Four Keys to Building a Championship Culture

2016 ◽  
Vol 3 (2) ◽  
pp. 170-177 ◽  
Author(s):  
Chantal N. Vallée ◽  
Gordon A. Bloom

Winning a national championship is a rare feat; winning five consecutive championships is extraordinary. One such example has recently occurred with the University of Windsor women’s basketball team which competes in the Canadian interuniversity sports league. The team’s head coach, Chantal Vallée, has a combined regular season and playoff winning percentage greater than 80%, including winning five consecutive Canadian national championships. Even more astounding is that before her appointment the school had only four winning seasons in their 50-year history, and had never hosted a playoff game. The purpose of this paper is to explain the remarkable turnaround of this program. This article will provide both the “what” (Enacting The Vision; Athlete Empowerment; Teaching Life Skills; Lifelong Learning and Personal Reflection) and the “how” (blueprint) of the transformation of the University of Windsor women’s basketball into a perennial national contender.

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 


Author(s):  
Marius Baranauskas ◽  
Valerija Jablonskienė ◽  
Jonas Algis Abaravičius ◽  
Rimantas Stukas

There are about 466 million people with hearing impairments in the world. The scientific literature does not provide sufficient data on the actual nutrition and other variables of professional deaf athletes. The objectives of this study were to investigate and evaluate the body composition, the physical working capacity, the nutrition intake, and the blood parameters of iron and vitamin D in the Lithuanian high-performance deaf women’s basketball team players. The female athletes (n = 14) of the Lithuanian deaf basketball team aged 26.4 ± 4.5 years were recruited for an observational cross-sectional study. A 7-day food recall survey method was used to investigate their actual diet. The measurements of the body composition were performed using the BIA (bioelectrical impedance analysis) tetra-polar electrodes. In order to assess the cardiorespiratory and aerobic fitness levels of athletes, ergo-spirometry (on a cycle ergometer) was used to measure the peak oxygen uptake (VO2peak) and the physical working capacity at a heart rate of 170 beats per minute (PWC170). The athletes’ blood tests were taken to investigate the red blood cells, hemoglobin, 25-hydroxyvitamin D, ferritin, transferrin, iron concentrations, and total iron-binding capacity (TIBC). The consideration of the VO2peak (55.9 ± 6.1 mL/min/kg of body weight, 95% CI: 51.8, 58.9) and the low VO2peak (56–60 mL/min/kg of body weight) (p = 0.966) in the deaf women’s basketball team players revealed no differences. For the deaf female athletes, the PWC170 was equal to 20.3 ± 2.0 kgm/min/kg of body weight and represented only the average aerobic fitness level. The carbohydrate and protein intakes (5.0 ± 1.3 and 1.3 ± 0.3 g/kg of body weight, respectively) met only the minimum levels recommended for athletes. The fat content of the diet (38.1 ± 4.1% of energy intake) exceeded the maximum recommended content (35% of energy intake) (p = 0.012). The mean blood serum concentrations of 25(OH)D and ferritin (24.1 ± 6.6 nmol/L and 11.0 ± 4.1 µg/L, respectively) predicted vitamin D and iron deficits in athletes. Female athletes had an increased risk of vitamin D and iron deficiencies. Regardless of iron deficiency in the body, the better cardiorespiratory fitness of the deaf female athletes was essentially correlated with the higher skeletal muscle mass (in terms of size) (r = 0.61, p = 0.023), the lower percentage of body fat mass (r = −0.53, p = 0.049), and the reduced intake of fat (r = −0.57, p = 0.040).


2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.


2015 ◽  
Vol 21 (2) ◽  
pp. 79-93
Author(s):  
Anita Klapan ◽  
Marija Šaravanja ◽  
Marijeta Mašić

The introductory part of this paper defines the concept of lifelong learning and describes the key competencies for lifelong learning as defined by the European Union. The empirical part of the paper outlines the results of the research on students’ self-assessment of lifelong learning competencies. The goal of the research was to re-evaluate students’ self-assessment of lifelong learning competencies and to establish whether or not there is a significant difference in attitudes towards the usage and assessment of lifelong learning competencies among students of various study programmes. The research was conducted on the student population at the University of Mostar (N=283). The principal research findings suggest that various study groups of students provide various assessments of lifelong learning competencies, depending on their professional orientation.


2020 ◽  
Vol 10 (2) ◽  
pp. 258-261
Author(s):  
Vladislava Lendzova

Valentina Milenkova and Siika Kovacheva's book "Regional Insights to Lifelong Learning Policies in Support of Young Adults in Bulgaria" (Регионални измерения на политиките за учене през целия живот в подкрепа на младите възрастни в България) has been published in English by Avangard Prima in Sofia in this 2020 - ISBN 978-619-239-316-8. This book presents the increased role of education in the modern European societies. An important milestone in the LLL polices in the book are research projects. Such is the project "YOUNG_ADULLLT - 'Policies Supporting Young Adults in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe" with Coordinator: Prof. Dr. Marcelo Parreira do Amaral from the University of Munster, funded under the Horizon 2020 program. One of the important features of the project is its commitment to the functional region – a specific amalgam of functional relations between diverse institutions in a particular area (Parreira do Amaral, 2019). The functional region as a key concept was used in the project to indicate specifics in terms of living conditions, education, institutions that form the skills of young people. The structure of the book is: an introduction, five chapters, a conclusion and annexes. The main focus is on the policies and practices of diverse educational institutions and understanding of the link policy- practice as а decisive factor for modern education.


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