Guidelines for the Selection of Physical Literacy Measures in Physical Education in Australia

Assessment of physical literacy poses a dilemma of what instrument to use. There is currently no guide regarding the suitability of common assessment approaches. The purpose of this brief communication is to provide a user's guide for selecting physical literacy assessment instruments appropriate for use in school physical education and sport settings. While recommendations regarding specific instruments are not provided, the guide offers information about key attributes and considerations for the use. A decision flow chart has been developed to assist teachers and affiliated school practitioners to select appropriate methods of assessing physical literacy. School PE and sport scenarios are presented to illustrate this process. It is important that practitioners are empowered to select the most appropriate instrument/s to suit their needs

Defining Physical Literacy for Application in Australia: A Modified Delphi Method

Purpose. The development of a physical literacy definition and standards framework suitable for implementation in Australia. Method. Modified Delphi methodology. Results . Consensus was established on four defining statements: Core – Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts; Composition – Physical literacy reflects ongoing changes integrating physical, psychological, cognitive and social capabilities; Importance – Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity; Aspiration – A physically literate person is able to draw on their integrated physical, psychological, cognitive, and social capacities to support health promoting and fulfilling movement and physical activity, relative to their situation and context, throughout the lifespan. The standards framework addressed four learning domains (physical, psychological, cognitive, and social), spanning five learning configurations/levels. Conclusion. The development of a bespoke program for a new context has important implications for both existing and future program

The International Society of Sport Psychology (ISSP) Ethical Code for Sport Psychology Practice

The International Society of Sport Psychology (ISSP) aims to be the leading international and inclusive organization focused on the development of sport psychology in all regions and cultural areas of the world, promoting professional impact in the global community through research and practice. As a global organization, ISSP encompasses professionals that render services to individuals, groups and the society at large, who ought to have ethics to guide their engagement in rendering services. Such code of ethics will protect the members’ interest so as to comply with their underlying practice as well as it will contribute to guarantee the protection of the clients

The effect of questioning on concept learning within a hypertext system

Abstract Two studies report upon the effect of asking learners to answer questions when learning in a hypertext environment, even when no immediate feedback is given to learners about the appropriateness of their responses. Such questions may be useful as a means to induce responses that can be used to monitor learning, but here the hypothesis was investigated that their inclusion would also improve learning directly. In the first study, 80 student teachers answered embedded multiple-choice questions that encouraged analysis of examples. Concept learning achieved using this environment was significantly reduced when compared with an environment requiring no such responses. In the second study, a cohort of 68 students were asked to summarise the information illustrated by the examples. Here, learning was significantly improved as compared with the no-response condition

The International Society of Sport Psychology Registry (ISSP-R) ethical code for sport psychology practice

The International Society of Sport Psychology (ISSP) aims to be the leading international and inclusive organisation focused on the development of sport psychology in all regions and cultural areas of the world. In 2019 with the advent of the ISSP – Registry, a renewed need for an up-to-date code of ethics for practitioners that reflected the mission of the registry and supported the international community of sport psychology practitioners became apparent. As such, a group of 24 scholars and practitioners from North and South America, Europe, Asia, and Oceania collaboratively worked on the development of this code of ethics. Each of the 22 contributors was asked to develop a principle or a standard that could be embraced and implemented by practitioners in their country and wider geographical area of work, within the reasonable limits imposed by cultural, legal, and professional differences. Once all the contributions were received, the two first authors of the Code reviewed, modified, completed, re-organized, standardised, compiled, and finalised the final version. The edited final copy was then submitted for a cultural review to a small sub-group of contributors located in different geographical areas around the world. Once finalised, the code was presented to the ISSP Managing Council, for approval. The resulting Code of Ethics aims to embody the mission and the value of the ISSP and its Registry

Managing the tension between performance measurement and strategy : coping strategies

Purpose - The aim of this paper is to explore an important but relatively uncharted territory: the actual functioning of performance measurement systems (PMS) in their organisational context. The objective of the paper is to document the ways in which managers go about aligning operational measures with their organisation's strategy in practice. Design/methodology/approach - This research adopts an interpretive multiple-case approach in order to gather rich data on the strategies used in managing operational PMS. Data were collected from detailed interviews with managers and supervisors in four government agencies. Findings - The expectations were that the operations managers would adjust their performance measures to support the changes in strategy. This was not the case. All the interviewees employed one or more tactics to cope with the tensions between strategy and performance measures. The ten tactics identified are collected into three strategies; do-nothing strategy, pseudo-realigning strategy, and distracting strategy. Research limitations/implications - This paper casts some doubt on the practice, rather than the principle, of strategy-aligned performance management. More work needs to be carried out to ascertain how other, both for profit and public sector, organisations deal with these tensions in practice. Practical implications - From a practitioner point of view it raises the question as to whether senior managers are exerting sufficient control over the alignment issue or providing suitable tools, methods or indeed incentives to bring alignment about. Originality/value - The paper highlights a gap between theory and practice and suggests that the way to ensure implementation of "modern management methods," might be to deal firstly with the issues of relevance, timeliness, structure, integration, and symmetry