The Implementation of Musculoskeletal Injury-Prevention Exercise Programmes in Team Ball Sports : A Systematic Review Employing the RE-AIM Framework
- Authors: O'Brien, James , Finch, Caroline
- Date: 2014
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 44, no. 9 (2014), p. 1305-1318
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Relation: http://purl.org/au-research/grants/nhmrc/1058737
- Full Text: false
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- Description: Background Team ball sports such as soccer, basketball and volleyball have high participation levels worldwide. Musculoskeletal injuries are common in team ball sports and are associated with significant treatment costs, participation loss and long-term negative side effects. The results of recent randomized controlled trials provide support for the protective effect of injury-prevention exercise programmes (IPEPs) in team ball sports, but also highlight that achieving adequate compliance can be challenging. A key process in enhancing the ultimate impact of team ball sport IPEPs is identifying the specific implementation components that influence the adoption, execution and maintenance of these interventions. Despite this, no systematic review focussing on the specific implementation components of team ball sport IPEPs has been conducted. Objectives Our objective was to assess the reporting of specific implementation components in the published literature on team ball sport IPEPs using the Reach Efficacy Adoption Implementation Maintenance (RE-AIM) framework. Methods Six electronic databases were systematically searched from inception to December 2012 for papers reporting team ball sport IPEP trials. All eligible papers were independently evaluated by two raters before reaching consensus on the reporting of individual RE-AIM items, using the RE-AIM Model Dimension Items Checklist (RE-AIM MDIC). Results A total of 60 papers, reporting 52 unique intervention trials, met eligibility criteria. Before consensus, the level of agreement across all trials between reviewers using the RE-AIM MDIC ranged from 81 to 91 %. The RE-AIM MDIC dimension of 'efficacy' had the highest level of reporting, with the five individual items in this dimension reported in 19-100 % of eligible trials (mean 58 %). The RE-AIM MDIC dimension 'maintenance-setting level' had the lowest level of reporting, with none of the four individual items in this dimension reported. For other dimensions, the mean level of reporting and range across items were 'reach' 34 % (12-60 %); 'adoption-setting level' 1 % (0-2 %); 'adoption-delivery agent level' 7 % (4-10 %); 'implementation' 36 % (13-63 %) and 'maintenance individual level' 1 % (0-4 %). Conclusion Information on the specific implementation components of team ball sport IPEPs in published studies is scarce. In particular, major reporting gaps exist regarding the adoption and maintenance of these programmes. The RE-AIM MDIC can be successfully applied to reviewing literature in this context.
Learning from clinical placement experience : Analysing nursing students' final reflections in a digital storytelling activity
- Authors: Paliadelis, Penny , Wood, Pamela
- Date: 2016
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 20, no. (2016), p. 39-44
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- Description: This paper reports on the learning potential of a reflective activity undertaken by final year nursing students, in which they were asked to recount two meaningful events that occurred during their clinical placements over the duration of their 3-year nursing degree program and reflect on how these events contributed to their learning to become beginning level Registered Nurses (RNs). This descriptive qualitative study gathered narratives from 92 students as individual postings in an online forum created within the University's learning management system. An analysis of the students' reflections are the focus of this paper particularly in relation to the value of reflecting on the identified events. Four themes emerged that clearly highlight the way in which these students interpreted and learned from both positive and negative clinical experiences, their strong desire to fit into their new role and their ability to re-imagine how they might respond to clinical events when they become Registered Nurses. The findings of this study may contribute to developing nursing curricula that better prepares final year students for the realities of practice. © 2016 Elsevier Ltd.
Epidemiology of injuries in women playing competitive team bat-or-stick sports : A systematic review and a meta-analysis
- Authors: Panagodage Perera, Nirmala , Joseph, Corey , Kemp, Joanne , Finch, Caroline
- Date: 2018
- Type: Text , Journal article , Review
- Relation: Sports Medicine Vol. 48, no. 3 (2018), p. 617-640
- Full Text: false
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- Description: Background: Team bat-or-stick sports, including cricket, softball and hockey, are popular among women. However, little is known about the injury profile in this population. Objective: The aim was to describe the incidence, nature and anatomical location of injuries in bat-or-stick sports played by women in a competitive league. Methods: This review was prospectively registered (PROSPERO CRD42015026715). CINAHL, MEDLINE, PsycINFO, PubMed, SPORTDiscus were systematically searched from January 2000 to September 2016, inclusive. Peer-reviewed original research articles reporting the incidence, nature and anatomical location of injuries sustained by women aged 18 + years in competitive bat-or-stick sports were included. Two meta-analyses based on injury incidence proportions (injury IP) and injury rates per 1000 person-days of athletic exposure (AE) were performed. Results: A total of 37 studies satisfied the inclusion criteria, and five had low risk of bias. The weighted injury IP was 0.42 [95% confidence interval (CI) 0.39–0.45]. The weighted injury rate was 6.12 (95% CI 6.05–6.18) overall, and greater in games [15.79 (95% CI 15.65–15.93)] than in practice [3.07 (95% CI 2.99–3.15)]. The ankle was the most commonly injured anatomical location, followed by the hand (including wrist and fingers), knee and head. Soft tissue and ligament injuries were most common types of injuries. Conclusion: Injury prevention in women’s sports is a novel and emerging field of research interest. This review highlights that injury incidence is high among female bat-or-stick players, but little information is known about direct causal mechanisms. This review clearly establishes the need for enhancements to injury data collection. Without this information, it will not be possible to develop evidence-based injury prevention interventions. © 2017, Springer International Publishing AG, part of Springer Nature.
A student-centred approach : the english language support service for international students
- Authors: Pantelich, Melania
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Academic Language and Learning Vol. 15, no. 1 (2021), p. 72-84
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- Description: This article outlines the purpose, development and delivery of the English Language Support Service (ELSS), which is offered to international students in their first year of study at a medium-sized university in regional Victoria, Australia. Additionally, this article explains how the support provided is contextualised, timely and appropriate to student needs, allowing students to take on new concepts with meaning and immediate application, in conjunction with their degree coursework. ELSS has been specifically designed to aid international students with their initial exposure and transition to studying in an Australian context. It aims to help international students become more assured in their place at university, and acclimatise to the Australian academic language, culture and landscape enough in order to subsequently engage confidently with their assignments and the remainder of their degree.
The use of graded online discussion groups in teaching environmental science: a case study
- Authors: Panther, Barbara
- Date: 2009
- Type: Text , Conference paper
- Relation: Collected Wisdom: Off Campus Learning and Teaching Symposium p. 48-52
- Full Text: false
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Providing a flexible learning environment: are on-line lectures the answer?
- Authors: Panther, Barbara , Wright, Wendy , Mosse, Jennifer
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Innovation in Science and Mathematics Education in participatory sensing systems Vol. 20, no. 1 (2012), p. 71-82
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- Description: As universities embrace new technologies to enhance students’ learning experiences and increase flexibility for student learning, tertiary students are increasingly presented with a wider range of learning resources to support their studies. This study investigates ways in which a diverse group of undergraduate science students use the resources that are provided to them. The majority of these students favoured face-to-face lectures due to the ability to interact with lecturers and other students and the ability to ask questions in real time. Recorded lectures were seen to be useful for clarification and revision, largely because they can be paused and rewound, facilitating review of difficult material. Text-based resources such as study guides remain highly valued and highly used, especially for students working in off-campus mode. On-line discussion forums are not seen as a substitute for face to face interaction; a need for active facilitation of such forums is highlighted.
(W)riting across and within: Providing a vehicle for sharing local nursing and midwifery projects and innovation
- Authors: Parker, Vicki , Giles, Michelle , Parementer, Glenda , Paliadelis, Penny , Turner, Catherine
- Date: 2010
- Type: Text , Journal article
- Relation: Nurse education in pracice Vol. 10, no. 6 (2010), p. 327-332
- Full Text: false
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- Description: Summary Introduction This paper describes the development and outcomes of a locally-based journal that is contributed to and managed by nurses, midwives and academics within an area health service (AHS) in NSW, Australia. Background Nurses and midwives are often engaged in scholarly and rigorous activities aimed at improving practice and patient outcomes. However, often these endeavours remain unreported, unpublished and hence not shared for the benefit of others. Reasons given for nurses’ and midwives’ persistent reluctance to publish are well documented in the literature. Lack of expertise and understanding of the publication process, together with lack of confidence and opportunity are the reasons most often cited. To overcome these barriers we developed a local journal called Handover that provides a non-threatening, supportive opportunity for nurses and midwives to develop skills in writing and reviewing articles for publication. Handover was established and is managed by editorial committee members from the area health service and the two local universities. Each institution agreed to co-fund the journal which is published twice yearly. Two editions of the journal have been published with wide ranging content and contributions from across the AHS. Writing mentorship and support systems have been established. Reviewers workshop have been conducted and novice reviewers mentored by experienced reviewers. Conclusion Our experience indicates that a locally based and owned journal can motivate and support novice writers and offers one solution to many of the barriers to publication identified in the literature. Keywords
Knowledge outcomes and retention of a university-based falls prevention education program (UniFPEP)
- Authors: Pascoe, Deborah , Stumieks, Daina , Close, Jacqueline , Teidemann, Anne , Lord, S , Twomey, Dara , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: Focus on Health Professional Education: A Multi-disciplinary Journal Vol. 15, no. 2 (2013), p. 55-66
- Full Text: false
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- Description: Abstract: Aim: This paper reports the evaluation of a new evidence-based university curriculum aimed at addressing workforce capacity building in the allied health sector through addressing the educational needs of exercise science students in relation to falls prevention and exercise prescription for older people. Background: Exercise scientists have the capacity to play a key role in the falls injury prevention workforce. To fulfil this role and contribute to preventing injuries in older people, it is necessary that they have the appropriate knowledge and skills. Methods: Over a 13-week period in 2008, 44 third-year and 21 fourth year students from an Australian university participated in the delivery and evaluation of a falls and injury prevention curriculum. Students' knowledge of falls and falls prevention was formally assessed using a knowledge questionnaire administered before (pre), immediately after (post) and at 13 weeks following (follow-up) completion of the curriculum. Differences in knowledge between pre-, post- and follow-up assessments were determined by repeated measures analysis of variance (p<0.05). Results: Overall knowledge levels significantly increased from 46% correct (pre) to 74% correct (post, p<0.001) and were sustained at follow-up (78% correct, p<0.001). Students' self-reported ratings of confidence in delivering exercise programs for older people and falls prevention also increased significantly (p<0.001). Conclusions: Completion of a targeted falls prevention curriculum provides significant improvements in the knowledge, skills and confidence in the preparation of exercise science students as members of the allied health workforce providing exercise prescription for falls prevention.
‘Doing diversity’ in a social work context: reflecting on the use of critical reflection in social work education in an Australian University
- Authors: Patil, Tejaswini , Mummery, Jane
- Date: 2020
- Type: Text , Journal article
- Relation: Social Work Education Vol. 39, no. 7 (2020), p. 893-906
- Full Text: false
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- Description: There is abundant literature that teaches social work graduates to be culturally competent and critically reflective on issues of cultural diversity. However, it is evident that many competency based approaches do not effectively address issues of privilege, power and diversity. Such approaches can fail to challenge entrenched and/or unconscious biases concerning other cultures. This paper argues we need to move away from over-prioritizing the teaching and use of competency based models for dealing with diversity in disciplines such as Social Work. Using Sara Ahmed’s work on diversity and critical reflection, we present the findings from a survey of social work students. The positive news is that students’ reflections in critical essays and their responses to the learnings they achieved from a unit on race, suggested they were becoming more aware of how privilege and power worked in everyday interactions as well as professional interactions. The other side of the coin was their understanding of the social, political and ethical grounding of values was limited. Students tended to focus more on declaring their allegiance to social work values of ‘honesty, integrity or social justice’ to the point they were mere declarations or saying which become substitutes for actions. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Developing a case-based experiential learning model at a program level in a regional university : reflections on the developmental process
- Authors: Patil, Tejaswini , Hunt, Michelle , Cooper, Kimberlea , Townsend, Rob
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 60, no. 2 (2020), p. 225-244
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- Description: This article reflects on the developmental process of a case-based experiential learning model: the Federation University model, in an undergraduate community and human services program at a regional university. There is abundant literature that addresses the use and need for introducing experiential learning at the subject/unit level in community and human services/social work content. However, despite the expansion of research on experiential learning, there is limited literature that bridges the gap between course/program level teaching philosophy and using experiential learning activities in individual subjects. The article will demonstrate how Kolb’s four stage cycle (Kolb, 1984) and case-based experiential learning were integrated to develop curriculum at a program level. It will also demonstrate how a move to experiential learning facilitated better alignment with face-to-face and online learning. As a way of argument, we suggest that case-based experiential learning is very relevant and useful to human services/ social work education because of its emphasis on bridging the theory and praxis nexus and providing graduates with an opportunity to work effectively in a complex, fluid and ever-changing sector. © 2020, Adult Learning Australia. All rights reserved.
A review of the anthropometric characteristics, grading and dispensation of junior and youth rugby union players in Australia
- Authors: Patton, Declan , McIntosh, Andrew , Denny, Greg
- Date: 2016
- Type: Text , Journal article , Review
- Relation: Sports Medicine Vol. 46, no. 8 (2016), p. 1067-1081
- Full Text: false
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- Description: The grading of Australian junior and youth rugby union players has received substantial media attention in recent years. Media reports have focussed on size mismatches observed between players, especially players with Polynesian heritage, and the concerned parents who fear for the safety of their child owing to perceived mismatches. Although such concerns are well meaning, few media reports recognise the need for substantial evidence to determine the best grading system for junior and youth rugby union players. The current study reviewed relevant literature pertinent to the grading and dispensation of junior and youth rugby union players. Using primary and secondary search strategies, a total of 33 articles reporting the anthropometric characteristics of junior and youth rugby players were identified. Anthropometric data from the literature were compared with normative population data and currently used dispensation criteria. Junior and youth rugby players were found to be taller and heavier than normative population data. Current dispensation criteria, in terms of body mass, were found to vary and it is suggested that criteria be revised and standardised across rugby unions throughout Australia. Although it is acknowledged that other factors are important for grading players, anthropometric characteristics should be considered as potential dispensation criteria to supplement current age-based grading for junior and youth rugby union players. Measuring the body mass and stature of each junior player upon pre-season registration is suggested, which would provide data to establish valid dispensation criteria for the following season.
Caution regarding exergames : A skill acquisition perspective
- Authors: Pedersen, Scott , Cooley, Dean , Cruickshank, Vaughan
- Date: 2017
- Type: Text , Journal article
- Relation: Physical Education and Sport Pedagogy Vol. 22, no. 3 (2017), p. 246-256
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- Description: Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.Participants and setting: Thirty children (boys=15, girls=15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30min and one 30min treatment session in a university laboratory.Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n=10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30min treatment session.Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus-response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).Data analysis: A 3 (treatment group)x2 (age group)x2 (test)x3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper.
Different version, similar result? A critical analysis of the multiplicity of shortened versions of the zimbardo time perspective inventory
- Authors: Perry, John , Temple, Elizabeth , Worrell, Frank , Zivkovic, Urska , Mello, Zena
- Date: 2020
- Type: Text , Journal article
- Relation: Sage Open Vol. 10, no. 2 (APR 2020), p.
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- Description: The Zimbardo Time Perspective Inventory (ZTPI) has been extensively used, with more than 1,400 citations in Scopus alone. After identifying psychometric problems however, several authors have attempted to overcome limitations by shortening the scale. As such, there now exist multiple. shortened versions of the ZTPI, all using some of the original 56 items. Although each shorter version reports various broadly acceptable validity parameters using the group with which it was developed, these are often sample specific and at the cost of reliability, generalizability, and ability to detect individual differences in the construct. To examine this more closely, we reviewed the psychometric properties of the ZTPI and some of its derivatives, and found that data-driven approaches to creating these shortened versions of the scale prioritized improved model fit over internal reliability and sensitivity. In conclusion, we suggest that it is time for a new collaborative strategy to address conceptual and measurement concerns with the ZTPI, and discourage data-driven and sample-specific solutions to the psychometric concerns of the scale's scores. More broadly, we recommend that researchers consider the impact on reliability, generalizability, and ability to detect individual differences when developing short psychometric scales. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elizabeth Temple” is provided in this record**
Self-reported supervisory behavior and beliefs vs. actual observations of caregiver behavior at beaches
- Authors: Petrass, Lauren , Blitvich, Jennifer , Finch, Caroline
- Date: 2011
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 5, no. 2 (May 2011), p. 199-209
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Relation: http://purl.org/au-research/grants/nhmrc/565904
- Full Text: false
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- Description: This study examined self-reported supervisory behaviors of caregivers at beaches and ascertained whether self-reported supervision reflects observed behavior. Observations were conducted of caregiver/child pairs at 18 Australian beaches, with questionnaires subsequently completed by caregivers. Caregivers identified visual contact as essential for close supervision and proximity a key determinant in distinguishing supervision and close supervision. Supervisory behavior was associated with child age, while lifeguard patrol had no effect on supervision. All supervision statements from the PSAPQ-BEACH were associated with supervision. Only three statements were significant independent predictors of supervision. Comparisons suggest caregivers' self-reported supervisory behavior reflects actual supervision. As this is the first study of its kind, it is essential that further prospective research using mixed-method approaches build on this information.
Algebraic insight : The algebra needed to use CAS
- Authors: Pierce, Robyn , Stacey, Kaye
- Date: 2002
- Type: Text , Journal article
- Relation: Mathematics Teacher Vol. 95, no. 8 (2002), p. 622-627
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- Description: C1
- Description: 2003000145
A scale for monitoring students' attitudes to learning mathematics with technology
- Authors: Pierce, Robyn , Stacey, Kaye , Barkatsas, Anastasios
- Date: 2007
- Type: Text , Journal article
- Relation: Computers and Education Vol. 48, no. 2 (2007), p. 285-300
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- Description: The Mathematics and Technology Attitudes Scale (MTAS) is a simple scale for middle secondary years students that monitors five affective variables relevant to learning mathematics with technology. The subscales measure mathematics confidence, confidence with technology, attitude to learning mathematics with technology and two aspects of engagement in learning mathematics. The paper presents a model of how technology use can enhance mathematics achievement, a review of other instruments and a psychometric analysis of the MTAS. It also reports the responses of 350 students from 6 schools to demonstrate the power of the MTAS to provide useful insights for teachers and researchers. 'Attitude to learning mathematics with technology' had a wider range of scores than other variables studied. For boys, this attitude is correlated only with confidence in using technology, but for girls the only relationship found was a negative correlation with mathematics confidence. These differences need to be taken into account when planning instruction. © 2005 Elsevier Ltd. All rights reserved.
- Description: C1
- Description: 2003004898
Monitoring progress in algebra in a CAS active context: Symbol sense, algebraic insight and algebraic expectation
- Authors: Pierce, Robyn , Stacey, Kaye
- Date: 2004
- Type: Text , Journal article
- Relation: The International Journal for Technology in Mathematics Education Vol. 11, no. 1 (2004), p. 1-11
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- Description: The purpose of this paper is to provide researchers with a shared framework, terminology and tool to improve the coherence of research into learning mathematics with CAS and to assist its findings to accumulate into a significant body of knowledge. Experience with calculators in arithmetic led to a framework for number sense. There is an obvious parallel for algebra, where the development of algebraic insight to monitor symbolic work will assume high importance. We present a framework for algebraic insight then explore one aspect, algebraic expectation, in detail. Just as estimation is a valued skill for monitoring arithmetic calculations, we suggest that expectation should be a focus in teaching algebra, especially when symbolic technology is available. Through typical examples, we demonstrate the value of the algebraic insight framework for monitoring students’ work with CAS.
- Description: C1
- Description: 2003000924
Gaming across cultures: experimenting with alternate pedagogies
- Authors: Pillay, Soma , James, Reynold
- Date: 2013
- Type: Text , Journal article
- Relation: Education and Training Vol. 55, no. 11 (2013), p. 7-233
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- Description: Purpose – Higher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross-cultural education are insufficiently adapted to student learning-style needs. This problem is particularly noticeable in one cross-cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems. Design/methodology/approach – Students’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management. Findings – Participants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship. Practical implications – There is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer. Originality/value – In this study, the authors adopted a qualitative approach to trialling the use of games in a cross-cultural context with the view to reducing international cross-cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.
Examining intercultural competency through social exchange theory
- Authors: Pillay, Soma , James, Reynold
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of Teaching and Learning in Higher Education Vol. 27, no. 3 (2015), p. 320-329
- Full Text:
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- Description: Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the inculcation of ICC traits, specifically within the context of multicultural, multi-ethnic university level student groups in Australia, within which this research has been conducted. Drawing on social psychology, this exploratory study examines perceptual data on blended learning experiences within a cross-cultural higher education setting. Results suggest that intercultural competency is best learned through social exchanges, such as faceto-face rather than blended learning. Our findings provide support for the importance of context, which is significantly related to cross-cultural studies and curriculum development and design.
Self-report motor competence in adolescents aged 12–18 years in regional and rural Victoria (Australia)
- Authors: Plumb, Mandy , Hands, Beth , McIntyre, Fleur , Timler, Amanda
- Date: 2021
- Type: Text , Journal article
- Relation: Research Quarterly for Exercise and Sport Vol. 92, no. 3 (2021), p. 388-398
- Full Text: false
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- Description: Background: Poor motor skills are an increasing issue for adolescents in our local communities. In regional Victoria, almost 20% of children starting school in 2018 were considered at risk or developmentally vulnerable in the domain of physical health and wellbeing. Purpose: The aim of the current study was to examine factors (how adolescents perceive their fine and gross motor skills, activities of daily living, comparison to peers) of motor competence that may be important to adolescents in regional Victoria, Australia, using the Adolescent Motor Competence Questionnaire (AMCQ). Methods: A sample of 183 Australian adolescents ([138 females (Mage = 15.59 years, SD = 1.56); 45 males, (Mage = 15.82 years, SD = 1.95); 12–18 years old] completed the AMCQ. Results: The mean AMCQ score was 87.86 (SD = 7.55), with no significant difference between males (M = 89.67 SD = 7.29) and females [M = 87.28 SD = 7.56; t (181 = 1.86 p =.065)]. A Principal Component Analysis (PCA), extracted five factors (Eiqenvalue of 1.389) explaining 43.46% of variance, representing, Ball Skills and Kinesthesis; Activities of Daily Living; Fine Motor and Gross Motor; Proprioception and Exteroception; Public Performance. Conclusion: The results highlight key factors important in describing an adolescent’s motor competence within regional Victoria. With physical health a priority in local communities, understanding these factors is an important first, that which may inform development of physical activity interventions for adolescents. © 2020 SHAPE America.