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We contend that the notion of critical friend is a legitimate consideration with respect to considering how to most effectively encourage professional relationships that support and enhance professional learning and development (PLD). This paper will firstly consider an overarching framework of professional relationships and define characteristics, roles and expected tasks of a critical friend, noting that the development of trust is central to both. The authors thread (where relevant) elements of PLD throughout the framework, before introducing the reader to a proposed dual-continuum model of critical friend roles and tasks in PLD. A scenario is then mapped for each of the four quadrants, displaying elements of a specific type of critical friend activity related to the defining characteristics of critical friend shared in the paper. The intention is to capture the nuances between multiple enactments of critical friend as well as informing a possible continuum of what constitutes operating as a critical friend supporting and enhancing PLD. The paper concludes with observations from the scenarios and future considerations for further exploration of critical friend roles, tasks, skills and behaviour. [ABSTRACT FROM AUTHOR]

Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based life-skills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate-high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice. The characteristics identified can be used to aid the development of the content, delivery and evaluation methods within future sport-based life skills programs. The quality assessment tool (QATID) that is embedded within this paper can be used by applied researchers to ensure that the design of their life skills interventions is of high quality. By using the QATID and the Mixed Method Appraisal Tool (MMAT) when designing and evaluating sport-based life skills programs, applied researchers can validate better subsequent claims of program effectiveness. [ABSTRACT FROM AUTHOR]

This paper aims to uncover assumptions about inclusion held by preservice teachers in physical education. The focus is on how they construct ideas about inclusion and how these constructions inform their attempts to reduce inequities and enhance inclusion in their teaching practices. A critical approach to the reflections of 41 Dutch preservice teachers, revealed how they struggled with inclusion and perceived it both as a gift and a project. Their positive affection for students whose bodies and attitudes resembled the ideal of the preservice teacher, opened the window for exclusionary practices in which all students became responsible for their own inclusion. The preservice teachers tended to apply discourses of transformation to those who underperformed or whose attitudes were perceived as inappropriate. The paper concludes with reflections on how teaching stances that are shaped by cruel optimism can inform inclusion and exclusion. [ABSTRACT FROM AUTHOR]

The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students' STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students' STEM knowledge and skills as evidenced from the post-written test. The relationships between the students' STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students' learning outcomes and learning attitudes in STEM education. [ABSTRACT FROM AUTHOR]

Talent identification and development systems (TIDS) adopt a deterministic perspective (i.e. athletes' future state/performances can be predicted by observations of their initial state/performance), which encourages early identification and specialisation in sport. In this framework, the main aim of sport systems is to enhance predictability and reduce uncertainty, by investigating the causal relationship between entering a talent pathway and becoming an expert performer. Generally, athletes who display ideal body proportions and attain certain performance standards in early developmental stages are labelled as talented (i.e. they display the potential to succeed) and are selected by TIDS, which afford them a superior developmental opportunity (i.e. better training facilities, certified coaching staff, and higher competition levels), to realise their potential. A deterministic approach, thus, (a) sees talent as a fixed capacity, whereby future successful athletes can be identified early (i.e. early identification); and (b) considers entering at an earlier age in a talent pathway a pre-requisite for sporting success (i.e. early specialisation). Contrary to deterministic expectations, recent research has highlighted how being considered talented from the early stages does not guarantee a better likelihood of successfully achieve senior sporting success. In this paper, taking ideas from ecological anthropology, a new probabilistic approach is proposed which considers TIDS as a process (i.e. being talented is about remaining responsive to what you could become), dialogical (i.e. athlete selection and development are not done in isolation, but both influenced by sociocultural constraints), and open-ended (i.e. unpredictability related to future outcomes). If sport systems embrace the uncertainty of developmental pathways opportunities arise to participate in conversations across and within TIDS to support systemic change. We conclude by proposing four key foundations of any probabilistic TIDS: give sport back to kids, ethos of amateurism, delaying selection processes, and early diversification. [ABSTRACT FROM AUTHOR]

Nigeria is among the countries in Africa with the largest emigrant population as well as an impressive pool of annual remittances. Despite the importance of remittances in the matrix of national development, they are no substitute for the expertise and skills needed to drive the various sectors of the economy. Thus, since 1999, successive Nigerian governments have emphasised return migration as an important strategy to mainstream its diaspora into national development. In this vein, diverse policy efforts have been initiated to ensure its actualisation. The paper interrogates the continued currency and feasibility of return migration in the face of transnationalism and diasporic integration dilemmas. The paper uses qualitative data generated from primary and secondary sources to critically examine Nigeria's migration architecture. It finds that return migration is fraught with several integration dilemmas for returnees as they are confronted with adjustment crises on return. The paper contends that the transnational character of the Nigerian diaspora necessitates the adoption of policy options that recognise the universality of their contributions and thus do not require their relocation to the country. [ABSTRACT FROM AUTHOR]

This paper raises and addresses issues to do with leadership and child psychotherapy, beginning with a report on a systematic review of papers about leadership in the Journal of Child Psychotherapy (JCP). The authors establish that leadership is expressed implicitly rather than as an important issue in its own right with relevance to clinical work, service development and the ongoing viability of psychoanalytic child psychotherapy. When reviewing the limited literature available, the authors classify them into five types of article: tribute to leaders past; clinical leadership; threat to survival and call to action; organisational leadership; and exemplary papers describing professional leadership. The authors query why the leadership literature is sparse and inexplicit and respond by using the theme of 'dual citizenship' to explore the issue from a psychoanalytic and organisational perspective. The psychoanalytic perspective explores tensions and barriers that may be profession-specific in relation to leadership. The organisational perspective explores the wider literature on leadership, starting with the concept of 'wicked problems and clumsy solutions'. The authors introduce and describe a 'leadership stance' that is compatible with psychoanalytic practice in context. This requires opening up leadership activity to the same scrutiny and reflective practice as clinical work, which provides ways of containing organisational and career anxieties and perplexing clinical problems. This paper is a call to action in regard to integrating leadership into the training and the profession. [ABSTRACT FROM AUTHOR]

The article reports on the development and use of behavioral objectives for improving the field experiences in student teaching presented by the Directors of Student Teaching at the State of Illinois Colleges and Universities, both private and public institutions. A form of position paper regarding this importance issue was made to present the opinions of the directors. The behavioral objective is to examine narrowly the work of the beginning teacher and focus attention on defined skills and behaviors to be achieved. The development and use of behavioral objectives are one approach on the problem of making pertinent efforts on improving the teaching education.

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper contextualises a keynote address delivered at the 2022 Speech Pathology Australia National Conference in Melbourne, Australia. The paper aligns with the conference theme of Beyond Borders from the perspective of moving beyond borders of regular practice to develop strong partnerships and networks within our communities to advocate and support necessary change. Change or enhancement to current practice is necessary if we are to reduce current inequities in education experienced by many children in our communities, including those with communication challenges. Strengths-based and culturally responsive literacy approaches to supporting children within the context of their family and community are increasingly gaining support as we address this challenge. The Better Start Literacy Approach (Te Ara Reo Matatini), currently being implemented in junior school classrooms across New Zealand is described. It is one example of large-scale implementation of a strengths-based and culturally responsive early literacy approach, based on the science of reading. Data support the effectiveness of the Better Start Literacy Approach in significantly enhancing the foundational literacy skills of 5- and 6-year-old children, including those who commence school with lower levels of oral language ability. Through establishing strong partnerships within communities, speech pathologists have much to offer in motivating systems level change to enhance early literacy success for all learners. [ABSTRACT FROM AUTHOR]

Doctoral supervision is increasingly becoming a complex enterprise, calling for highly skilled and competent supervisors. This paper considers a comparative analysis of a three – pathway model and graduate manuals of selected Ugandan universities to forecast the role of pedagogical training in doctoral supervision. The handbooks were in some instances in consistence with the model tracks. However, they, to a larger extent, envisioned informal training of PhD supervisors. The paper discerns, from the model and documents that a doctoral supervisor with pedagogical training may enlist conceptualised and differentiated supervisory skills. A supervisor on- the- job training has the opportunity to develop crystallized skills. A neophyte supervisor is a candidate of 'supervisory accidents'. In contemporary times, the process of doctoral supervision takes the supervisor's aptitude, which to a bigger extent is an upshot of formal pedagogical learning. An empirical analysis of the concepts considered in this paper is suggested. [ABSTRACT FROM AUTHOR]

People have different ways of developing knowledge about their 'selves', what has come to be called 'technologies'. Apart from technologies of production, of sign systems, and of power, the 'technology of the self' enables individuals to effect certain operations on their bodies, thoughts, behaviour, feelings and other ways of being. Such technologies involve the application of certain modes of training by individuals not only for the sake of acquiring skills but also for effecting change in their values, attitudes and beliefs. This paper argues that applied theatre practice involves not only the technology of the self but also of the other. Using the case study of a practice based project that was carried out among disabled students at the University of Zimbabwe, the paper examines how disabled students not only subverted ableist discourses of hopelessness but also acted upon their own bodies to assert their own agency, power and authority. Thus the focus will be specifically on the politics of the disabled body as a site of ableist perceptions that construct the disabled body in terms of lack, incapacity, pathology, deformity and deficiency. [ABSTRACT FROM AUTHOR]

Examines which abilities, values and behaviors should be encouraged in the young in light of the accelerating development in the fields of scientific and technical knowledge. Importance of the ability to adapt; Assumptions of discernment; Importance of sharing the stakes of scientific knowledge.

This paper examines the link between cognitive processes and superior performance in contemporary dance. In the first study, thirty-six participants (professional dancers, nonprofessional dancers, and non-dancers) carried out a task in which they were asked to reproduce a sequence of dance steps while being recorded on a camcorder. Analysis revealed a significant effect of skill and task difficulty on performance. Performance correlated with individual practice, group practice, rehearsing hours, sleep, concentration, enjoyment, dyslexia, and height, but not handedness. In the second study, the same group of participants augmented by 26 participants (a total of 62 participants) completed a questionnaire. There were skill differences on deliberate practice, sleep, concentration, enjoyment of dance tasks, dyslexia, handedness, and gender differences on group practice and height. Overall, the results suggest that both practice and talent play a role in the acquisition of expertise in contemporary dance. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) interventions aiming to promote collaborative competence and improve the delivery of health and social care processes and outcomes continue to evolve. This paper reports on a protocol for an update review that we will conduct to identify and describe how the IPE evidence base has evolved in the last 7 years. We will identify literature through a systematic search of the following electronic databases: Medline, Embase, CINAHL, Education Source, ERIC, and BEI. We will consider all IPE interventions delivered to health professions students and accredited professionals. Peer-reviewed empirical research studies published in any language from June 2014 onwards will be eligible for inclusion. The outcomes of interest are changes in the reaction, attitudes/perceptions, knowledge/skills acquisition, behaviors, organizational practice, and/or benefits to patients. We will perform each task of screening, critical appraisal, data abstraction, and synthesis using at least two members of the review team. The review will enable an update and comprehensive understanding of the IPE evidence base to inform future IPE developments, delivery and evaluation across education and clinical settings. [ABSTRACT FROM AUTHOR]

Fluency Assessment and Benchmarking for Literacy in Education (FABLe) is the first mobile application being developed for the assessment of foundational literacy skills in India. FABLe passages are currently available in English for Grades 2, 3 and 4, with plans to expand to other Indian languages. FABLe is designed to administer curriculum-based measures for reading (R-CBMs) that have been validated in the Indian context. This paper describes the preliminary benchmarking procedures being undertaken for the Indian student population and how FABLe screens for students at-risk for reading difficulties. Student performance data based on initial FABLe results are compared with international benchmarks and teacher perception data. Overall, FABLe scores are lower than international benchmarks. FABLe was able to accurately identify students needing additional support, with the majority of students identified at-risk falling below the 19th percentile in FABLe. [ABSTRACT FROM AUTHOR]

This paper explores the development and evaluation of the video Observation Tool for Interprofessional Skills (VOTIS). We describe the development of an authentic interprofessional assessment tool that incorporates video reflection and allows formative and summative assessment of individual learners' interprofessional skills within an authentic interprofessional context. We then investigate its validity and reliability. The VOTIS was developed using a modified Delphi technique. The tool was piloted with 61 students and 11 clinical educators who completed the VOTIS following team meetings where students interacted about their interprofessional clinical work. The following were calculated: internal consistency; students' proficiency levels; inter-rater reliability between students and clinical educators; and inter-rater reliability between clinical educators and an independent rater. Results indicate that the VOTIS has acceptable internal consistency and moderate reliability and has value in evaluating students' interprofessional skills. Study outcomes highlight the need for more explicit wording of tool content and instructions and further clinical educator training to increase the utility and reliability of the VOTIS as a learning and assessment tool. [ABSTRACT FROM AUTHOR]

Speech-language pathology graduates are not only expected to be proficient in their area of expertise but to have developed skills that contribute to society as a whole. The purpose of this paper is to illuminate the relationship between the Sustainable Development Goals (SDGs), in particular, good health and well-being (SDG 3), quality education (SDG 4), reduced inequalities (SDG 10), sustainable cities and communities (SDG 11), and partnerships for the goals (SDG 17) through the involvement of experts-by-experience in the classroom on a pre-registration speech-language pathology course. An innovative approach to student-centred learning involved Tom, a person with autism, his family, and his speech-language pathologist (SLP). This commentary is co-written with Tom's mother and advocate, his SLP, and a university educator. Tom's mother's writing was not changed in anyway as agreed in the writing contract. Co-teaching with experts-by-experience (a parent, and a person with a communication disability) has the potential to strengthen the bonds between communities and universities. Involvement by experts-by-experience promotes equality in teaching and sees the person and the ability behind the disability. SLPs and university educators must collaborate to make this a reality. This commentary paper focusses on SDG 17 to illuminate the relationship between SDG 3, SDG 4, SDG 10, and SDG 11. [ABSTRACT FROM AUTHOR]

Background: Peer support has long featured in substance abuse treatment. A recent international shift has taken place toward a recovery-orientated approach to treatment which promotes the incorporation of peer support workers and thus highlighting the need for evidence-based knowledge in this area. Method: A systematic literature review was conducted using ProQuest and Ebsco databases, Academic Search Premier, PsycARTICLES, Psychology and Behavioral Sciences Collection, PsycINFO. The search terms included peer support (and related terms) and lived experience (and related terms) and addiction (and related terms). Reference lists and personal referrals to specific papers were also incorporated. Results: A total of 618 papers were identified. Of that total, 24 papers were selected as relevant through reflecting on the stated aim of the review. Conclusion: Benefits and challenges where identified as co-existing within the peer support work role. The results of the literature review indicate benefits of increased confidence, stability, structure, income, and an opportunity to gain workplace skills. The challenges identified are integration into the workplace, triggers, and unclear job descriptions and boundaries. A gap in the literature has been revealed with regards to peer support workers in substance abuse treatment services and how their role impacts their recovery. [ABSTRACT FROM AUTHOR]

There is a growing body of research which explores the benefits to the elderly of playing digital games for knowledge acquisition, various skills enhancement and well-being. However, few systematic literature reviews have highlighted and updated the trends and findings regarding digital games designed for older users and learners. Also, a forced dichotomization of the impacts, and discussing a single outcome or purpose of playing digital games as in the previous reviews may provide limited information because digital games may simultaneously produce multiple rather than a single dominant impact. Accordingly, this review aims to investigate and characterize the literature on the mixed impacts of playing digital games that engage older adults aged 65 years or above. Search terms identified 67 papers from 2013 to 2018 which revealed empirical evidence regarding the outcomes of digital games engaging senior adults. Furthermore, a multidimensional framework involving various dimensions to categorize digital games engaging senior adults was developed. Overall, the current review framework features both the needs and characteristics of older adults and the content and types of digital games. The findings regarding the integration of games and the elderly's needs and living experience are also discussed, and suggestions for future research are offered. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) training offers the capability to industrial workers to acquire skills and address complex tasks by immersing them in a safe and controlled virtual environment. Immersive VR (IVR) training is adopted in many diverse settings, yet little systematic work currently exists on how researchers have applied it for industrial skills training and if it holds the potential to be applied remotely. In this review, 78 representative studies were analysed to answer three key questions: Is IVR an effective training method for industrial skills training? How is research in this field applied? And how can we make IVR training more effective and applicable for remote training? We can testify that IVR is a promising training method with high effectiveness scores. However, our analysis has uncovered several gaps in the application of IVR training, like the lack of learning theories in the design process and limited metrics beyond time and scores. Additionally, our review also exposed unexplored but intriguing avenues of research, like the utilisation of biosensors for users' data collection, haptics that increases realism and applications with remote training potential. [ABSTRACT FROM AUTHOR]

Museum-based learning activities provide interactive and innovative ways to integrate the arts and humanities into medical education. Like other museum-based activities, the Group Poem supports the development of multiple clinically relevant skills and attributes, such as observation, communication, perspective-taking, empathy, and implicit bias awareness. In this paper, we present a step-by-step guide for educators seeking to design and implement a museum-based Group Poem activity for medical learners. The overall 'task' of the activity is for learners to collectively create a poem that they perform for others, a process that participants find to be engaging and meaningful to their formation as physicians. In this paper, we provide specific directions on pre-selecting the works of art, preparing the supplies, dividing into small groups, providing iterative instructions to learners, managing the timing of the session, and debriefing the activity. Although designed to be experienced in an art museum, we note that the Group Poem activity can also be conducted in the classroom or virtually using photographic or digital reproductions of artwork. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Life skills refer to a person's ability to do life well through the successful completion of everyday tasks and a meaningful engagement at school, at work, at home and in the community. However, several scholars have critiqued existing approaches to life skills teaching in sport, often situated as individualistic and focused on economic productivity and integration in predetermined social orders. For the teaching of life skills in sport to instigate social change, coaching approaches must consider broader structures of power, privilege and oppression. The purpose of the paper is to propose a two continua model coalescing implicit/explicit approaches and normative/transformative dimensions of how coaches can teach life skills through sport. The model is designed to account for how coaches can be implicit or explicit in their approaches to teaching life skills, doing so in manners that can be normative or transformative. Within each of the model's quarter-circles, examples are offered as to how coaches can teach life skills in approaches considered normative implicit, normative explicit, transformative implicit and transformative explicit. In the transformative explicit quarter-circle, the concept of social justice life skills is expanded to include dignity, reciprocity, transformative leadership and critical consciousness. Implications for research and practice are offered in terms of situating youth development from a relational perspective and positioning transformative change as a complex process that carries certain challenges and risks for coaches and youth. The two continua model for life skills teaching offers researchers and coaches a conceptual framework that delineates actions that can be taken to enact transformative pedagogies, while also opening new horizons for what life skills can become when envisioned with social change in mind. [ABSTRACT FROM AUTHOR]

The authors' aim was to first provide an alternative methodology in the assessment of procrastination and flow that would not reply on retrospective or prospective self-reports. Using real-time assessment of both procrastination and flow, the authors investigated how these factors impact academic performance by using the Experience Sampling Method. They assessed flow by measuring student self-reported skill versus challenge, and procrastination by measuring the days to completion of an assignment. Procrastination and flow were measured for six days before a writing assignment due date while students (n = 14) were enrolled in a research methods course. Regardless of status of flow, both the nonflow and flow groups showed high levels of procrastination. Students who experienced flow as they worked on their paper, in real time, earned significantly higher grades (M = 3.05 ± 0.30: an average grade of B) as compared with the nonflow group (M = 1.16 ± 0.33: an average grade of D; p =.007). Additionally, students experiencing flow were more accurate in predicting their grade (difference scores, flow M = 0.12 ± 0.33 vs. nonflow M = 1.39 ± 0.29; p =.015). Students in the nonflow group were nearly a grade and a half off in their prediction of their grade on the paper. To the authors' knowledge, the study is the first to provide experimental evidence showing differences in academic performance between students experiencing flow and nonflow students. [ABSTRACT FROM AUTHOR]

The purpose of this systematic review was to investigate the learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities (MSCD) in inclusive settings. The review discusses barriers to conducting rigorous research in this field. Whilst an initial literature search located 1,338 records, only 18 were finally included due to the eligibility criteria. Studies were placed in categories based on the topics investigated. Regarding learning outcomes of students with MSCD, findings were moderately in favour of school inclusion for both academic achievement and adaptive skills. Regarding social outcomes, results showed that inclusive settings offer more access to instructional time and peer interaction, although they reported marginalisation during class activities and social isolation within the peer group. Finally, in terms of psychological outcomes, inclusive settings appeared to reduce the frequency of challenging behaviours. The paper also addresses conceptual barriers regarding the definition of inclusion and its consequences on research and practice as well as research design barriers resulting from the quality of research in this field. Based on review results, this paper outlines epistemological propositions for developing standards of quality for both research and practice in the field. [ABSTRACT FROM AUTHOR]

Since the early 2000s, models of positive youth development (PYD), as well as the concept of life skills, have served as popular approaches by which to situate psychosocial development in youth sport research. However, critiques have been put forth in terms of how the PYD approach fails to address power, privilege, and oppression and how life skills do not fully encompass the wide range of learning outcomes that can arise from sport participation. In light of social justice issues (e.g., systemic racism, gender inequity) that have led citizens in many countries to mobilize for change, there is a need to explore how PYD and life skills can be reimagined in order for youth sport research to be better positioned to promote dialogue and action on social justice issues in youth sport. The purpose of the present paper is to reimagine PYD and life skills in sport through a social justice lens. Following reflections on how PYD and life skills can be framed to further promote social justice in youth sport, implications for practice and research are offered. Lay summary: In light of contemporary social justice issues, the present paper is positioned as a reimagining of positive youth development and life skills in sport through a social justice lens. Recommendations are offered to progress positive youth development and evolve life skills. Further, implications for practice and research are provided. In consideration of accruing critiques, positive youth development and life skills in sport are reimagined through a social justice lens. Using example life skills such as teamwork and leadership, illustrations are offered of how life skills can be evolved into social justice life skills. Coach education is positioned as an important factor in training coaches on the importance of acting as allies and enabling their athletes to gain the confidence to engage in activism. [ABSTRACT FROM AUTHOR]

In this paper I defend an Irreconcilability Thesis, claiming that two commonly held views about athletic contests are in fact incompatible. The first view is that athletic contests are essentially comparative tests of athletic skill. The second view is that the best contests are close contests. I take the second view to be true, hence I contend that the Irreconcilability Thesis shows that there is something wrong with the first view. I conclude by suggesting that the thesis has interesting implications regarding the value of winning an athletic contest, since that value cannot adequately be accounted for in terms of the athletic skill that yields victory. [ABSTRACT FROM AUTHOR]

Spinal and extremity thrust joint manipulation (TJM) has been shown to be an effective intervention when treating patients with various musculoskeletal conditions. Learning skilled TJM requires the proper execution of many discrete tasks. If any of these are missing, effectiveness and safety may be limited. While it is accepted that practice and feedback are important when physical therapists are learning clinical tasks, the best type of practice has not been identified for learning to perform TJM tasks. In this paper, we propose an educational model for instruction of joint manipulation that: 1) standardizes feedback terminology and 2) describes a core set of four discrete tasks (lift, drop, pull, and combination-rotation) that apply to most TJM tasks. The model includes instructing TJM tasks followed by identifying key errors related to the components of setup and thrust. Once these key errors have been identified, intentional practice activities are provided to address the noted positional and movement errors. Finally, reassessment is performed to determine if errors have diminished. This model is similar to the test–retest approach that is commonly used when treating patients. We hope this educational model will provide a framework for teaching TJM and will also foster future research. [ABSTRACT FROM AUTHOR]

This paper aims to explore how social work students can support lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) young people in schools. Drawing on the reflective practice portfolio documents of four students who worked with LGBTQ+ young people in a school as part of a social workers in school (SWIS) student placement project, the article uses thematic analysis to identify how the students were able to support young people identifying as LGBTQ+. The article subscribes to a poststructuralist theoretical framework which sees gender and sexual identities as multiple, fragmented and constructed in relation to others and within the systems of knowledge and power that exist in schools. The article demonstrates the benefit to schools of having social work students on practice placement. The students' own reflections critically contemplate the way in which they were able to spend more prolonged periods of time with young people than the teachers could, both with individuals and LGBTQ+ groups. The students' reflective portfolios show the value of the school placements to their own development of knowledge and skills [ABSTRACT FROM AUTHOR]

This paper centers on to evaluate whether and to what extent the learning objectives of the geography curricula emphasize students' higher-order thinking skills (HOTS), and whether students are capable of answering to HOTS-questions by using the Finnish upper secondary geography education as an example. The revised Bloom's taxonomy was used as a framework for the content analysis. The findings show that geography has the potential to enhance students' HOTS, but students experience difficulties when answering to HOTS-questions. The results could be used to evaluate the desired thinking skills and knowledge dimensions in geography education for to enhance students meaningful learning. [ABSTRACT FROM AUTHOR]

While re-employment opportunities for redundant workers have been a much-debated topic in economic geography, the characteristics of these new employments and the medium-run effect of major lay-offs constitute a less explored field. The present paper investigates skill matching between the pre-redundancy job and the employment workers have five years after redundancy by studying the distance and direction of their labour market trajectories. By following 670 manufacturing workers made redundant in major layoffs in 2003, the present paper connects patterns of career mobility and underemployment to possible frictions connected to spatial and industrial mobility. The results indicate that moving some distance from the initial point of departure is correlated with upward mobility. This especially concerns moving to a related industry in the same region or moving to a new region, but within the same industry. Moving too great a distance, however, increases the risk of downward mobility. Moving to unrelated industries in general, but also to related industries in new regions, is associated with a higher risk of facing underemployment in the medium run. In conclusion, the longer-run labour market trajectories, in relation to both distance and direction, need to be addressed if we are to assess the outcome of redundancies. [ABSTRACT FROM AUTHOR]

As global value chains (GVCs) are expanding worldwide, two notable consequences have been documented during recent decades: the increased use of imported inputs for production and the rising demand for high-skilled labor relative to that for low-skilled labor. This paper aims to answer the question of how imported intermediate inputs affect the skill structure of labor demand. The traditional indicator of imported inputs for production has become unreliable with the development of GVCs. Based on the data from input-output tables, this paper uses the foreign value-added (FV) share to measure the reliance on imported inputs for production. Furthermore, the FV share is divided into different sourcing origins to estimate the responses of labor demand to the imported inputs sourced from different origins. The results confirm that the FV share reduces the cost shares of all skill levels of domestic labor. Specifically, the FV share contributes more to the decrease in the demand for medium-skilled labor. Moreover, the FV originating from advanced and developing countries exerts different effects on the demand for domestic labor. Finally, the impact of imported inputs on labor demand varies when different indicators are used. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the interpersonal classroom model (ICM). The ICM was designed primarily for social work group practice courses. This paper describes the theoretical foundation for the ICM, outlines how educators can employ the ICM, designates five group leadership skills that students will focus on when completing a weekly evaluation survey, and provides an example of the ICM applied to an undergraduate group practice course. This paper concludes with considerations for educators to review prior to implementing the ICM approach. [ABSTRACT FROM AUTHOR]

In 2017 Universities Australia initiated their Indigenous Strategy 2017–2020 which outlined a clear commitment for each university to appoint at least one Indigenous person to a senior executive role. Many universities are yet to realise this promise. In some cases, it is a situation of nil intent to do so, while others have an underlying desire to adhere to their commitment but with minimal success. Drawing on a larger study of Indigenous leadership in higher education, this paper focuses on the experiences of three recruiters who have been responsible for recruiting a senior Indigenous appointment. It provides an understanding of cultural complexities, recruitment barriers and key strategies which the sector can incorporate into their business activities to secure the best person for such positions. Notably, this paper argues there is no template for such positions and they are usually diverse in terms of their responsibilities and strategic outcomes. [ABSTRACT FROM AUTHOR]

To design and develop a mobile application for pre-school readiness of children with autism and also to identify their learning pattern. Based on strong foundation of functional academics, we have developed a mobile application for providing an early educational intervention program to the children with autism. Three successive software trials have been conducted among 31 children with autism of age group of three to 10 years. The mobile app has been provided to educators and parents and they have been allowed to supervise the children during their learning phase for eight to 10 weeks. The imprint of learning pattern is recorded and learning progress profile is generated for individual child. Data analysis of learning progress profile shows that 90% of the participants preferred drag and drop or simple touch approach over conventional methods practised during classroom teachings. More than 84% of the children are found to adapt pre-requisite skills for writing like scribbling, tracing, dots joining, copying, etc. after using the app on their tablet who are reluctant to hold pencil and paper otherwise. Twenty-five percent of the participants are reported to reciprocate the greeting etiquettes in class such as greeting teachers and their peers. The mobile application made a valuable contribution to early intervention program for children with autism by imparting appropriate learning opportunities readily available to them. Performance metrics underlying each activity form a strong base of identification of learning patterns and formulation of revised individualized education plan (IEP). Children with autism need the mobile application as an educational intervention program for it is readily available and user friendly. Educators need the mobile application to quantify the performance parameters and there by monitor/evaluate the progress of the child. Overall, the present research has aimed to develop an easy reach app by which educating as well as handling challenging behaviour of the children with autism would be easier. [ABSTRACT FROM AUTHOR]

There is a growing need for psychologists with specialized training in geriatric mental health competencies. The Geriatric Scholars Program for Psychologists (GSP-P) was created to address this shortage within a large integrated healthcare system. In 2019, GSP-P piloted an advanced workshop designed to enhance expertise in geriatric mental health competencies among graduates of its foundational competencies core course. The workshop included 3.5 days of expert-led seminars regarding the biopsychosocial needs of older adults with chronic medical illness and was followed by completion of an individualized learning plan. This paper describes the evaluation of the course using a mixed methods with data collected prior to the workshop, immediately post-workshop, and six months post-workshop. Results indicated enthusiasm for the workshop, significant improvements in four geropsychology domains on the Pikes Peak Geropsychology Knowledge and Skill Assessment Tool, and benefit from completion of the independent learning plans. Our findings demonstrate that continued enhancement of geropsychology competencies through advanced coursework is feasible and improves knowledge and skill, particularly when combined with individualized learning plans. [ABSTRACT FROM AUTHOR]

Parenting education programs (PEP) are an important and proven intervention strategy in preventing child abuse and neglect. While the literature on the efficacy of PEP is robust, there is still no consensus on the conditions that make some implementations of PEP more successful than others. This paper provides evidence of the impact of implementing the Nurturing Parenting Program (NPP), combined with the Family Development Matrix (FDM). Using a Pre-Post comparison design, data from the First 5 San Bernardino program were analyzed for the years 2012–2017. NPP outcome measures from the Adult-Adolescent Parenting Inventory (AAPI) improved substantially after the FDM was implemented. [ABSTRACT FROM AUTHOR]

We revisit an agenda that was outlined in a previous paper in this journal focusing on the importance of skill acquisition research in enhancing practice and instruction in sport. In this current narrative review, we reflect on progress made since our original attempt to highlight several potential myths that appeared to exist in coaching, implying the existence of a theory-practice divide. Most notably, we present five action points that would impact positively on coaches and practitioners working to improve skill learning across sports, as well as suggesting directions for research. We discuss the importance of practice quality in enhancing learning and relate this concept to notions of optimising challenge. We discuss how best to assess learning, the right balance between repetition and practice that is specific to competition, the relationship between practice conditions, instructions, and individual differences, and why a more "hands-off" approach to instruction may have advantages over more "hands-on" methods. These action points are considered as a broad framework for advancing skill acquisition for excellence (SAFE) in applied practice. We conclude by arguing the need for increased collaboration between researchers, coaches, and other sport practitioners. [ABSTRACT FROM AUTHOR]

This paper examines what it takes for a state of knowledge-how to be extended (i.e. partly constituted by entities external to the organism) within an anti-intellectualist approach to knowledge-how. I begin by examining an account of extended knowledge-how developed by Carter, J. Adam, and Boleslaw Czarnecki. 2016 ["Extended Knowledge-How." Erkenntnis 81 (2): 259–273], and argue that it fails to properly distinguish between cognitive outsourcing and extended knowing-how. I then introduce a solution to this problem which rests on the distribution of tasks between agent and non-biological entity. On closer inspection, I show that this solution is ultimately unsatisfactory, though its failure is instructive as it illuminates the important role played by an agent's skilled interaction with an external entity. Drawing on key anti-intellectualist ideas, as well as on insight from cognitive psychology, I propose an account according to which what ultimately matters for extending knowledge-how is whether a hybrid ability is self-regulated. In closing, I illuminate the practical value of extended knowledge-how vis-à-vis cognitive outsourcing. [ABSTRACT FROM AUTHOR]

This paper discusses how online practices relate to empowering outcomes at individual and community levels. To understand the phenomenon in a natural setting, a virtual ethnography approach to Indonesian online domestic migrant workers' communities was adopted to explore the empowerment of migrant domestic workers. The findings show that, at an individual level, migrant domestic workers need to engage in various practices, which contribute to their well-being. The well-being of migrants can be assessed in terms of their self-efficacy, self-esteem, reduced loneliness and reduced stress, all of which enhance their capabilities to take control over migration processes. But, as a community, they can conduct online practices that contribute to their ability to improve their communal external engagement. Community's external engagement contributes to the awareness of their power and abilities to take action towards change. Online communities enable migrant domestic workers, who live in an isolated workplace, to penetrate the boundaries and engage in various practices that empower them as individuals and community as a whole. [ABSTRACT FROM AUTHOR]

The challenge-point framework as a model for thinking about motor learning was first proposed in 2004. Although it has been well-cited, surprisingly this framework has not made its way into much of the applied sport science literature. One of the reasons for this omission is that the original framework had not been encapsulated into a paper accessible for sports practitioners. The framework had mostly a theoretical focus, providing a mechanistic summary of motor learning research. Our aims in this paper were to explain and elaborate on the challenge point framework to present an applied framework guiding practice design. We connect the framework to other theories that involve predictive coding, where information is attended when it disconfirms current predictions, providing a strong signal for learning. We also consider how two new dimensions (learners' motivation and practice specificity) need to be considered when designing practice settings. By moving around the different dimensions of functional difficulty, motivation, and specificity, coaches can optimize practice to achieve different learning goals. Specifically, we present three general "types" of practice: practice to learn, to transfer to competition, and to maintain current skills. Practical examples are given to illustrate how this framework can inform coach practice. [ABSTRACT FROM AUTHOR]

This paper analyses the effects of absenteeism in assembly lines. The analysis shows that assigning temporary workers as substitutes for absentees has a major potential for generating bottlenecks. Such a bottleneck typically appears when an inexperienced worker replaces an absentee worker at their position. The inexperienced worker starts their learning curve, and for the initial period is significantly slower than other stations, and therefore is a bottleneck. The paper analyses the effect of typical absenteeism rates on the throughput, and shows it has strategic magnitude. This is verified using simulation. The effect of the absenteeism and turnover on the throughput is found to be related to the cycle time, and the amount and rate of learning. The paper discusses the simulation results, staffing requirements, strategies for overcoming absenteeism, and future research directions. [ABSTRACT FROM PUBLISHER]

Skills are important in the creation and management of a business venture. However, the extant research focuses on skills required by entrepreneurs without distinguishing which skills are needed at each entrepreneurial phase. To understand the research conducted to date, this paper examined a total of 72 articles in some of the leading entrepreneurship and management journals. The reviewed literature demonstrates that entrepreneurial studies on skills tend to adopt a singular phase rather than a multi-phase approach. Examining skills at the different entrepreneurial phases shows that the importance and complexity of skills change across the phases. Further, the context in which an entrepreneur is situated has an influence on the development and application of skills. Finally, the study puts forth a conceptual model and propositions that demonstrate an interplay between skills, entrepreneurial phases, and context. The paper identifies implications for theory, practice and future research. [ABSTRACT FROM AUTHOR]

Through an in-depth, multilevel case study of a professional services firm, this paper illuminates what stakeholders mean when they use the term 'talent'. The paper underlines how various contextual factors including, workforce composition, ownership structures and individual perceptions influence talent meanings within an organisation. Our analysis of talent phenomena at a multiplicity of levels illustrates that it is not only about the words, phrases, and terms employed when talking about talent that requires examination. There is a need to deliberate on the meanings that underpin the talk because while stakeholders may talk the same way they may mean different things. The paper makes a key theoretical contribution through specific recognition of the importance of thoughtful reflection of how stakeholders discursively construct meanings because 'talent' is a concept, which requires translation via talk to become meaningful within the material world and these meanings are influenced by context. Thus, we cannot infer, that talent meanings radiate within organisations, nor across organisational boundaries, industries or countries because discourses arise and materialise within specific contexts and we must acknowledge that talent discourses can not be removed from the context in which they operate. [ABSTRACT FROM AUTHOR]

Ericsson, Krampe, and Tesch- Römer published their research on "The role of deliberate practice in the acquisition of expert performance" over 25 years ago. Since then, hundreds of new articles have been published with findings regarding the effects of practice on performance in sports. The original paper searched for conditions underpinning optimal acquisition of reproducibly superior (expert) performance in domains, where methods for producing such performance had been refined over centuries. At an elite music academy, superior music students were found to have engaged for longer periods in solitary practice guided by their music teachers – an explication of the conditions of this type of practice led to a definition of deliberate practice. When other researchers in sports started searching for optimal practice, they could not find any practice activities meeting all the criteria for "deliberate practice", yet referred to somewhat similar activities using that same term. This paper shows that the effects of these different types of practice activities on attained performance differ from those of deliberate practice and should be given different distinct names. The paper concludes with recommendations for how future research on purposeful and deliberate practice can inform, not just athletes and their coaches, but all adults about how their achievements can be improved with individualized forms of effective practice. [ABSTRACT FROM AUTHOR]

The field of Adult Literacy and Numeracy (ALN) has an evidence problem. This paper analyses that problem through the lens of three overarching types of evidence available to researchers and policymakers: Type 1 evidence, which provides descriptions of the scope of social problems; Type 2 evidence measuring the impacts of programmes addressing those problems; and Type 3 evidence of the mechanisms through which programme impacts are realised. Whereas ALN was once characterised by a lack of Type 1 evidence of ALN problems and Type 2 evaluative evidence of programme impacts, there is now an abundance of these evidence types. However, ALN finds itself in an 'evidence impasse': it repeatedly appears that programmes aimed at improving ALN skills do not do so. This impasse may be the product of evaluation failure, not programme failure. I argue that evaluations should place greater emphasis on the production and analysis of Type 3 evidence of the mechanisms through which adult basic skills may be improved over time. This paper outlines a strategy for doing so, with a particular emphasis on long-term impact of literacy and numeracy practices on basic skills. [ABSTRACT FROM AUTHOR]

Background: Non-technical skills (NTS) are essential for healthcare professionals. Earlier the students are made aware of this, the more time they have to acquire these skills. Escape rooms have been introduced in the medical literature but a detailed published manual on setting up and running such a learning modality is lacking. The purpose of this paper is to describe the use of an escape room to create learning opportunities, including detailed instructions, as well as an evaluation from two settings. Methods: A medical escape room focusing on NTS was developed and run in two different settings: a university summer school – EMSS17, and an international healthcare congress – EMS2018. Questionnaire data investigating entertainment value, self-evaluated use of NTS and ideas for further use of the escape room concept was obtained. Further, video analyses were conducted to triangulate self-rated analyses. Results: Majority of the participants found the escape room psychologically safe and enjoyable and would recommend the concept to other students and healthcare professionals. Video analyses showed the same tendencies regarding the use of NTS as reported by participants. Conclusions: This paper presents a fully applicable escape room manual, ready to implement, adapt, and modify. Evaluation data support the proof of concept. [ABSTRACT FROM AUTHOR]

The article describes an integrated approach to written and oral assignments throughout the MPA curriculum. Beginning with the program orientation and the lead course in the MPA program, a series of written assignments that blend theory and practice are used as the basis for later advanced work and special projects such as internships, major papers, or theses. A three-part assignment in the first course, an assessment center for developing interviewing and other skills, and a conscious attempt to develop linkages across courses in the MPA curriculum are the keys to implementation of the model. [ABSTRACT FROM AUTHOR]