Teaching styles of Australian junior tennis coaches

Game Sense was introduced to Australian tennis during Australian Sports Commission (ASC) national workshops in 1996, prompting tennis coach education providers to emphasise the approach, and its embrace of increased player involvement in the coaching process, in formal coach accreditation literature. This research involving 208 junior development and club professional coaches in self-assessment of their teaching styles, provides insight into the penetration into the everyday coaching practice of one of the central pedagogical tenets of the Game Sense approach – the use of well-considered coach questions to guide the development of players’ technical and tactical game development. Since the ASC workshops in 1996, until this research there has been no assessment of the uptake of the Game Sense approach in Australian tennis. The pedagogical practice of coach-led questions in the Game Sense approach has been referred to as a form of guided discovery. This research used Mosston and Ashworth’s Spectrum of Teaching Styles (2008) (The Spectrum) as a tool through which to investigate the coaching styles of Australian junior tennis coaches, revealing coaches self-identified alignment with the guided discovery practice of coach-led questions (Mosston’s Guided Discovery-Style F). The research found that a practice style (Mosston’s Practice Style-B) was the pedagogical style used most often by the respondents, followed by a more directive or command style (Mosston’s Command Style-A). Guided discovery (Mosston’s Guided Discovery-Style F) was the third most commonly adopted pedagogical practice

The effects of a graduated aerobic exercise programme on cardiovascular disease risk factors in the NHS workplace: a randomised controlled trial

BACKGROUND: Sufficient levels of physical activity provide cardio-protective benefit. However within developed society sedentary work and inflexible working hours promotes physical inactivity. Consequently to ensure a healthy workforce there is a requirement for exercise strategies adaptable to occupational time constraint. This study examined the effect of a 12 week aerobic exercise training intervention programme implemented during working hours on the cardiovascular profile of a sedentary hospital workforce. METHODS: Twenty healthy, sedentary full-time staff members of the North West London Hospital Trust cytology unit were randomly assigned to an exercise (n = 12; mean +/- SD age 41 +/- 8 years, body mass 69 +/- 12 kg) or control (n = 8; mean +/- SD age 42 +/- 8 years, body mass 69 +/- 12 kg) group. The exercise group was prescribed a progressive aerobic exercise-training programme to be performed 4 times a week for 8 weeks (initial intensity 65% peak oxygen consumption (VO2 peak)) and to be conducted without further advice for another 4 weeks. The control was instructed to maintain their current physical activity level. Oxygen economy at 2 minutes (2minVO2), 4 minutes (4minVO2), VO2 peak, systolic blood pressure (SBP), diastolic blood pressure (DBP), BMI, C-reactive protein (CRP), fasting glucose (GLU) and total cholesterol (TC) were determined in both groups pre-intervention and at 4 week intervals. Both groups completed a weekly Leisure Time Questionnaire to quantify additional exercise load. RESULTS: The exercise group demonstrated an increase from baseline for VO2 peak at week 4 (5.8 +/- 6.3 %) and 8 (5.0 +/- 8.7 %) (P < 0.05). 2minVO2 was reduced from baseline at week 4 (-10.2 +/- 10.3 %), 8 (-16.8 +/- 10.6 %) and 12 (-15.1 +/- 8.7 %), and 4minVO2 at week 8 (-10.7 +/- 7.9 %) and 12 (-6.8 +/- 9.2) (P < 0.05). There was also a reduction from baseline in CRP at week 4 (-0.4 +/- 0.6 mg.L-1) and 8 (-0.9 +/- 0.8 mg.L-1) (P < 0.05). The control group showed no such improvements. CONCLUSION: This is the first objectively monitored RCT to show that moderate exercise can be successfully incorporated into working hours, to significantly improve physical capacity and cardiovascular health

Self-identified teaching styles of junior development and club professional tennis coaches in Australia

Many educational theorists believe that there is no 'best' teaching style. A common principle in the discipline of coaching is that coaches should base their teaching style(s) on a number of considerations. These include: the developmental characteristics and individual requirements of the player, as well as the subject matter intent. Apart from anecdotal reports, however, the subject of tennis coaches and teaching styles remains unexplored. It is unknown what teaching styles coaches are employing during coaching sessions and whether these teaching styles are associated with recommended pedagogical principles advocated by scholars. Perhaps this noted lack of information regarding teaching styles is due to the theoretical and practical difficulty of comparing the various terms and interpretations that tennis coaches have in relation to their instructional processes. Arguably, many of these conceptions about teaching styles are not organised in a common theoretical framework but rather exist with the individual interpretations of tennis coaches. It has been anecdotally suggested that the terms used to define teaching styles largely lack consistency and uniformity and are frequently employed interchangeably. Conceivably, this has led to confusion and the absence of a definitive set of concepts and principles reflective of the tennis coaching process and effective practice within it. As diverse learning conditions and experiences are often created by employing different teaching styles, the necessity for coaches to understand and purposefully implement a range of teaching styles to achieve various learning objectives is vital. The requirement for a tennis coach to possess the capacity to employ a range of teaching styles when appropriate is perhaps reliant on a number of considerations. Coaches must be prepared to cater for the diversity of players' learning needs, interests, preferences and developmental readiness or stage of learning. Additionally, tennis involves learning aims from the psychomotor (physical/motor skill), cognitive (decision-making) and affective (enjoyment/motivation) domains. This might suggest the application of specific teaching styles to comprehensively develop each learning area. As no one teaching style encompasses all learning eventualities, an effective coach must have the capability to change, combine and transition between various teaching styles during sessions. This chapter demonstrates how a conceptual model of teaching can be used to evalute and assist in the practice of pedagogical possibilities. It presents the findings of research completed on the self-identified teaching styles of 208 tennis coaches in Australia using Mosston and Ashworth's Spectrum of Teaching Styles (2008) as a basis for identification. Exploring the teaching styles of tennis coaches establishes a baseline of information and provides assistance to identify how the coach facilitates learning. Only an understanding and awareness of coaching behaviours does theorising with regards to current limitations become likely. The possible identification of different features within pedagogical behaviour among tennis coaches in Australia will be particularly crucial in the design of coach education programs and professional development initiatives. These findings may also extend relevance into sports coaching more broadly. Contrary to educational convictions and perceptions, however, the results from this study indicated a different view in relation to the recommended employment of a variety of teaching styles. Results from this study reveal that during their coaching sessions throughout the year, Junior Development and Club Professional tennis coaches predominantly use one teaching style that illicited practice of a specific task described or modeled by the coach. This teaching style is named Practice Style-B. The predominant use of Practice Style-B strongly correlates with the pedagogical principles associated with direct instruction guidelines whereby the coach makes decisions about what the students are learning in addition to how and why they are learning it

Developing an e-infrastructure for social science

We outline the aims and progress to date of the National Centre for e-Social Science e-Infrastructure project. We examine the challenges faced by the project, namely in ensuring outputs are appropriate to social scientists, managing the transition from research projects to service and embedding software and data within a wider infrastructural framework. We also provide pointers to related work where issues which have ramifications for this and similar initiatives are being addressed

Evolving marine biosecurity in the Galapagos Islands

Some of my co-authors and I have just returned from one of the paradises on earth and a natural history mecca – The Galapagos Islands, Ecuador. We participated in (MLC, CLH) or hosted (IK, TD, KC) the 1st Tropical Island Marine Bioinvasions Workshop convened at the Charles Darwin Research Station. From a terrestrial standpoint, the Ecuadorian government’s biosecurity for the most part is intelligent (but see Gardener et al. 2010), well organised and seems to be effective, with a number of publications detailing introduced terrestrial plant (e.g., Buddenhagen 2006; Jager and Kowarik 2010) and animal (e.g., Cruz et al. 2005; Carrion et al. 2011) eradications and impacts (e.g., Schofield 1989; Itow 2003; Renteria et al. 2012; Kueffer et al. 2010), invasion risks (e.g., Gottdenker et al. 2005), and ecosystem restoration, management and conservation (e.g., Gibbs et al. 1999; Causton et al. 2006). Yet, as with so many other systems, marine biosecurity lags behind (a quick review of the literature shows no marine introduction publications) and is consequently less well managed, but not for a lack of effort

Educating novice practitioners to detect elder financial abuse: A randomised controlled trial

© 2014 Harries et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited.This article has been made available through the Brunel Open Access Publishing Fund.Background - Health and social care professionals are well positioned to identify and intervene in cases of elder financial abuse. An evidence-based educational intervention was developed to advance practitioners’ decision-making in this domain. The objective was to test the effectiveness of a decision-training educational intervention on novices’ ability to detect elder financial abuse. The research was funded by an E.S.R.C. grant reference RES-189-25-0334. Methods - A parallel-group, randomised controlled trial was conducted using a judgement analysis approach. Each participant used the World Wide Web to judge case sets at pre-test and post-test. The intervention group was provided with training after pre-test testing, whereas the control group were purely given instructions to continue with the task. 154 pre-registration health and social care practitioners were randomly allocated to intervention (n78) or control (n76). The intervention comprised of written and graphical descriptions of an expert consensus standard explaining how case information should be used to identify elder financial abuse. Participants’ ratings of certainty of abuse occurring (detection) were correlated with the experts’ ratings of the same cases at both stages of testing. Results - At pre-test, no differences were found between control and intervention on rating capacity. Comparison of mean scores for the control and intervention group at pre-test compared to immediate post-test, showed a statistically significant result. The intervention was shown to have had a positive moderate effect; at immediate post-test, the intervention group’s ratings had become more similar to those of the experts, whereas the control’s capacity did not improve. The results of this study indicate that the decision-training intervention had a positive effect on detection ability. Conclusions - This freely available, web-based decision-training aid is an effective evidence-based educational resource. Health and social care professionals can use the resource to enhance their ability to detect elder financial abuse. It has been embedded in a web resource at http://www.elderfinancialabuse.co.uk.ESR

Effects of antiplatelet therapy on stroke risk by brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases: subgroup analyses of the RESTART randomised, open-label trial

Background Findings from the RESTART trial suggest that starting antiplatelet therapy might reduce the risk of recurrent symptomatic intracerebral haemorrhage compared with avoiding antiplatelet therapy. Brain imaging features of intracerebral haemorrhage and cerebral small vessel diseases (such as cerebral microbleeds) are associated with greater risks of recurrent intracerebral haemorrhage. We did subgroup analyses of the RESTART trial to explore whether these brain imaging features modify the effects of antiplatelet therapy

Dual Functions of ASCIZ in the DNA Base Damage Response and Pulmonary Organogenesis

Zn2+-finger proteins comprise one of the largest protein superfamilies with diverse biological functions. The ATM substrate Chk2-interacting Zn2+-finger protein (ASCIZ; also known as ATMIN and ZNF822) was originally linked to functions in the DNA base damage response and has also been proposed to be an essential cofactor of the ATM kinase. Here we show that absence of ASCIZ leads to p53-independent late-embryonic lethality in mice. Asciz-deficient primary fibroblasts exhibit increased sensitivity to DNA base damaging agents MMS and H2O2, but Asciz deletion or knock-down does not affect ATM levels and activation in mouse, chicken, or human cells. Unexpectedly, Asciz-deficient embryos also exhibit severe respiratory tract defects with complete pulmonary agenesis and severe tracheal atresia. Nkx2.1-expressing respiratory precursors are still specified in the absence of ASCIZ, but fail to segregate properly within the ventral foregut, and as a consequence lung buds never form and separation of the trachea from the oesophagus stalls early. Comparison of phenotypes suggests that ASCIZ functions between Wnt2-2b/ß-catenin and FGF10/FGF-receptor 2b signaling pathways in the mesodermal/endodermal crosstalk regulating early respiratory development. We also find that ASCIZ can activate expression of reporter genes via its SQ/TQ-cluster domain in vitro, suggesting that it may exert its developmental functions as a transcription factor. Altogether, the data indicate that, in addition to its role in the DNA base damage response, ASCIZ has separate developmental functions as an essential regulator of respiratory organogenesis

Gene Network Disruptions and Neurogenesis Defects in the Adult Ts1Cje Mouse Model of Down Syndrome

Background: Down syndrome (DS) individuals suffer mental retardation with further cognitive decline and early onset Alzheimer's disease. Methodology/Principal Findings: To understand how trisomy 21 causes these neurological abnormalities we investigated changes in gene expression networks combined with a systematic cell lineage analysis of adult neurogenesis using the Ts1Cje mouse model of DS. We demonstrated down regulation of a number of key genes involved in proliferation and cell cycle progression including Mcm7, Brca2, Prim1, Cenpo and Aurka in trisomic neurospheres. We found that trisomy did not affect the number of adult neural stem cells but resulted in reduced numbers of neural progenitors and neuroblasts. Analysis of differentiating adult Ts1Cje neural progenitors showed a severe reduction in numbers of neurons produced with a tendency for less elaborate neurites, whilst the numbers of astrocytes was increased. Conclusions/Significance: We have shown that trisomy affects a number of elements of adult neurogenesis likely to result in a progressive pathogenesis and consequently providing the potential for the development of therapies to slow progression of, or even ameliorate the neuronal deficits suffered by DS individuals.Chelsee A. Hewitt, King-Hwa Ling, Tobias D. Merson, Ken M. Simpson, Matthew E. Ritchie, Sarah L. King, Melanie A. Pritchard, Gordon K. Smyth, Tim Thomas, Hamish S. Scott and Anne K. Vos