Description:
Cricket was the first sport to publish recommended methods for injury surveillance in 2005. Since then, there have been changes to the nature of both cricket and injury surveillance. Researchers representing the major cricket playing nations met to propose changes to the previous recommendations, with an agreed voting block of 14. It was decided that 10 of 14 votes (70%) were required to add a new definition element and 11 of 14 (80%) were required to amend a previous definition. In addition to the previously agreed 'Match time-loss' injury, definitions of 'General time-loss', 'Medical presentation', 'Player-reported' and 'Imaging-abnormality' injuries are now provided. Further, new injury incidence units of match injuries per 1000 player days, and annual injuries per 100 players per year are recommended. There was a shift towards recommending a greater number of possible definitions, due to differing contexts and foci of cricket research (eg, professional vs amateur; injury surveillance systems vs specific injury category studies). It is recommended that researchers use and report as many of the definitions as possible to assist both comparisons between studies within cricket and with those from other sports.
Description:
Part 1 Overview: Growth of the quality movement in higher education. Part 2 Leadership of quality in higher education: Initiative-based quality development and the role of distributed leadership; A leadership model for higher education quality; A framework for engaging leadership in higher education quality systems. Part 3 Approaches of managers to quality in higher education: Quality management in higher education: A comparative study of the United Kingdom, The Netherlands and Finland; Towards a culture of quality in South African higher education. Part 4 Auditing quality in higher education: Auditorsâ perspectives on quality in higher education. Part 5 Academic development and quality in higher education: Academic development as change leadership in higher education; Quality in the transitional process of establishing political science as a new discipline in Czech higher education (post 1989)
Description:
This article examines the implications of the Australian Football League’s Rule 30 on vilification in football and society. Considering the views of key industry, government, community, multicultural, Indigenous and academic stakeholders it addresses the themes of community harmony, multiculturalism and reconciliation. The paper evaluates the role of Australian Rules football in changing contemporary attitudes towards vilification and how public policy in this area has been driven by sports-led initiatives such as the AFL Rule 30. It briefly provides an international context for understanding these Australian-led initiatives. ”Racism denies people the fundamental human right to be judged by their character, by what is inside. This is why it is not easy to experience a lifetime of racial abuse, be constantly reminded of it and yet be expected to ignore it”. (The Age 1997: 16).
Description:
During the period from 1989 to 2004 the school-based Health and Physical Education curriculum in Victoria (Australia) underwent three major reforms. A review of the literature revealed that there was a gap in our understanding of the impact of these reforms on the behaviours of physical educators in Victorian secondary schools. The research documented in this doctoral thesis investigates curriculum processes surrounding the last of the reforms for this period, i.e. the development of the Health and Physical Education Curriculum and Standards Framework II (HPE CSF II) and its implementation in a Victorian secondary school.
Description:
This paper canvasses one of the most debilitating issues currently disfiguring schools – the absent voices of teachers in the policy reform of schooling. This is a phenomenon that has afflicted schooling around the world for more than three decades, and it is not without effects. The escalating levels of student disaffection, alienation, violence, disengagement and ‘dropping out’ are not unconnected to the marginalisation of teachers and the disrespectful and distrustful ways in which they have been treated by policy makers, politicians and a largely hostile media. What is advanced in its place in this paper is a way of conducting research that restores trust through acknowledging and celebrating the distinctive repertoires of knowledge teachers and students possess, and points to the way in which a more respectful policy paradigm might be re-invented.
A systematic review of the psychological and social benefits of participation in sport for adults : Informing development of a conceptual model of health through sport
Description:
Early school leaving is one of the most protracted educational problems around the world, but one of the least understood. Central to the issue itself, is the failure by the educational policy community to have ways of adequately ‘naming’ the problem. The study reported in this paper examines early school leaving from the position of 209 young Australians who had left school or who were at imminent risk of doing so. While acknowledging the considerable complexity of the decision making processes that lie behind this problem, this article provides a tentative theorising that traverses aspects of what we call the ‘cultural geography of the high school’ as a partial explanation of what is occurring. The question being pursued was how the culture of the school contributed to or interfered with early school leaving.
Description:
Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices associated with equity will not be sustained.
Description:
The criteria of effective teaching in higher education are understood to comprise particular skills and practices applied within particular contexts. Drawing on the literature and using Australia’s understanding of effective teaching, this paper examines the notion of effective teaching. The paper specifically compares dimensions derived from robust research and psychometric processes with the Australian Learning and Teaching Council’s criteria for effective teaching and observes the criteria of effective teaching in higher education to have evolved. While the paper suggests some areas in which future considerations of the notion of effective teaching might usefully focus, it also argues that context is critical and that it is subject to continuous and multiple changes imposed by forces from within and outside universities. The paper maintains that our collective understanding of competent, professional and effective teaching must continually evolve in order that it accurately reflects and continually responds to the contexts in which learning and teaching is undertaken. The paper also calls for an ongoing agenda that continuously investigates and articulates the meaning of effective teaching in a changed, and changing, context.