Examining the development environments of elite English Football Academies: the players’ perspective.

As a preliminary investigation, we examined elite youth football academy players' perceptions of the quality of their developmental environment, at a crucial stage in their progression to a professional level. With institutional ethics approval, the Talent Development Environment Questionnaire (TDEQ)[1]was used to survey 50 elite players aged 16-18 (m17.1,±s=0.6 years)recruited from the academies of Premier League and Championship clubs in England. Overall, the results suggest that elite player development environments are perceived to be of a good quality. However, while academies appeared strong in areas related to coaching, organisation, and sport-related support; they were somewhat deficient in areas related to athlete understanding, links to senior progression, and key stakeholder relationships. In addition to the importance of establishing well-integrated youth and senior teams and positive working relationships with parents; the findings underline the necessity for academies to pay close attention to the psychosocial environments they create for developing players. Theoretical considerations and applied implications for those involved in elite player development are discussed

Primary physical education, coaches and continuing professional development

This is an Author's Accepted Manuscript of an article published in Sport, Education and Society, 16(4), 485 - 505, 2011, copyright @ Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13573322.2011.589645.Physical education (PE) in primary schools has traditionally been taught by qualified primary teachers. More recently, some teaching of PE in primary schools has been undertaken by coaches (mostly football coaches). These coaches hold national governing body awards but do not hold teaching qualifications. Thus, coaches may not be adequately prepared to teach PE in curriculum time. The purpose of this study was to evaluate the perceptions of a group of community-based football coaches working in primary schools for the impact of a Continuing Professional Development (CPD) programme on their ability to undertake ‘specified work’ to cover PE in primary schools. The programme focused on four areas identified as important to enable coaches to cover specified work: short- and medium-term planning, pedagogy, knowledge of the curriculum and reflection. Results showed that for the majority of coaches the CPD programme had made them more aware of the importance of these four areas and had helped to develop their knowledge and ability to put this into practice in covering planning, preparation and assessment time. However, further input is still required to develop coaches’ knowledge and understanding in all four areas, but especially their curriculum knowledge, as well as their ability to put these into practice consistently. These findings are discussed in relation to the implications of employing coaches to cover the teaching of PE in primary schools and, if employed, what CPD coaches need to develop the necessary knowledge, skill and understanding for covering specified work in schools

A thematic approach to integrating maths and science for pre-service primary teachers via sustainability

Efforts to improve mathematics and science content knowledge have in many institutions required redefining teacher education through new teaching and learning. See, for example, Peard & Pumadevi (2007) for an account of one such attempt involving the development of a Foundations Unit, Scientific and Quantitative Literacy. This unit is core for all first year pre-service primary teacher education students at Queensland University of Technology (QUT) and two Education Institutes in Malaysia, Institute Perguruan Raja Melewar (IPRM), and Institute Perguruan Teknik (IPT) Kuala Lumpur. Since then, QUT has modified the unit to adopt a thematic approach to the same content. An aim of the unit rewrite was the development of a positive attitude and disposition to the teaching and learning of mathematics and science, with a curiosity and willingness to speculate about and explore the world. Numeracy was specifically identified within the mathematics encountered and appropriately embedded in the science learning area. The importance of the ability to engage in communication of and about mathematics and science was considered crucial to the development of pre-service primary teachers. Cognisance was given to the appropriate selection and use of technology to enhance learning - digital technologies were embedded in the teaching, learning and assessment of the unit to avoid being considered as an optional extra. This was achieved around the theme of “the sustainable school”. This „sustainability‟ theme was selected due to its prominence in Australia‟s futures-oriented National Curriculum which will be implemented in 2011. This paper outlines the approach taken to the implementation of the unit and discusses early indicators of its effectiveness

Interação entre umidade do solo, nitrogênio e densidade de plantio na produção do milho.

Este experimento foi realizado na Estação Experimental de Mandacaru, no município de Juazeiro (BA), com o objetivo de se determinar o efeito da interação de quatro níveis de umidade do solo, quatro níveis de nitrogênio e três densidades de plantio sobre o rendimento do milho em grãos.bitstream/item/175485/1/35561.pd

Interação entre umidade do solo, nitrogênio e densidade de população na produção do milho.

O experimento foi conduzido no Campo Experimental de Mandacaru em um vertisol de origem calcárea com alto teor de argila tipo montimorilonita com uma profundidade média de 1,50 m

Advanced Methods Comparisons of Reaction Rates in the Purdue Fast Breeder Blanket Facility

A review of worldwide results revealed that reaction rates in the blanket region are generally underpredicted with the discrepancy increasing with penetration; however, these results vary widely. Experiments in the large uniform Purdue Fast Breeder Blanket Facility (FBBF) blanket yield an accurate quantification of this discrepancy. Using standard production code methods (diffusion theory with 50 group cross sections), a consistent Calculated/Experimental (C/E) drop-off was observed for various reaction rates. A 50% increase in the calculated results at the outer edge of the blanket is necessary for agreement with experiments. The usefulness of refined group constant generation utilizing specialized weighting spectra and transport theory methods in correcting this discrepancy was analyzed. Refined group constants reduce the discrepancy to half that observed using the standard method. The surprising result was that transport methods had no effect on the blanket deviations; thus, transport theory considerations do not constitute or even contribute to an explanation of the blanket discrepancies. The residual blanket C/E drop-off (about half the standard drop-off) using advanced methods must be caused by some approximations which are applied in all current methods. 27 refs., 3 figs., 1 tab