1,573 research outputs found

    Supporting Academy Football Coaches to Develop Psychological Attributes in Male Academy Players

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    The overarching purpose of this thesis was to support academy football coaches to better facilitate the psychological development of young players. To achieve this purpose, three empirical studies were conducted, each with a respective aim. Study one (Chapter 3) aimed to first identify the key psychological attributes to develop within young academy players. Building on study one, study two (Chapter 4) aimed to explore the coaching strategies that can facilitate the development of each psychological attribute, and also to examine the observable behaviours that indicate that the attribute is developed. Finally, study three (Chapter 5) aimed to apply the knowledge constructed in study one and two by designing, delivering, and evaluating a sport psychology coach education and support programme at a case study football academy. Study one (Chapter 3) interviewed nine academy coaches who worked within a category one football academy, with eight psychological attributes constructed from thematic analysis of the interviews: commitment to develop, confidence, coping with the demands of high-level sport, drive to achieve goals, emotional control, resilience, self-aware and reflective, and strong work ethic. The findings provide greater direction for the attributes to develop in academy players but also indicate that current frameworks may not fully capture the key psychological attributes players need to develop in order to successfully progress out of the academy. Study two (Chapter 4) interviewed twelve, category one and two, academy football coaches to explore the coaching strategies used to develop each of the eight psychological attributes identified in study one. Fifty-two coaching strategies were constructed across the attributes providing academy coaches with a catalogue of user-friendly strategies to support their players’ psychological development with. Study two also identified behaviours that indicated the successful development of each attribute, knowledge that can help coaches to observe, intervene, monitor, and assess the psychological development of their players. Study three (Chapter 5) involved the design, delivery, and evaluation of a 14-month coach education and support programme with a case study academy: Dock FC. Summary coach interviews indicated that the programme was well received and helped increase awareness and to some degree their application of strategies to support the psychological development of their players. An indirect approach to the programme was taken to reflect the landscape of psychological support in academies present at the time of the study. Summary player focus groups, along with the coach interviews and researcher reflections indicated that this approach worked well, offering a tangible approach for sport psychology practitioners to adopt, more readily, in football academy environments. The research within this thesis offers empirically informed knowledge which extends the extant literature significantly. The thesis provides novel information on: (a) the key psychological attributes to prioritise the development of in the modern-day academy football player; (b) coaching strategies to support the development empirically informed psychological attributes; (c) behavioural indicators of successful psychological development; and (d) the real-world application of supporting academy coaches to develop targeted psychological attributes in the modern-day academy football academy. The insights provided in this thesis may help improve the holistic development that young football players receive throughout their football academy journey.<br/

    Effectiveness The Positive Self Talk Method to Mental Trust Self Athlete Category fight Footprint Muhammadiyah University Prof. Dr. Hamka

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    This study aims to analyze the effectiveness of positive self-talk on the athlete's mentality in the fighting category Tapak Suci UHAMKA. The method used for this study was method experiment one group pretest-posttest design with a quantitative approach. For taking a sample, this study used a purposive sampling technique. The research instrument was a pretest and posttest questionnaire that had been validated. Data analysis techniques using the Wilcoxon T test with the help of SPSS ver. 26 proved that Asymp. Sig.(2-tailed) = 0.012. Because the value of 0.012 <0.05, until Ho was rejected, there was a significant (real) effect. The conclusion from the results of this study is that positive self-talk was proven to be effective in improving the mentality of UHAMKA Tapak Suci fighting athletes. Research results implicat that if athletes and coaches know the method of Positive Self-Talk and are supported with the sufficient facility, then practice can be used as a variation from mental exercise to improve athlete confidence

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Strategies to Improve Employee Motivation in Addiction Treatment

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    Addiction treatment leaders are experiencing challenges in motivating qualified and committed professionals within their businesses. Without strategies to motivate and retain employees, addiction treatment businesses will fail, and patient outcomes can suffer. Grounded in Herzberg’s two-factor theory of motivation, the purpose of this qualitative multiple-case study was to explore strategies addiction treatment leaders used to improve employee motivation. The participants were 10 addiction treatment leaders with demonstrated experience in utilizing leadership strategies to improve employee motivation. Data were collected through semistructured interviews, a review of the literature on employee motivation in addiction treatment organizations, and a review of organizational archival information. Through Yin’s five-step thematic analysis, four themes emerged: (a) employee and peer relationships; (b) recognition, praise, and promotions; (c) adequate compensation; and (d) working environment. A key recommendation for addiction treatment leaders is to increase efforts around employee appreciation events, recognition, and promotional opportunities. The implications for positive social change include the potential to improve the lives of individuals affected by addiction; bridge the gap between these individuals, their families, and the community; and create sustainable addiction treatment businesses across the United States that impact the greater good

    “Who asked for this?”: authenticity and race-centered corporate social responsibility

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    The purpose of this study is to conceptualize and operationalize race-centered CSR, a combination of corporate social responsibility and corporate social advocacy concerned with repairing racial relationships and inequities, and test perceptions of authenticity of race-centered CSA. Authenticity in CSR and CSA has assumed a universal consumer, however authenticity, as a cultural construct, suggests that social identity can motivate how groups of people come to understand it. As corporate social responsibility efforts increasingly center race, race itself becomes a new measure by which to understand how those efforts are seen as authentic. The study surveyed 586 Blacks and non-Blacks using a modified version of Alhouti, Johonson, and Holloway’s (2016) consumer perceptions of CSR authenticity scale, Sellers et al.’s (1997) Multidimensional Inventory of Black Identity (MIBI) scale, and adapted measures using the concepts of reconciliation and cultural commodification to conceptualize race-centered CSR and perceptions of authenticity of race-centered CSR. Two new scales were developed to measure perceptions of commodification and reconciliatory discourse as antecedents for race-centered CSR activities. Findings of this study suggests that there are universal understandings of authenticity in race-centered and of what commodification of Black culture is in the context of race-centered CSR. More importantly, the recognition of commodification of Black culture is related to perceptions of authenticity of race-centered CSR. In addition, there are subtle differences in demographic drivers for Blacks and non-blacks, particularly political ideology (conservative Blacks vs. liberal whites) and education, age, and marital status of Black respondents in perceptions of authenticity of race-centered CSR. This study contributes to The study contributes to the body of literature on critical approaches to corporate social responsibility

    AI: Limits and Prospects of Artificial Intelligence

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    The emergence of artificial intelligence has triggered enthusiasm and promise of boundless opportunities as much as uncertainty about its limits. The contributions to this volume explore the limits of AI, describe the necessary conditions for its functionality, reveal its attendant technical and social problems, and present some existing and potential solutions. At the same time, the contributors highlight the societal and attending economic hopes and fears, utopias and dystopias that are associated with the current and future development of artificial intelligence

    Implementation of discovery learning model to improve student learning outcomes

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    This study aims to determine whether the discovery learning approach for teaching mathematics has an effect on students' learning outcomes. This study is quantitative descriptive research with a pre-experiment, one-group pretest-posttest research design. The research subjects consisted of 31 students from class IXA at junior high school 36 Semarang. The students took a pretest before the implementation of the discovery learning model, and then a posttest was given after the implementation to measure the enhancement of students' learning outcomes. Pretest and Posttest findings revealed an increase in the average scores, which were 47.41 and 80.90, respectively, and the N-Gain test results showed a score of 0.61 in the moderate category. The study's findings shed light on the usefulness of the discovery learning approach in increasing the learning outcomes of class IXA students at junior high school 36 Semarang, particularly in the field of geometry transformation. From the results of the pretest, it was found that 31 students were in the low category. After learning with the discovery learning model, a posttest was carried out with the results of 7 students who were in the low category, 17 students in the medium category, and 7 students in the high category. There were significant changes in the participants' pretest and posttest scores, validating the efficacy of discovery learning strategies. Students who received instruction using the discovery learning model, in particular, had considerably higher posttest results as compared to their pretest scores. This demonstrates a significant increase in their comprehension and application of geometry transformation ideas following participation in the discovery learning technique. Through the discovery learning approach, teachers play a critical role in promoting student-centered learning. While the discovery learning model has been shown to be helpful in improving student learning outcomes, it is critical to investigate other instructional strategies and the use of educational technologies in future research and teaching practices. Additional study should be conducted to explore the usefulness of instructional technology and to establish best practices for its integration in order to improve student accomplishment in the digital era.Penelitian ini dilakukan dengan tujuan untuk mengetahui peningkatan hasil belajar siswa dengan model discovery learning pada pembelajaran matematika. Penelitian ini merupakan penelitan deskriptif kuantitatif dan rancangan penelitian Pre-Experiment One-Group Pretest-Posttest. Subjek pada penelitian ini adalah siswa kelas IXA SMP Negeri 36 Semarang. Siswa mengerjakan pretest sebelum penerapan model discovery learning, kemudian posttest dikerjakan setelah penerapan model discovery learning untuk mengetahui peningkatan hasil belajar siswa. Hasil pretest dan posttest menunjukkan adanya peningkatan hasil belajar terlihat dari meningkatnya hasil rata-rata pretest yaitu 47,41 dan posttest 80,90 serta dari hasil uji N-Gain diperoleh nilai 0,61 dengan kategori sedang. Dari data hasil penelitian tersebut diperoleh kesimpulan bahwa penerapan model discovery learning mampu meningkatkan hasil belajar siswa kelas IX materi trasformasi geometri.&nbsp

    An “other” experience of videogames: analyzing the connections between videogames and the lived experience of chronic pain

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    In this dissertation I argue for the connections between the lived experience of chronic pain and videogames, exploring what interacts with and influences them. To answer this, I draw on cripistemology as I engage in autoethnography, close-reading and close-gameplay, restorying, mixed methods design, formal interviews, surveys, and inductive coding. I further argue for pushing back against the unhelpful binaries that define the “human” and a false idea of “universal” experience or ability, instead pointing to the intersectionality that better reflects the biopolitics of disability, including both debility and capacity. I engage with these methods in three specific projects that consider additional sub-questions to further tease out why videogames disability, chronic pain, game design, lived experience, human centered design, embodiment in video games have impacted me so deeply and how this ties to my identity as a disabled woman. I further offer this dissertation to highlight the growing research of lived experience and disability in the field of game studies, providing empirical data that offers a foundational look of how I as a member of the chronic pain community think and feel about videogames, as well as how a small portion of the chronic pain community discusses videogames and the range of experiences this encompasses. In doing so, I unpack and argue on the relationship that exists between chronic pain and videogames, and further articulate why this matters. In Chapter 1 I provide necessary history and information regarding my research to better articulate the findings as presented in the following chapters. In Chapter 2, I analyze my connection to Animal Crossing: New Leaf (AC:NL) (Nintendo EAD, 2012) and explore opportunities about genre and mechanics as reflections of my own daily lived experience with chronic pain, especially including my experience in a 2014 pain rehabilitation program. Through this process, I define the “slice of life” genre and argue that AC:NL is exemplary of its markers. In Chapter 3 I provide a deep reading and analysis of Nintendo’s GameCube release Chibi-Robo! (Skip Ltd. et al., 2005) to “restory” the titular main character to have chronic pain like my own. Through the lens of debility and capacitation machines, I map these ideas onto the biopsychosocial model to organize a thorough analysis of his restoried identity. In modding the game’s narrative to reflect a lived experience of chronic pain like my own, I interweave fanfiction with deep reading and deep gameplay to unpack what representation I am looking for in videogames both narratively and mechanically. In this I further argue how this practice can be used to inform future game design. Finally, in Chapter 4, I interview members of the chronic pain community to understand their perspective on the connections between their lived experience with chronic pain and videogames, as well as how additional factors of their identity impact those experiences. For this I engage in a mixed methods design to conduct a survey and formal interviews to offer foundational work on how the chronic pain community interacts with videogames. I offer this project to intersect current research in chronic pain and videogames (and its related technology) that focuses on games as tools for “curing” pain, and argue the importance of considering what embodiment people with chronic pain already have in videogames instead. Ultimately, I argue for the necessity to complicate current design practices in human centered design (HCD) and game design. To do so, I highlight the lived experience of Othered identities to combat misguided notions of “universal” intent. In this, I analyze the inherent connections between videogames and disability, in this case chronic pain, through embodiment and lived experience. I center in on how my experience of chronic pain has impacted the way in which I engage and think about with videogames, and further, how my experiences align with that of the chronic pain community

    A Case Study: Exploring High School Extracurricular Activities\u27 Sponsors\u27 and Coaches\u27 Experiences with the Inclusion of Ninth--Grade Students as a Marginalized Population

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    The purpose of this case study was to explore the inclusion process for extracurricular activity sponsors and coaches at a rural high school in southwestern Pennsylvania. The theory guiding this study was Maslow’s theory of human motivation as it provided a structural format that was useful for implementing an inclusive process into extracurricular activities. This was a qualitative, single case study with a purposeful sampling of 11 participants representative of extracurricular activity sponsors and coaches in a rural school district. The central research question was: How do high school extracurricular activities’ sponsors and coaches describe their experiences with the inclusion of marginalized students, ninth-graders, at the rural Mountain Appalachian High School? Data were collected through semi-structured interviews, observations, artifact collection, and journal writing. The data collection was analyzed using Microsoft Excel 365. A qualitative content analysis approach of categorical aggregation and data triangulation to establish themes was implemented to the point of response saturation or the point to which no new knowledge or themes were observed in the data. After analyzing the data collected in this study, eight themes were determined: willingness, relatedness, gratification, inclusivity, concerns, benefits, values, and recruitment
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