的人>是发表于<星期日泰晤士书评>上关于拉迪亚德·吉卜林的传记的评论.文章试图从文学批评的接受反应文论及翻译技巧方面讨论对该书评的翻译.