Design and effects of representational scripting on group performance

This study investigated the effects of representational scripting on non-expert student learning while collaboratively carrying out complex learning-tasks. The premise underlying this research is that effective cognitive activities would be evoked when complex learning-tasks are structured into phase-related part-tasks and are supported by providing students with part-task-congruent external representations for each phase; representational scripting. It was hypothesized that this approach would lead to increased individual learning and better complex learning-task performance. In groups, 96 secondary education students worked on a complex business-economics problem in four experimental conditions, namely one condition in which the groups received representations that were part-task-congruent for all three phases and three conditions in which the groups received one of these representations for all three phases (i.e., part-task-incongruent for two of the three phases). The results indicate that groups receiving part-task-congruent representations in a phased order performed better on the complex learning-task, though this did not result in increased individual learning

Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool

Phielix, C., Prins, F. J., Kirschner, P. A., Erkens, G., & Jaspers, J. (2011). Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool. Computers in Human Behavior, 27(3), 1087-1102. doi:10.1016/j.chb.2010.06.024A peer feedback tool (Radar) and a reflection tool (Reflector) were used to enhance group performance in a computer-supported collaborative learning environment. Radar allows group members to assess themselves and their fellow group members on six traits related to social and cognitive behavior. Reflector stimulates group members to reflect on their past, present and future group functioning, stimulating them to set goals and formulate plans to improve their social and cognitive performance. The underlying assumption was that group performance would be positively influenced by making group members aware of how they, their peers and the whole group perceive their social and cognitive behavior in the group. Participants were 108 fourth-year high school students working in dyads, triads and groups of four on a collaborative writing task, with or without the tools. Results demonstrate that awareness stimulated by the peer feedback and reflection tools enhances group-process satisfaction and social performance of CSCL-groups

Guiding students’ online complex learning-task behavior through representational scripting

Slof, B., Erkens, G., Kirschner, P. A., Jaspers, J. G. M., & Janssen, J. (2010). Guiding students’ online complex learning-task behavior through representational scripting. Computers in Human Behavior, 26(5), 927-939. doi:10.1016/j.chb.2010.02.2007This study investigated the effects of representational scripting on students’ collaborative performance of a complex business-economics problem. The scripting structured the learning-task into three part-tasks, namely (1) determining core concepts and relating them to the problem, (2) proposing multiple solutions to the problem, and (3) coming to a final solution to the problem. Each provided representation (i.e., conceptual, causal, or simulation) was suited for carrying out a specific part-task. It was hypothesized that providing part-task congruent support would guide student interaction towards better learning-task performance. Groups in four experimental conditions had to carry out the part-tasks in a predefined order, but differed in the representation they received. In three mismatch conditions, groups only received one of the representations and were, thus, only supported in carrying out one of the part-tasks. In the match condition, groups received all three representations in the specified order (i.e., representational scripting). The results indicate that groups in the match condition had more elaborated discussions about the content of the knowledge domain (i.e., concepts, solutions and relations) and were better able to share and to negotiate about their knowledge. As a consequence, these groups performed better on the learning-task. However, these differences were not obtained for groups receiving only a causal representation of the domain

Successfully carrying out complex learning tasks through guiding teams’ qualitative and quantitative reasoning

Slof, B., Erkens, G., Kirschner, P. A., Janssen, J., & Jaspers, J. G. M. (2012). Successfully carrying out complex learning tasks through guiding teams' qualitative and quantitative reasoning. Instructional Science, 40, 623-643. DOI: 10.1007/s11251-011-9185-2This study investigated whether and how scripting learners’ use of representational tools in a Computer Supported Collaborative Learning (CSCL)-environment fostered their collaborative performance on a complex business-economics task. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely defining the problem and proposing multiple solutions, followed by determining suitability of the solutions and coming to a definitive problem solution. Two tools facilitated construction of causal or mathematical domain representations. Each was suited for carrying out the part-task demands of one specific problem-solving phase; the causal was matched to problem-solution phase and the mathematical (in the form of a simulation) to the solution-evaluation phase. Teams of learners (N = 34, Mean age = 15.7) in four experimental conditions carried out the part-tasks in a predefined order, but differed in the representational tool/tools they received during the collaborative problem-solving process. The tools were matched, partly matched or mismatched to the part-task demands. Teams in the causal-only (n = 9) and simulation-only (n = 9) conditions received either a causal or a simulation tool and were, thus, supported in only one of the two part-tasks. Teams in the simulation-causal condition (n = 9) received both tools, but in an order that was mismatched to the part-task demands. Teams in the causal-simulation condition (n = 7) received both tools in an order that matched the part-task demands of the problem phases. Results revealed that teams receiving part-task congruent tools constructed more task-appropriate representations and had more elaborated discussions about the domain. As a consequence, those teams performed better on the complex learning-task

Load Monitoring Practice in European Elite Football and the Impact of Club Culture and Financial Resources

Load monitoring is considered important to manage the physical training process in team sports such as Association Football. Previous studies have described the load monitoring practices of elite English football clubs and clubs with an established sports-science department. An examination of a broader international sample is currently not available. In addition, previous research has suggested factors that may improve the implementation of load monitoring practices, such as a strong club belief on the benefit of evidence-based practice (EBP) and high club financial resources. However, no study has examined yet the actual impact of these factors on the monitoring practices. Therefore, this study aims (1) to provide an overview of load monitoring practices in European elite football and (2) to provide insight into the differences in implementation between clubs by examining the impact of the club beliefs on the benefit of EBP and the club financial resources. An online survey, consisting of multiple choice and Likert scale questions, was distributed among sports-science and sports-medicine staff (n = 99, 50% response rate). Information was asked about the types of data collected, collection purposes, analysis methods, and staff involvement. The results indicated that external load data (e.g., global navigation satellite system, accelerometer…) was collected the most whilst respondents also indicated to collect internal load (e.g., heart rate, rating of perceived exertion…) and training outcome data (e.g., aerobic fitness, neuromuscular fatigue…) for multiple purposes. Considerable diversity in data analysis was observed suggesting that analysis is often limited to reporting the gathered data. Sports-science staff were responsible for data collection and analysis. Other staff were involved in data discussion to share decision-making. These practices were positively impacted by a stronger club belief on the benefit of EBP and greater financial resources. Creating an organizational culture, characterized by a strong belief on the benefit of EBP, is important to increase the impact of load monitoring. However, the actual potential may still be largely determined by financial resources. High-level clubs could therefore play a leading role in generating and sharing knowledge to improve training practices and player health

External load differences between elite youth and professional football players:ready for take-off?

This study examines differences in weekly load between the first (FT) and the under 19 team (U19) within a professional football setting. Data were collected in 11 FT and 9 U19 players (2016-2017 season). FT data was divided into weeks with (FT-M1) or without (FT-M0) a mid-week match. Indicators were total distance (TD) and TD at 12-15, 15-20, 20-25 and >25 km‧h-1 and were analysed as external load (m), intensity (m‧min-1) and load monotony (a.u.). TD-based load was higher for U19 compared to FT-M0 (very likely moderate) and FT-M1 (likely large). Differences at higher velocities were substantially less (trivial to possibly small), with TD >25 km‧h-1 being lower than FT-M0 (very likely moderate) and FT-M1 (likely small). All intensity indicators were lower for U19 (likely small to almost certainly large). Load monotony was higher compared to FT-M1 (possibly small to almost certainly very large). Compared to FT-M0, monotony was higher for TD (possibly very large) and TD >25 km‧h‑1 (possibly moderate) but lower for TD 12-15 (possibly small) and 15-20 km‧h‑1 (likely moderate). So, despite higher weekly external loads at low velocity for elite youth players, external intensity and load variation increases when these players may transition to professional football. 

Context Sensitive Health Informatics: Concepts, Methods and Tools

__Abstract__ Context is a key consideration when designing and evaluating health information technology (HIT) and cannot be overstated. Unintended consequences are common post HIT implementation and even well designed technology may not achieve desired outcomes because of contextual issues. While context should be considered in the design and evaluation of health information systems (HISs) there is a shortcoming of empirical research on contextual aspects of HIT. This conference integrates the sociotechnical and Human-Centered-Design (HCD) approaches and showcases current research on context sensitive health informatics. The papers and presentations outlines theories and models for studying contextual issues and insights on how we can better design HIT to accommodate different healthcare contexts

Load Monitoring Practice in Elite Women Association Football

The description of current load monitoring practices may serve to highlight developmental needs for both the training ground, academia and related industries. While previous studies described these practices in elite men's football, no study has provided an overview of load monitoring practices in elite women's football. Given the clear organizational differences (i.e., professionalization and infrastructure) between men's and women's clubs, making inferences based on men's data is not appropriate. Therefore, this study aims to provide a first overview of the current load monitoring practices in elite women's football. Twenty-two elite European women's football clubs participated in a closed online survey (40% response rate). The survey consisted of 33 questions using multiple choice or Likert scales. The questions covered three topics; type of data collected and collection purpose, analysis methods, and staff member involvement. All 22 clubs collected data related to different load monitoring purposes, with 18 (82%), 21 (95%), and 22 (100%) clubs collecting external load, internal load, and training outcome data, respectively. Most respondents indicated that their club use training models and take into account multiple indicators to analyse and interpret the data. While sports-science staff members were most involved in the monitoring process, coaching, and sports-medicine staff members also contributed to the discussion of the data. Overall, the results of this study show that most elite women's clubs apply load monitoring practices extensively. Despite the organizational challenges compared to men's football, these observations indicate that women's clubs have a vested interest in load monitoring. We hope these findings encourage future developments within women's football