Intentions and behaviours: Record-Keeping practices of pre-service teachers during professional experience
- Shaw, Simon, Pedersen, Scott, Cooley, Dean, Callingham, Rosemary
- Authors: Shaw, Simon , Pedersen, Scott , Cooley, Dean , Callingham, Rosemary
- Date: 2013
- Type: Text , Journal article
- Relation: The Australian Journal of Teacher Education Vol. 38, no. 6 (2013), p. 71-87
- Full Text:
- Reviewed:
- Description: The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The aim of this exploratory study was to examine fourth-year pre-service teachers’ behaviour in record-keeping whilst on their final professional experience placement. Using Ajzen’s (1992) theory of planned behavior, this study found that most pre-service teachers exhibited positive attitudes toward the behaviour of recording, using, and analysing classroom data. Despite this positive attitude, many pre-service teachers were unable to maintain any system of record-keeping whilst on placement. For many, this was due to a number of external influences or perceived external influences, which acted as a constraint to their behaviour.
- Authors: Shaw, Simon , Pedersen, Scott , Cooley, Dean , Callingham, Rosemary
- Date: 2013
- Type: Text , Journal article
- Relation: The Australian Journal of Teacher Education Vol. 38, no. 6 (2013), p. 71-87
- Full Text:
- Reviewed:
- Description: The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The aim of this exploratory study was to examine fourth-year pre-service teachers’ behaviour in record-keeping whilst on their final professional experience placement. Using Ajzen’s (1992) theory of planned behavior, this study found that most pre-service teachers exhibited positive attitudes toward the behaviour of recording, using, and analysing classroom data. Despite this positive attitude, many pre-service teachers were unable to maintain any system of record-keeping whilst on placement. For many, this was due to a number of external influences or perceived external influences, which acted as a constraint to their behaviour.
Is there a conflict between teaching and research? the views of engineering academics in Europe
- Aarrevaara, Timo, Dobson, Ian
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: Global Journal of Engineering Education Vol. 15, no. 2 (2013), p. 75-81
- Full Text:
- Reviewed:
- Description: This article presents an analysis of data from the international Changing Academic Profession (CAP) and the Academic Profession in Europe: Response to Societal Changes (EUROAC) surveys to compare engineering academics that prefer teaching over research, and vice versa. It also highlights the attitudes of each of these groups to teaching and research, the two major academic activities. There has long been debate about whether research and teaching are mutual activities or in competition with each other. According to the survey results, the majority stated a leaning towards research, but this preference was stronger in some countries than in others. In fact, data from the CAP survey reveal that 30% of engineering academics from the 12 participating European countries believe that teaching and research are hardly compatible with each other, but opinions from different countries vary considerably. Even though much higher proportions of academics agree that their research reinforces teaching, even on this measure, there are considerable gaps between countries. © WIETE 2013.
- Description: 2003011212
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: Global Journal of Engineering Education Vol. 15, no. 2 (2013), p. 75-81
- Full Text:
- Reviewed:
- Description: This article presents an analysis of data from the international Changing Academic Profession (CAP) and the Academic Profession in Europe: Response to Societal Changes (EUROAC) surveys to compare engineering academics that prefer teaching over research, and vice versa. It also highlights the attitudes of each of these groups to teaching and research, the two major academic activities. There has long been debate about whether research and teaching are mutual activities or in competition with each other. According to the survey results, the majority stated a leaning towards research, but this preference was stronger in some countries than in others. In fact, data from the CAP survey reveal that 30% of engineering academics from the 12 participating European countries believe that teaching and research are hardly compatible with each other, but opinions from different countries vary considerably. Even though much higher proportions of academics agree that their research reinforces teaching, even on this measure, there are considerable gaps between countries. © WIETE 2013.
- Description: 2003011212
Social marketing: why injury prevention needs to adopt this behaviour change approach
- Newton, Joshua, Ewing, Michael, Finch, Caroline
- Authors: Newton, Joshua , Ewing, Michael , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 47, no. (2013), p. 665-667
- Full Text:
- Reviewed:
- Authors: Newton, Joshua , Ewing, Michael , Finch, Caroline
- Date: 2013
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 47, no. (2013), p. 665-667
- Full Text:
- Reviewed:
The reach and adoption of a coach-led exercise training programme in community football
- Finch, Caroline, Diamantopoulou, Kathy, Twomey, Dara, Doyle, Tim, Lloyd, David, Young, Warren, Elliot, Bruce
- Authors: Finch, Caroline , Diamantopoulou, Kathy , Twomey, Dara , Doyle, Tim , Lloyd, David , Young, Warren , Elliot, Bruce
- Date: 2013
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine. Vol. 48(8), p.718-723.
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective: To determine the reach and adoption of a coach-led exercise training programme for lower limb injury prevention. Design: Secondary analysis of data from a group-clustered randomised controlled trial. Setting: A periodised exercise training warm-up programme was delivered to players during training sessions over an 8-week preseason (weeks 1–8) and 18-week playing season. Participants: 1564 community Australian football players. Main outcome measurements: Reach, measured weekly, was the number of players who attended training sessions. Adoption was the number of attending players who completed the programme in full, partially or not at all. Reasons for partial or non-participation were recorded. Results: In week 1, 599 players entered the programme; 55% attended 1 training session and 45% attended > 1 session. By week 12, 1540 players were recruited but training attendance (reach) decreased to <50%. When players attended training, the majority adopted the full programme—ranging from 96% (week 1) to above 80% until week 20. The most common reasons for low adoption were players being injured, too sore, being late for training or choosing their own warm-up. Conclusions: The training programme's reach was highest preseason and halved at the playing season's end. However, when players attended training sessions, their adoption was high and remained close to 70% by season end. For sports injury prevention programmes to be fully effective across a season, attention also needs to be given to (1) encouraging players to attend formal training sessions and (2) considering the possibility of some form of programme delivery outside of formal training.
- Authors: Finch, Caroline , Diamantopoulou, Kathy , Twomey, Dara , Doyle, Tim , Lloyd, David , Young, Warren , Elliot, Bruce
- Date: 2013
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine. Vol. 48(8), p.718-723.
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective: To determine the reach and adoption of a coach-led exercise training programme for lower limb injury prevention. Design: Secondary analysis of data from a group-clustered randomised controlled trial. Setting: A periodised exercise training warm-up programme was delivered to players during training sessions over an 8-week preseason (weeks 1–8) and 18-week playing season. Participants: 1564 community Australian football players. Main outcome measurements: Reach, measured weekly, was the number of players who attended training sessions. Adoption was the number of attending players who completed the programme in full, partially or not at all. Reasons for partial or non-participation were recorded. Results: In week 1, 599 players entered the programme; 55% attended 1 training session and 45% attended > 1 session. By week 12, 1540 players were recruited but training attendance (reach) decreased to <50%. When players attended training, the majority adopted the full programme—ranging from 96% (week 1) to above 80% until week 20. The most common reasons for low adoption were players being injured, too sore, being late for training or choosing their own warm-up. Conclusions: The training programme's reach was highest preseason and halved at the playing season's end. However, when players attended training sessions, their adoption was high and remained close to 70% by season end. For sports injury prevention programmes to be fully effective across a season, attention also needs to be given to (1) encouraging players to attend formal training sessions and (2) considering the possibility of some form of programme delivery outside of formal training.
Coding OSICS sports injury diagnoses in epidemiological studies : Does the background of the coder matter?
- Finch, Caroline, Orchard, John, Twomey, Dara, Saleem, Muhammad Saad, Ekegren, Christina, Lloyd, David, Elliott, Bruce
- Authors: Finch, Caroline , Orchard, John , Twomey, Dara , Saleem, Muhammad Saad , Ekegren, Christina , Lloyd, David , Elliott, Bruce
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine, Vol.48, p.552-556.
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective: To compare Orchard Sports Injury Classification System (OSICS-10) sports medicine diagnoses assigned by a clinical and non-clinical coder. Design: Assessment of intercoder agreement. Setting: Community Australian football. Participants: 1082 standardised injury surveillance records. Main outcome measurements: Direct comparison of the four-character hierarchical OSICS-10 codes assigned by two independent coders (a sports physician and an epidemiologist). Adjudication by a third coder (biomechanist). Results: The coders agreed on the first character 95% of the time and on the first two characters 86% of the time. They assigned the same four-digit OSICS-10 code for only 46% of the 1082 injuries. The majority of disagreements occurred for the third character; 85% were because one coder assigned a non-specific 'X' code. The sports physician code was deemed correct in 53% of cases and the epidemiologist in 44%. Reasons for disagreement included the physician not using all of the collected information and the epidemiologist lacking specific anatomical knowledge. Conclusions: Sports injury research requires accurate identification and classification of specific injuries and this study found an overall high level of agreement in coding according to OSICS-10. The fact that the majority of the disagreements occurred for the third OSICS character highlights the fact that increasing complexity and diagnostic specificity in injury coding can result in a loss of reliability and demands a high level of anatomical knowledge. Injury report form details need to reflect this level of complexity and data management teams need to include a broad range of expertise. Copyright Article author (or their employer) 2012.
- Authors: Finch, Caroline , Orchard, John , Twomey, Dara , Saleem, Muhammad Saad , Ekegren, Christina , Lloyd, David , Elliott, Bruce
- Date: 2012
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine, Vol.48, p.552-556.
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective: To compare Orchard Sports Injury Classification System (OSICS-10) sports medicine diagnoses assigned by a clinical and non-clinical coder. Design: Assessment of intercoder agreement. Setting: Community Australian football. Participants: 1082 standardised injury surveillance records. Main outcome measurements: Direct comparison of the four-character hierarchical OSICS-10 codes assigned by two independent coders (a sports physician and an epidemiologist). Adjudication by a third coder (biomechanist). Results: The coders agreed on the first character 95% of the time and on the first two characters 86% of the time. They assigned the same four-digit OSICS-10 code for only 46% of the 1082 injuries. The majority of disagreements occurred for the third character; 85% were because one coder assigned a non-specific 'X' code. The sports physician code was deemed correct in 53% of cases and the epidemiologist in 44%. Reasons for disagreement included the physician not using all of the collected information and the epidemiologist lacking specific anatomical knowledge. Conclusions: Sports injury research requires accurate identification and classification of specific injuries and this study found an overall high level of agreement in coding according to OSICS-10. The fact that the majority of the disagreements occurred for the third OSICS character highlights the fact that increasing complexity and diagnostic specificity in injury coding can result in a loss of reliability and demands a high level of anatomical knowledge. Injury report form details need to reflect this level of complexity and data management teams need to include a broad range of expertise. Copyright Article author (or their employer) 2012.
Getting in through the front door : The first hurdle of researching in companies
- Authors: Smith, Erica
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 10, no. 3 (2012), p. 153-163
- Full Text:
- Reviewed:
- Description: This paper examines what is arguably the most important issue in qualitative research - access to willing participants - specifically in the context of companies. This is of considerable importance in vocational education and training (VET) as workplaces are the site of much VET activity. While research textbooks discuss many issues in research, few address this topic explicitly or in depth. From those textbooks aimed at undergraduate students (e.g., Polonksy and Waller, 2005) to the more scholarly books such as the 'Sage Handbook of Organisational Research Methods' (Buchanan & Bryman, eds., 2009) there is scarcely a mention of the problem of gaining access to organisations. Yet access is the major hurdle for most researchers, particularly when researching in companies. Attempting to gain access is a lengthy and sometimes dispiriting activity with outcomes that are often satisficing rather than optimal. The paper, based on Australian researchers' experiences, reports on the difficulties of gaining access to suitable sites, and the ways in which access were gained, and reflects on the outcomes of the access process. This is undertaken partly through the author's self-reflection on her own experiences in carrying out three VET research projects during 2010, requiring access in total to 13 case study sites and 20 phone interview participants, and partly through email interviews with other VET researchers who have researched within companies during three recent years. © eContent Management Pty Ltd.
- Description: 2003010577
- Authors: Smith, Erica
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 10, no. 3 (2012), p. 153-163
- Full Text:
- Reviewed:
- Description: This paper examines what is arguably the most important issue in qualitative research - access to willing participants - specifically in the context of companies. This is of considerable importance in vocational education and training (VET) as workplaces are the site of much VET activity. While research textbooks discuss many issues in research, few address this topic explicitly or in depth. From those textbooks aimed at undergraduate students (e.g., Polonksy and Waller, 2005) to the more scholarly books such as the 'Sage Handbook of Organisational Research Methods' (Buchanan & Bryman, eds., 2009) there is scarcely a mention of the problem of gaining access to organisations. Yet access is the major hurdle for most researchers, particularly when researching in companies. Attempting to gain access is a lengthy and sometimes dispiriting activity with outcomes that are often satisficing rather than optimal. The paper, based on Australian researchers' experiences, reports on the difficulties of gaining access to suitable sites, and the ways in which access were gained, and reflects on the outcomes of the access process. This is undertaken partly through the author's self-reflection on her own experiences in carrying out three VET research projects during 2010, requiring access in total to 13 case study sites and 20 phone interview participants, and partly through email interviews with other VET researchers who have researched within companies during three recent years. © eContent Management Pty Ltd.
- Description: 2003010577
How vocational education and training researchers use theory in their research
- Smith, Erica, Clayton, Berwyn
- Authors: Smith, Erica , Clayton, Berwyn
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 10, no. 3 (2012), p. 251-258
- Full Text:
- Reviewed:
- Description: This paper is a preliminary investigation of the place that theory plays in vocational education and training (VET) research. Vocational education and training is an academic discipline, whose theory base has not previously been analysed in detail. The VET research community considers itself to be somewhat undervalued both by the broader education discipline in Australia and by some stakeholder bodies. Yet the community and its experienced researchers have a high reputation overseas. It could be that a better articulation of the theoretical framework within which we work, and the bodies of knowledge upon which we draw, may lead to a greater utilisation of our work by the broader scholarly community and, importantly, by relevant policy-makers. © eContent Management Pty Ltd.
- Description: 2003010685
- Authors: Smith, Erica , Clayton, Berwyn
- Date: 2012
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 10, no. 3 (2012), p. 251-258
- Full Text:
- Reviewed:
- Description: This paper is a preliminary investigation of the place that theory plays in vocational education and training (VET) research. Vocational education and training is an academic discipline, whose theory base has not previously been analysed in detail. The VET research community considers itself to be somewhat undervalued both by the broader education discipline in Australia and by some stakeholder bodies. Yet the community and its experienced researchers have a high reputation overseas. It could be that a better articulation of the theoretical framework within which we work, and the bodies of knowledge upon which we draw, may lead to a greater utilisation of our work by the broader scholarly community and, importantly, by relevant policy-makers. © eContent Management Pty Ltd.
- Description: 2003010685
Inspiring connections : The student experience of an online creative arts journal
- Authors: Hains-Wesson, Rachael
- Date: 2012
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 22, no. 3 (2012), p. 263-282
- Full Text:
- Reviewed:
- Description: This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.
- Description: 2003010687
- Authors: Hains-Wesson, Rachael
- Date: 2012
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 22, no. 3 (2012), p. 263-282
- Full Text:
- Reviewed:
- Description: This study investigates the learning potential of students' experiences working as editors and publishers for a university's creative arts e-journal. The study is based on a project which aimed to strengthen creative arts students' graduate attributes and employability skills associated with interpersonal and written communication skills, specifically editing and e-publication. The participants were surveyed prior to and after e-publication of each issue of the journal over a two year period. The study focuses on students' and teachers' perceptions of participating in a non-graded, discipline-based work-integrated learning (WIL) activity. The data were analysed in order to explore students' and teachers' attitudes and responses to the challenges with participating in an e-publication process. The findings indicated that students chose to participate in the activity to address certain employability skills as well as desiring an authentic work-based challenge that enhanced the university experience. The results revealed that students require more guidance and informal set lesson plans. The teachers' responses indicated that the most important teaching methods were: (i) provide authentic communication to students and (ii) illustrate relevant industry experience. Recommendations are made for the careful implementation and integration of the online creative arts WIL project into the University's curriculum in order to: (i) connect WIL pedagogy, courses, policies and objectives in higher education, (ii) provide career and self development for WIL teaching and learning practices, and (iii) continually redevelop and evaluate the WIL activity in order to pursue accreditation.
- Description: 2003010687
Moving physical activity beyond the school classroom : A social-ecological insight for teachers of the facilitators and barriers to students' non-curricular physical activity
- Hyndman, Brendon, Telford, Amanda, Finch, Caroline, Benson, Amanda
- Authors: Hyndman, Brendon , Telford, Amanda , Finch, Caroline , Benson, Amanda
- Date: 2012
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 37, no. 2 (2012), p.1-24
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play spaces and their perception of their ideal play space were made. Additionally, students depicted what features within a play space would encourage them to be active. The findings of the study indicate secondary school play spaces may need to incorporate more features to facilitate physical activity. The barriers and facilitators identified in this study provide information for teachers and school decision makers to consider when targeting children’s physical activity beyond school classrooms.
- Authors: Hyndman, Brendon , Telford, Amanda , Finch, Caroline , Benson, Amanda
- Date: 2012
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 37, no. 2 (2012), p.1-24
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play spaces and their perception of their ideal play space were made. Additionally, students depicted what features within a play space would encourage them to be active. The findings of the study indicate secondary school play spaces may need to incorporate more features to facilitate physical activity. The barriers and facilitators identified in this study provide information for teachers and school decision makers to consider when targeting children’s physical activity beyond school classrooms.
Time is on my side : How do engineering academics spend their days - an international study
- Aarrevaara, Timo, Dobson, Ian
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2012
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 3 (2012), p. 184-191
- Full Text:
- Reviewed:
- Description: This article uses empirical data from the international Changing Academic Profession (CAP) survey to establish similarities and differences in work patterns among the world's academic engineers. Overall working hours and the distribution of work between teaching, research and other activities are examined. Summary results indicate that in periods when classes are in session, engineering academics from South Korea and Hong Kong reported a longer working week than equivalent staff from other countries. Engineering academics from Mexico and South Africa spent the highest proportion of their time on teaching, whereas those from Argentina, China and Italy spent the highest proportion on research. The most likely reason for international differences in the length of the working week is that national systems (such as higher education) have been constructed from the individual histories and cultures in each country. © 2012 WIETE.
- Description: 2003010832
- Authors: Aarrevaara, Timo , Dobson, Ian
- Date: 2012
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 3 (2012), p. 184-191
- Full Text:
- Reviewed:
- Description: This article uses empirical data from the international Changing Academic Profession (CAP) survey to establish similarities and differences in work patterns among the world's academic engineers. Overall working hours and the distribution of work between teaching, research and other activities are examined. Summary results indicate that in periods when classes are in session, engineering academics from South Korea and Hong Kong reported a longer working week than equivalent staff from other countries. Engineering academics from Mexico and South Africa spent the highest proportion of their time on teaching, whereas those from Argentina, China and Italy spent the highest proportion on research. The most likely reason for international differences in the length of the working week is that national systems (such as higher education) have been constructed from the individual histories and cultures in each country. © 2012 WIETE.
- Description: 2003010832
Implementing an exercise-training programme to prevent lower-limb injuries : Considerations for the development of a randomised controlled trial intervention delivery plan
- Finch, Caroline, White, Peta, Twomey, Dara, Ullah, Shahid
- Authors: Finch, Caroline , White, Peta , Twomey, Dara , Ullah, Shahid
- Date: 2011
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 45, no. 10 (2011), p. 791-796
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective To identify important considerations for the delivery of an exercise training intervention in a randomised controlled trial to maximise subsequent participation in that randomised controlled trial and intervention uptake. Design A cross-sectional survey, with a theoretical basis derived from the Health Belief Model (HBM) and the Reach, Efficacy/Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework. Participants 374 male senior Australian Football players, aged 17-38 years. Main outcome measurements Beliefs about lowerlimb injury causation/prevention, and the relative value of exercise training for performance and injury prevention. The data are interpreted within HBM constructs and implications for subsequent intervention implementation considered within the RE-AIM framework. Ordinal logistic regression compared belief scores across player characteristics. Results 74.4% of players agreed that doing specific exercises during training would reduce their risk of lower-limb injury and would be willing to undertake them. However, 64.1% agreed that training should focus more on improving game performance than injury prevention. Younger players (both in terms of age and playing experience) generally had more positive views. Players were most supportive of kicking (98.9%) and ball-handling (97.0%) skills for performance and warm-up runs and cool-downs (both 91.5%) for injury prevention. Fewer than three-quarters of all players believed that balance (69.2%), landing (71.3%) or cutting/stepping (72.8) training had injury-prevention benefits. Conclusions Delivery of future exercise training programmes for injury prevention aimed at these players should be implemented as part of routine football activities and integrated with those as standard practice, as a means of associating them with training benefits for this sport.
- Authors: Finch, Caroline , White, Peta , Twomey, Dara , Ullah, Shahid
- Date: 2011
- Type: Text , Journal article
- Relation: British Journal of Sports Medicine Vol. 45, no. 10 (2011), p. 791-796
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Objective To identify important considerations for the delivery of an exercise training intervention in a randomised controlled trial to maximise subsequent participation in that randomised controlled trial and intervention uptake. Design A cross-sectional survey, with a theoretical basis derived from the Health Belief Model (HBM) and the Reach, Efficacy/Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework. Participants 374 male senior Australian Football players, aged 17-38 years. Main outcome measurements Beliefs about lowerlimb injury causation/prevention, and the relative value of exercise training for performance and injury prevention. The data are interpreted within HBM constructs and implications for subsequent intervention implementation considered within the RE-AIM framework. Ordinal logistic regression compared belief scores across player characteristics. Results 74.4% of players agreed that doing specific exercises during training would reduce their risk of lower-limb injury and would be willing to undertake them. However, 64.1% agreed that training should focus more on improving game performance than injury prevention. Younger players (both in terms of age and playing experience) generally had more positive views. Players were most supportive of kicking (98.9%) and ball-handling (97.0%) skills for performance and warm-up runs and cool-downs (both 91.5%) for injury prevention. Fewer than three-quarters of all players believed that balance (69.2%), landing (71.3%) or cutting/stepping (72.8) training had injury-prevention benefits. Conclusions Delivery of future exercise training programmes for injury prevention aimed at these players should be implemented as part of routine football activities and integrated with those as standard practice, as a means of associating them with training benefits for this sport.
Introducing differential kinematics to mechanical engineering students
- Authors: Sultan, Ibrahim
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of Mechanical Engineering Education Vol. 37, no. 3 (2009), p. 210-222
- Full Text:
- Description: Differential kinematics offers a simplified alternative to closed-form input-output equations needed to study the geometrical behaviour of linkages. For most linkages, these closed-form equations are either too messy or not possible to obtain, a fact that sometimes reflects negatively on how mechanical engineering students perceive the subject of mechanism analysis. On the other hand, differential models can easily be utilised in numerical methods designed to encourage these students to tackle even more difficult problems than currently being considered in academic programmes. In this paper, an approach is presented to facilitate this process. The mathematical procedure is based on the use of matrices referred to as kinematic Jacobians. The determinants of these matrices offer invaluable insights into the linkage mobility. These matrices are explained and used in a practice numerical example.
- Description: 2003008219
- Authors: Sultan, Ibrahim
- Date: 2009
- Type: Text , Journal article
- Relation: International Journal of Mechanical Engineering Education Vol. 37, no. 3 (2009), p. 210-222
- Full Text:
- Description: Differential kinematics offers a simplified alternative to closed-form input-output equations needed to study the geometrical behaviour of linkages. For most linkages, these closed-form equations are either too messy or not possible to obtain, a fact that sometimes reflects negatively on how mechanical engineering students perceive the subject of mechanism analysis. On the other hand, differential models can easily be utilised in numerical methods designed to encourage these students to tackle even more difficult problems than currently being considered in academic programmes. In this paper, an approach is presented to facilitate this process. The mathematical procedure is based on the use of matrices referred to as kinematic Jacobians. The determinants of these matrices offer invaluable insights into the linkage mobility. These matrices are explained and used in a practice numerical example.
- Description: 2003008219
Primary school teacher perceived self-efficacy to teach fundamental motor skills
- Callea, Micarl, Spittle, Michael, O'Meara, James, Casey, Meghan
- Authors: Callea, Micarl , Spittle, Michael , O'Meara, James , Casey, Meghan
- Date: 2008
- Type: Text , Journal article
- Relation: Research in Education Vol. , no. 79 (2008), p. 67-75
- Full Text:
- Reviewed:
- Description: Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.
- Description: C1
- Authors: Callea, Micarl , Spittle, Michael , O'Meara, James , Casey, Meghan
- Date: 2008
- Type: Text , Journal article
- Relation: Research in Education Vol. , no. 79 (2008), p. 67-75
- Full Text:
- Reviewed:
- Description: Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A cross-sectional survey, based on the Victorian Institute of Teaching Standards of Professional Practice, was used to sample sixty-five pre-service and forty-six in-service teachers. Most primary school teachers were self-efficacious in teaching FMS (67.59 per cent); almost one-third (32.41 per cent) were not. Male teachers had higher perceived self-efficacy than female teachers, and a positive relationship was found between perceived self-efficacy to teach FMS and interest in, and participation in, physical activity (r = 0.52 and r = 0.31 respectively). Implications for practice include providing FMS teaching resources and professional training. Further research should explore the effect of perceived self-efficacy on teaching performance.
- Description: C1
The understandings about learners and learning that are imparted in Certificate IV courses for VET teachers and trainers
- Simons, Michele, Smith, Erica
- Authors: Simons, Michele , Smith, Erica
- Date: 2008
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 6, no. 1 (2008), p. 23-43
- Full Text:
- Reviewed:
- Description: Much of the literature all Vocational Education and Training (VET) professional development for teachers and trainers in Australia has been descriptive, outlining the development, construction and outcomes of a range of initiatives or analysing the nature and extend of initial and ongoing professional development for teacher sand trainers. There has been lillie critical analysis of curricula which led to the attainment what has been the most common Australian initial VET teacher/trainer qualification - the Certificate IV in Assessment and Workplace Training, either in terms of the intended or enacted curricula as it was delivered in many hundreds of locations across Australia. This paper addresses this gap. It presents the outcomes of research that examined ways in which learners and processes of learning were constructed, understood and embedded in the delivery of the Certificate IV in Assessment and Workplace Training (AWT). This qualification was delivered from 1998 until November 2006. In late 2004 a new Certificate IV ill Training and Assessmet (TAA) was introduced, but there was a 'teach-out period' of two years on the old qualification. The study involved 16 case studies of registered training organisations that delivered the Certificllte IV in AWT. The paper updates the study by examining how the changes associated with the new qualification may affect understandings of learners and learning.
- Description: C1
- Authors: Simons, Michele , Smith, Erica
- Date: 2008
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 6, no. 1 (2008), p. 23-43
- Full Text:
- Reviewed:
- Description: Much of the literature all Vocational Education and Training (VET) professional development for teachers and trainers in Australia has been descriptive, outlining the development, construction and outcomes of a range of initiatives or analysing the nature and extend of initial and ongoing professional development for teacher sand trainers. There has been lillie critical analysis of curricula which led to the attainment what has been the most common Australian initial VET teacher/trainer qualification - the Certificate IV in Assessment and Workplace Training, either in terms of the intended or enacted curricula as it was delivered in many hundreds of locations across Australia. This paper addresses this gap. It presents the outcomes of research that examined ways in which learners and processes of learning were constructed, understood and embedded in the delivery of the Certificate IV in Assessment and Workplace Training (AWT). This qualification was delivered from 1998 until November 2006. In late 2004 a new Certificate IV ill Training and Assessmet (TAA) was introduced, but there was a 'teach-out period' of two years on the old qualification. The study involved 16 case studies of registered training organisations that delivered the Certificllte IV in AWT. The paper updates the study by examining how the changes associated with the new qualification may affect understandings of learners and learning.
- Description: C1
"In the eye of the beholder...": Girls', boys' and teachers' perceptions of boys' aggression to girls
- Owens, Larry, Shute, Rosalyn, Slee, Phillip
- Authors: Owens, Larry , Shute, Rosalyn , Slee, Phillip
- Date: 2005
- Type: Text , Journal article
- Relation: International Education Journal Vol. 5, no. 5 (2005), p. 142-151
- Full Text:
- Reviewed:
- Description: Because children and young teenagers usually associate in same-sex groups, psychological research concerned with adolescent aggression has often concentrated on within-sex relationships. However, during adolescence, boys and girls increasingly interact socially. This paper reports a study of boy-to-girl aggression as perceived by girls, boys and their teachers. Focus group discussions were conducted with groups of Grade 9 adolescents (aged between 14 and 15 years) across four middle class schools in metropolitan Adelaide, South Australia, and individual interviews were conducted with their teachers. Thematic analyses revealed different understandings by girls, boys and teachers of the same behaviour. Girls and teachers reported that boys frequently use verbally offensive language including sexual harassment toward girls but boys argued that they were often not being malicious but rather just joking and that girls over-reacted. Girls, boys and teachers agreed that boys often harassed girls in order to impress other boys and for their own entertainment or fun. Teachers also emphasised home and cultural background factors in influencing boys' behaviour toward girls. All three groups agreed that boys' behaviour toward girls could have devastating effects on the girl victims. Girls' appearance was reported as a major contributing factor associated with boys' victimisation such that, while physical attractiveness could protect a girl from boys' meanness, over-weight girls or those seen as being unattractive or 'uncool' were vulnerable. However, girls were not seen universally as passive victims. Girls, boys and teachers reported that many girls responded assertively and even matched boys' aggression. Girls and boys agreed that teacher intervention was often not helpful. In contrast, teachers reported the effectiveness of school anti-harassment policies and a range of successful interventions. This study highlights the importance of understanding behaviour from different perspectives and confirms research that emphasises the crucial role of the peer group in influencing aggressive interactions among students in schools. © 2005 Shannon Research Press.
- Description: C1
- Description: 2003001255
- Authors: Owens, Larry , Shute, Rosalyn , Slee, Phillip
- Date: 2005
- Type: Text , Journal article
- Relation: International Education Journal Vol. 5, no. 5 (2005), p. 142-151
- Full Text:
- Reviewed:
- Description: Because children and young teenagers usually associate in same-sex groups, psychological research concerned with adolescent aggression has often concentrated on within-sex relationships. However, during adolescence, boys and girls increasingly interact socially. This paper reports a study of boy-to-girl aggression as perceived by girls, boys and their teachers. Focus group discussions were conducted with groups of Grade 9 adolescents (aged between 14 and 15 years) across four middle class schools in metropolitan Adelaide, South Australia, and individual interviews were conducted with their teachers. Thematic analyses revealed different understandings by girls, boys and teachers of the same behaviour. Girls and teachers reported that boys frequently use verbally offensive language including sexual harassment toward girls but boys argued that they were often not being malicious but rather just joking and that girls over-reacted. Girls, boys and teachers agreed that boys often harassed girls in order to impress other boys and for their own entertainment or fun. Teachers also emphasised home and cultural background factors in influencing boys' behaviour toward girls. All three groups agreed that boys' behaviour toward girls could have devastating effects on the girl victims. Girls' appearance was reported as a major contributing factor associated with boys' victimisation such that, while physical attractiveness could protect a girl from boys' meanness, over-weight girls or those seen as being unattractive or 'uncool' were vulnerable. However, girls were not seen universally as passive victims. Girls, boys and teachers reported that many girls responded assertively and even matched boys' aggression. Girls and boys agreed that teacher intervention was often not helpful. In contrast, teachers reported the effectiveness of school anti-harassment policies and a range of successful interventions. This study highlights the importance of understanding behaviour from different perspectives and confirms research that emphasises the crucial role of the peer group in influencing aggressive interactions among students in schools. © 2005 Shannon Research Press.
- Description: C1
- Description: 2003001255
Teacher research and democratic educational reform
- Lankshear, Colin, Knobel, Michele
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2003
- Type: Text , Journal article
- Relation: Mexican Journal of Educational Research Vol. 8, no. 19 (2003), p. 705-731
- Full Text:
- Reviewed:
- Description: In Teachers as Researchers (2003: Ch 1), Joe Kincheloe advocates teacher research as a means by which teachers can resist and overcome a trend emanating from the United States toward domination of curriculum and pedagogy by ‘technical standards’ based on ‘expert research’ and imposed in a ‘top-down’ manner by educational administrators and policy makers. This is a trend where curriculum has become highly standardized. Teachers within the same subject areas in the same grades are required to ‘cover the same content, assign the same importance to the content they cover, and evaluate it in the same way’ regardless of the diversity of school communities, school settings, student needs and backgrounds, and so on (Marzano and Kendall 1999; Kincheloe 2003: 4). Teachers are strongly encouraged to teach to the tests that are used to measure student outcomes because schools are compared on the basis of the scores their students achieve. This regime of measuring and reporting outcomes is promoted in the name of ‘accountability,’ and is very difficult for schools to resist. On one hand, if schools do not make an effort to compete they are likely to lose students to other schools whose achievement scores impress parents/caregivers. On the other hand, if schools can show their scores are improving—by teaching more and more rigorously to the content-laden tests and enlisting parents/caregivers in this culture as overseers of student homework and preparation for tests, they can maintain and improve their enrolments.
- Description: C1
- Description: 2003000531
- Authors: Lankshear, Colin , Knobel, Michele
- Date: 2003
- Type: Text , Journal article
- Relation: Mexican Journal of Educational Research Vol. 8, no. 19 (2003), p. 705-731
- Full Text:
- Reviewed:
- Description: In Teachers as Researchers (2003: Ch 1), Joe Kincheloe advocates teacher research as a means by which teachers can resist and overcome a trend emanating from the United States toward domination of curriculum and pedagogy by ‘technical standards’ based on ‘expert research’ and imposed in a ‘top-down’ manner by educational administrators and policy makers. This is a trend where curriculum has become highly standardized. Teachers within the same subject areas in the same grades are required to ‘cover the same content, assign the same importance to the content they cover, and evaluate it in the same way’ regardless of the diversity of school communities, school settings, student needs and backgrounds, and so on (Marzano and Kendall 1999; Kincheloe 2003: 4). Teachers are strongly encouraged to teach to the tests that are used to measure student outcomes because schools are compared on the basis of the scores their students achieve. This regime of measuring and reporting outcomes is promoted in the name of ‘accountability,’ and is very difficult for schools to resist. On one hand, if schools do not make an effort to compete they are likely to lose students to other schools whose achievement scores impress parents/caregivers. On the other hand, if schools can show their scores are improving—by teaching more and more rigorously to the content-laden tests and enlisting parents/caregivers in this culture as overseers of student homework and preparation for tests, they can maintain and improve their enrolments.
- Description: C1
- Description: 2003000531