7,563 research outputs found
What learning is valued and by whom? Athletic experience, accreditation and tertiary study
No full textA key question in coach development that is rarely addressed publicly is ‘What learning is valued’? The answer to this question is important because a variety of personal and career decisions are made by and for coaches based on the answer, regardless of whether it is ever made entirely explicit. A similarly vexing question is ‘Whose answers to this question should we listen to’? Athletes value particular backgrounds, experiences, and qualifications in their coaches. Sports administrators place certain weightings on the varied personal and professional histories of the coaches they are seeking to employ. Coach developers make judgements about program eligibility and prioritise curriculum elements. Coaches themselves may find particular aspects of their development to be more or less valuable. Finally, just because a certain form of learning is valued, does not mean that there is any evidence it is valuable. Despite all being heavily invested, athletes, administrators, coach developers, and coaches have different perspectives on coaching and coach development. As Dieffenbach and Chroni (2023) wrote, all of these groups think they know who a coach is, what a coach does, and how to become one, yet not enough attention has been paid to how coaches develop. More specifically, these groups have different degrees and depths of understanding about what coaches do and how they learn to do it. Further complicating matters are the influential contextual, cultural, and temporal factors at play regarding coach development. As a result, we generally find a variety of contradictions and tensions – none more so than with respect to the value placed on learning through experience as an athlete, learning in coach certification systems, and learning associated with tertiary study. In seeking to explore these variably regarded sites of learning, sorting the valued from the valuable and the valuable from the ‘rubbish’, we will make use of the notion of becoming
Supplemental Material, Coded_empirical_studies_Supplemental_Material_Learning_in_Action_Sports_A_Scoping_Review - Learning in action sports: A scoping review
No full textSupplemental Material, Coded_empirical_studies_Supplemental_Material_Learning_in_Action_Sports_A_Scoping_Review for Learning in action sports: A scoping review by Eva Ellmer, Steven Rynne and Eimear Enright in European Physical Education Review</p
Steven Johnson Author Talk Poster
No full textK-State Book NetworkA poster advertising an author talk by Steven Johnson at Kansas State University on September 3, 2014. Steven Johnson's book "The Ghost Map" was the 2014-2015 common book
The impact of Indigenous community sports programs: the case of surfing
No full textThe objective of this research project was to consider the social impact of sport and physical activity on the lives of Indigenous Australians and their communities. There has been strong research interest in the links between sport and recreation programs and various health and social outcomes and a well-established body of literature exists on the use of sport to address social issues in mainstream society. The consensus is that physical activity is an important contributor to health for all people. While there is strong research interest, what remains unclear is the value and impact of sport and physical activity on Indigenous communities.Indigenous groups cannot be considered to be homogenous as there is much diversity between and within groups. It is therefore important this report is not viewed as taking an essentialist view of who Indigenous people are and how they develop. Rather, this paper attempts to describe and discuss the experiences of some individuals and their communities in site-specific surfing programs.The results of this project indicate that surfing should continue to be considered as an appropriate sport for use with Indigenous communities.It should be noted, however, that any program needs to take into consideration the diversity of Indigenous culture, how communities operate and should seek appropriate guidance.While there was great variety in terms of how surf programs in this study operated, there were some common elements across all programs including: strict surfer-to-coach ratios, opt-in opt-out structures and avoidance of controlling coach behaviours.In addition to these characteristics, quality programs also had consistency in personnel (small groups rather than single providers).This research project provided experience and information to develop recommendations relating to future similar programs including:Programs should be supported in longer term allotments Programs should collect meaningful data (well-constructed interview and survey protocols) over and above simple participation statistics To achieve meaningful outcomes, programs need continuity and should not be one-offs As transport costs represent the greatest barrier to participation in programs and surfing as a lifestyle pursuit, programs should consider the transport options most suitable for their area. Individuals who participated in the research highlighted that it can take a long time for the effects of programs to be felt. As a result, longitudinal tracking by program providers is required to provide ongoing evidence in support of programs. Funding to programs should also be sought across longer time frames to provide a greater platform to generate positive outcomes.Through this research it was possible to identify the development of individual and organisational capacity. In both areas, however, these capacities were not automatically enhanced. Careful planning and strong encouragement and support from program providers were required
The Sports Demonstration Project – An initiative of the Australian Sports Commission: An Evaluation
No full textThe Sport Development Project (SDP) was a comprehensive youth strategy for sport in the\ud
Northern Territory aimed at diversion from ‘at-risk’ behaviours, improvement of life choices\ud
and outcomes, and strengthening youth service infrastructure through engagement in positive\ud
(sport) activities.\ud
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There were five Remote Service Delivery sites that were involved in the trial of this ‘best\ud
practice’ model for delivering sport-focused diversion activities. These include: Gapuwiyak,\ud
Wadeye, Yuendumu, Gunbalunya and Nguiu
Steven Bialer and Patti Smith, July 1978
No full textMusician, poet, and author Patti Smith sits on a bed in a hotel room in July 1978. The photograph was taken by Don Hamerman as part of a session for "Unicorn Times," an alternative performing arts periodical in Washington, D.C. Steven Bialer, the Design Director for "Unicorn Times," is seated on the bed next to Smith
Steven Garber
No full textSteven Garber speaks on the importance and value of truth.
Steven Garber is the principal of The Washington Institute for Faith, Vocation & Culture, which is focused on reframing the way people understand life, especially the meaning of vocation and the common good. A consultant to foundations, corporations and educational institutions, he is a teacher of many people in many places. The author of The Fabric of Faithfulness: Weaving Together Belief and Behavior, and Visions of Vocation: Common Grace for the Common Good, he is also a contributor to the books, Faith Goes to Work: Reflections from the Marketplace, and Get Up Off Your Knees: Preaching the U2 Catalogue. He lives with his wife Meg in Virginia
Steven Yedinak Interview
No full textLTC (RET) Steven M. Yedinak commissioned in the U. S. Army Infantry in 1963 and subsequently spent 26 years in Special Forces and Airborne Infantry. He served two combat tours in Vietnam (1966-67 & 1971-1972), and started the Mobile Guerrilla Force. He is the author of Hard to Forget: An American with the Mobile Guerrilla Force in Vietnam (Random House, 1998). He retired from the Army in 1989
Gamification is broken. An interview with Steven Poole
No full textSteven Poole is the author of Trigger Happy (2000. New York, NY: Arcade Publish), Unspeak (2006. New York, NY: Grove Press), and You Aren’t What You Eat (2012. In press). He has written extensively on books, culture, and videogames for The Guardian and other publications
Steven Pinker on language and thought
No full textEducação Superior::Linguística, Letras e Artes::LinguísticaThis video presents an exclusive preview of Steven Pinker's book: the stuff of thought. The author looks at language and how it expresses what goes on in our minds and how the words we choose communicate much more than we realize. For Steven Pinker, the brilliance of the mind lies in the way it uses just two processes to turn the finite building blocks of our language into infinite meanings. The first is metaphor: we take a concrete idea and use it as a stand-in for abstract thoughts. The second is combination: we combine ideas according to rules, like the syntactic rules of language, to create new thoughts out of old one
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