Heating up Coaching Education: What Coaches Need to Know

2010 ◽  
Vol 3 (2) ◽  
pp. 96-97
Author(s):  
Lindsey E. Eberman ◽  
Kimberly J. Bodey ◽  
Rebecca Zakrajsek ◽  
Madeline McGuire ◽  
Adam Simpson
Keyword(s):  
Statistical Analysis ◽  
Research Design ◽  
Educational Intervention ◽  
Development Program ◽  
Heat Illness ◽  
Knowledge Gap ◽  
Perceived Knowledge ◽  
Actual Knowledge ◽  
On Line ◽  
Sport Coaches

Background:The National Standards for Sport Coaches (2006) acknowledges that differences exist in athletes’ ability to tolerate heat. As such, Domain 2: Safety and Injury Prevention (S7-10), Domain 3: Physical Conditioning (S12-13), and Domain 7: Organization and Administration (S34) list expectations for coaches’ ability to recognize and respond to heat illness. However, only the American Red Cross of Greater Indianapolis (Domain 2 specific) and 13 programs are accredited by NCACE. Moreover, on-line trainings frequently used to educate novice interscholastic and recreational sport coaches provide only a cursory review of heat illness precautions, symptoms, and remedies.Objective:The purpose of this exploratory study is to identify changes in coaches’ actual and perceived knowledge after an on-line educational intervention, as well as determine whether the educational intervention will decrease the knowledge gap.Research Design:A pre-test/post-test design was used to identify the effect of an educational intervention on perceived and actual knowledge of sport coaches.Participants:Coaches (n=19; male=14, female=5) were solicited via email made available by the Indiana High School Athletic Association and the Indiana Youth Soccer Association – Olympic Development Program.Instrumentation:The Perceived Knowledge Questionnaire (five-item survey) and an actual knowledge assessment (two versions of 19-item quiz) were used to measure the coaches’ perceived and actual knowledge about the prevention, recognition, and treatment of exertional heat illnesses. Participants completed the “Beat the Heat: Be a Better Coach in Extreme Environmental Conditions” educational intervention.Procedures:Coaches completed the on-line educational module including pre-test and post-tests evaluations of actual and perceived knowledge.Statistical Analysis:Researchers performed three separate paired t-tests to identify the effect of the educational intervention on the dependent variables: actual knowledge, perceived knowledge, and knowledge gap. Significance was set a-prior at p<0.05.Results:Participants demonstrated a significant 18.1% improvement (t18=-4.877, p<0.001, ES=0.62) in actual knowledge scores. Perceived knowledge also significantly improved (t18=-2.585, p=0.019, ES=0.25). Knowledge gap, the difference between actual knowledge and perceived knowledge, became significantly smaller (t18=4.850, p<0.001, ES=0.63).Conclusions:Results indicate the on-line educational intervention improved actual knowledge, perceived knowledge, and decreased the knowledge gap. Additional large scale study of this intervention is warranted.

scholarly journals Athletic Trainers' Knowledge and Practice Application of Public Health Topics

2020 ◽  
Vol 15 (4) ◽  
pp. 308-320
Author(s):  
Zachary K. Winkelmann ◽  
Kenneth E. Games ◽  
Matthew J. Rivera ◽  
Elizabeth R. Neil ◽  
Lindsey E. Eberman
Keyword(s):  
Public Health ◽  
Role Models ◽  
Athletic Trainers ◽  
Knowledge Assessment ◽  
Knowledge Gap ◽  
Perceived Knowledge ◽  
Actual Knowledge ◽  
Practice Behavior ◽  
Knowledge And Practice ◽  
Behavior Frequency

Context Athletic training is at the forefront of the prevention of injury and illness. As the push for population-level approaches continues, including the expansion of standards related to professional preparation, there is a need to examine the knowledge and practice application of public health topics of athletic trainers (ATs), as they may serve as role models or preceptors. Objective To assess ATs' knowledge and practice application of public health topics. Design and Setting Online survey with knowledge assessment. Participants Four hundred eighty-seven ATs (age = 35.8 ± 11.1 years, years credentialed = 12.8 ± 10.6) voluntarily participated. Intervention(s) The instrument included a demographic section, a pre and post perceived-knowledge assessment, a practice-behavior frequency matrix, and the Public Health Assessment Tool (PHAT) developed by the authors and Delphi panelists. Main Outcome Measure(s) Measures of central tendency were calculated for the practice-behavior frequency matrix. Perceived knowledge was compared pre- and post-PHAT. We calculated a total PHAT score to measure actual knowledge, and compared perceived and actual knowledge to determine if a knowledge gap existed. Results A significant difference (P &gt; .001) was identified for perceived knowledge before and after the PHAT. On the PHAT, participants scored 12.14 ± 2.21 out of 19. The 3 most commonly missed questions directly related to the 3 least practiced topics: social determinants of health, assessing environmental health factors, and assessing health-related quality of life. When exploring the relationship between perceived and actual knowledge, we identified a weak, significant relationship between post-PHAT perceived-knowledge mean and actual-knowledge assessment scores (r = 0.105, P = .022). Conclusions A knowledge gap exists concerning public health topics in ATs. A lack of knowledge related to public health topics identifies the need for ATs to be mindful of the intersection of daily clinical practice and population health with a future emphasis on deploying community-based health promotion.

Intraindividual Variability in Development Within and Between Individuals

2001 ◽  
Vol 6 (3) ◽  
pp. 187-193 ◽  
Author(s):  
John R. Nesselroade
Keyword(s):  
Statistical Analysis ◽  
Research Design ◽  
Intraindividual Variability ◽  
Factor Analytic

A focus on the study of development and other kinds of changes in the whole individual has been one of the hallmarks of research by Magnusson and his colleagues. A number of different approaches emphasize this individual focus in their respective ways. This presentation focuses on intraindividual variability stemming from Cattell's P-technique factor analytic proposals, making several refinements to make it more tractable from a research design standpoint and more appropriate from a statistical analysis perspective. The associated methods make it possible to study intraindividual variability both within and between individuals. An empirical example is used to illustrate the procedure.

scholarly journals Educational intervention for liver transplantation candidates

2013 ◽  
Vol 21 (1) ◽  
pp. 419-425 ◽  
Author(s):  
Karina Dal Sasso Mendes ◽  
Orlando de Castro e Silva Junior ◽  
Luciana da Costa Ziviani ◽  
Fabiana Murad Rossin ◽  
Márcia Maria Fontão Zago ◽  
...  
Keyword(s):  
Liver Transplantation ◽  
Patient Education ◽  
Research Design ◽  
Educational Intervention ◽  
Research Data ◽  
Intervention Method ◽  
Final Sample ◽  
Education Strategy ◽  
Before And After ◽  
Quasi Experimental

OBJECTIVE: The objective in this study was to analyze candidates' knowledge on the liver transplantation process before and after putting in practice an educational intervention. METHOD: A quasi-experimental, one-group pretest-posttest research design was adopted. The final sample included 15 subjects. Research data were collected between January and March 2010 in three phases, which were: pretest, implementation of the educational intervention (two meetings) and posttest. RESULTS: The results evidenced significant cognitive gains after the intervention, with improvements in the participants' performance . CONCLUSIONS: The research presents evidence that putting in practice a patient education strategy can enhance candidates' knowledge on the liver transplantation process and consequently contribute to a successful treatment.

Graduate Development Program as Interventional Strategy for Talent Management

2022 ◽  
Vol 9 (1) ◽  
pp. 0-0
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
Development Program ◽  
Talent Management ◽  
Competitive Market ◽  
Enabling Environment ◽  
Qualitative Research Design ◽  
Talent Pool ◽  
Key Stakeholders ◽  
Negative Perceptions

Organizations have recognized the need to have a workforce that can give the company direction and help it adapt to continuous market changes. Many organizations have taken note of this ever-changing competitive market and implemented the Graduate Development Program (GDP) to ensure the development and consistent supply of its talent pool. Adopting a qualitative research design with research instruments that allow interaction with all key stakeholders, the objective of this paper is to assess GDP as an interventional strategy for talent management, in the context of Namibia. The study findings are mixed as it shows that current and past employees feel that the GDP implementation is not effective due to their negative perceptions about the identification of outside talent and yet the findings did reveal that the GDP has resulted in improved talent sets and an enabling environment to recruit, develop and retain staff in critical positions.

scholarly journals Primary School Student Teachers’ Perceived and Actual Knowledge in Biology

2017 ◽  
Vol 7 (4) ◽  
pp. 125-146
Author(s):  
Eija Yli-Panula ◽  
Elia Jeronen ◽  
Nonmanut Pongsakdi
Keyword(s):  
Student Teachers ◽  
Perceived Knowledge ◽  
Actual Knowledge ◽  
Low Level ◽  
Work Related ◽  
Cluster Group ◽  
Primary School Student ◽  
Study Programme ◽  
The Difference ◽  
Knowledge Strategies

Individuals’ perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers’ perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge betweenthese cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one’s career would be important additions to the teacher education curriculum.

scholarly journals How Perceived Processing Fluency Influences the Illusion of Knowing in Learning From TV Reports

2020 ◽  
Vol 32 (1) ◽  
pp. 2-13 ◽  
Author(s):  
Fabian A. Ryffel ◽  
Werner Wirth
Keyword(s):  
Experimental Studies ◽  
Processing Fluency ◽  
Background Music ◽  
Perceived Knowledge ◽  
Actual Knowledge ◽  
Metacognitive Judgments ◽  
Processing Heuristic ◽  
Illusion Of Knowing

Abstract. The present two-study work aims to contribute to an understanding of the causes and consequences of perceived processing fluency. Regarding its causes, the experimental studies ( N1 = 399; N2 = 337) found that features of television reports (e.g., footage used, background music) can heighten perceptions of processing fluency. Regarding its consequences, it was found that heightened perceived fluency biases metacognitive judgments. Specifically, considering perceived knowledge in relation to actual knowledge, recipients experiencing fluency have been found to overestimate their knowledge about the issue depicted in the experimental stimuli. The resulting illusion of knowing was particularly pronounced under conditions of low involvement, indicating that the so-called ease-of-processing heuristic underlies the effect.

Promoting Continuous Professional Development of English Teachers Through Action Research

2022 ◽  
pp. 105678792110622
Author(s):  
Cemile Dogan ◽  
Yasemin Kirkgoz
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Research Design ◽  
Mixed Method ◽  
English Language ◽  
Reflective Thinking ◽  
Development Program ◽  
Mixed Method Research ◽  
Research Cycle ◽  
Language Instructors

The current study adopts a mixed-method research design to foster English Language instructors’ attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly. The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle.

scholarly journals Applications of On-Line Monitoring of Dynamic Forces Experienced by Needles during Formation of Needled Fabrics

1999 ◽  
Vol os-8 (2) ◽  
pp. 1558925099OS-80
Author(s):  
Abdelfattah M. Seyam
Keyword(s):  
Statistical Analysis ◽  
System Design ◽  
Signal Analysis ◽  
Strong Relationship ◽  
Experimental Investigations ◽  
Needle Penetration ◽  
Analysis Technique ◽  
Dynamic Forces ◽  
On Line ◽  
Maximum Penetration

The significance of a recently developed system that measures dynamic forces experienced by individual needles during formation of needlepunched fabrics is demonstrated. The system design, coupled with a new signal analysis technique allows measurement of peak penetration and stripping forces as well as the penetration and stripping energies due to needle/fiberweb interaction. Systematic experimental investigations were conducted to determine the critical locations in the needle board where needles experience the highest forces, and correlate needle force parameters to fabric performance. The research results, supported by statistical analysis, show there is a strong relationship between needle penetration energy and fabric properties. Additionally, the needling density significantly impacts the location of maximum penetration forces.

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