Educating Coaches on Their Role in the Prevention of Homophobic Bullying in Adolescent Sport

2015 ◽  
Vol 2 (3) ◽  
pp. 317-329 ◽  
Author(s):  
Lana Jade McCloughan ◽  
Emma Louise Mattey ◽  
Stephanie J. Hanrahan
Keyword(s):  
Social Skills ◽  
Learning Theory ◽  
Bullying Prevention ◽  
Negative Experiences ◽  
Coach Education ◽  
Homophobic Bullying ◽  
Education Workshop

Sporting participation is believed to aid the development of good social skills and promote positive values such as equality, cooperation, and respect. Nevertheless, some people have negative experiences in the sporting environment. The presence of homophobic bullying in sport has been increasingly acknowledged. The purpose of this paper is to critically discuss current views on coaches’ roles in homophobic bullying prevention in adolescent sport and provide an example of a program designed to upskill coaches in this important area. A review of the prevalence of homophobic bullying in sport is provided. The importance of the role of the coach in addressing bullying in adolescent sport is then discussed. Coach education and learning theory are examined and an example of a coach education workshop on homophobic bullying prevention is detailed. A summary of the evaluation completed by the coach participants of the education workshop is provided, with potential modifications to the workshop noted. The need for intervention is linked back to the literature in the conclusion.

Reward Prediction Errors Drive Declarative Learning Irrespective of Agency

2020 ◽  
Author(s):  
Kate Ergo ◽  
Luna De Vilder ◽  
Esther De Loof ◽  
Tom Verguts
Keyword(s):  
Learning Theory ◽  
Learning Effect ◽  
Steady Increase ◽  
Prediction Errors ◽  
Experimental Paradigm ◽  
Reward Prediction ◽  
Declarative Learning

Recent years have witnessed a steady increase in the number of studies investigating the role of reward prediction errors (RPEs) in declarative learning. Specifically, in several experimental paradigms RPEs drive declarative learning; with larger and more positive RPEs enhancing declarative learning. However, it is unknown whether this RPE must derive from the participant’s own response, or whether instead any RPE is sufficient to obtain the learning effect. To test this, we generated RPEs in the same experimental paradigm where we combined an agency and a non-agency condition. We observed no interaction between RPE and agency, suggesting that any RPE (irrespective of its source) can drive declarative learning. This result holds implications for declarative learning theory.

The Relationship between social skills and percived smartphone usage

2019 ◽  
Author(s):  
Rageshawari Munderia ◽  
Rajbala Singh
Keyword(s):  
Social Skills ◽  
Social Relationships ◽  
Social Communication ◽  
Regression Method ◽  
Emotional Control ◽  
Smartphone Addiction ◽  
Adult Participants ◽  
Multiple Regression Method ◽  
The Relationship

Social skills play an instrumental role in individuals’ life. It helps individuals to communicate and maintain social relationships. Presently, the smartphone has completely changed the mode of social communication, and social skills may play a crucial role in this regard. Thus, the aim of the present study is to investigate the association between social skills and perceived smartphone usage (both positive and negative usage). The perceived negative usage of the smartphone has been assessed in terms of smartphone addiction. Sample of the present study comprised of (n=509) adult participants. Pearson’s product moment correlation (r) and multiple regression method was employed to assess the relationship between the proposed variables. Findings of the study demonstrated that social skills are significantly related with both perceived positive usage of smartphone and smartphone addiction. Social expressivity and emotional control emerged as significant predictors for both positive usage of smartphone and smartphone addiction. The findings of the study may have important implications for bringing awareness among the individuals regarding the role of social skills for effective usage of smartphone as well as for future researches in this direction. Keywords: social skill, perceived positive smartphone usage, smartphone addiction, emotion expressivity, emotional control

scholarly journals The Role of Flexibility in the Realization of Inclusive Education

2021 ◽  
Vol 13 (8) ◽  
pp. 4452
Author(s):  
Laura Lübke ◽  
Martin Pinquart ◽  
Malte Schwinger
Keyword(s):  
Social Skills ◽  
Inclusive Education ◽  
Learning Difficulties ◽  
Social Benefits ◽  
Direct Effects ◽  
Behavioral Disturbances ◽  
Teachers Attitudes ◽  
And Behavior ◽  
Mainstream Students

This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.

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