The influence of different game formats on technical actions and playing time parameters – A study with under-7 and under-9 soccer players in a competitive context

Soccer competitions in childhood should ensure a high involvement of all players regardless of their talent. The purpose of the present study was to compare soccer players’ technical actions and playing time parameters in 7v7 in comparison to 3v3 (on mini-goals without goalkeepers; under-7) and 5v5 (on 1.65 × 5 m. goals with goalkeepers; under-9) game formats in a competitive context. Using a quasi-experimental within-subject design, tournaments with under-7 ( n = 42) and under-9 ( n = 43) players were conducted. Technical actions and playing time parameters were rated. Based on the total number of technical actions in 7v7, median splits of the samples were conducted to compare differences between high-involved (dominant) and low-involved (non-dominant) players. No differences in the effective playing time comparing game formats within the age groups were found. In total, 7884 technical actions were rated. In both age groups, the total number of technical actions was higher in the smaller game formats. In under-7, the number of technical actions in all variables was higher in 3v3. In under-9, the number of technical actions was also higher in 5v5 except for unsuccessful passes as well as successful 1v1 situations. More unsuccessful 1v1 situations were found in 7v7. Concerning the total number of technical actions, both dominant and non-dominant players in both age groups performed more technical actions in small-sided games. Due to the higher involvement of the children, better conditions for the acquisition of soccer-specific skills in the smaller game formats compared to 7v7 game formats can be concluded.

POST-PRINT MANUSCRIPT - I know you so I will regulate you: Closeness but not target’s emotion type affects all stages of extrinsic emotion regulation

The Extended Process Model of Emotion Regulation outlines the processes people use to influence the timing and type of emotions they have. The current study applies this model to extrinsic regulation (regulating others’ emotions). In a 2x2 between-subject design, we examine how the target person’s emotion (anger/anxiety), and target/regulator closeness (close/distant) interact to predict the regulator’s intention to regulate, regulation process choice, evaluation of regulation success (regulation self-efficacy), and empathy toward the target. Participants (N = 266) were randomly allocated to one of four conditions to read three vignettes where a close/distant target expressed anger/anxiety. Compared to distant targets, close targets elicited significantly greater intention to regulate, social sharing (but not humor, reappraisal, or distancing), self-efficacy of implementation and empathy. There was no support for emotion type or emotion-by-closeness hypotheses. We conclude that closeness but not emotion type affects emotion regulation at all three stages of the Extended Process Model of Emotion Regulation. Future research could include the effect of closeness on additional processes (such as direct situation modification, or giving space).

Frequency estimation and semantic ambiguity do not eliminate ‎conjunction bias, when it ‎occurs: Replication and extension of ‎Mellers, Hertwig, and Kahneman (2001)‎

Mellers, Hertwig, and Kahneman (2001) conducted an adversarial collaboration to try and resolve Hertwig’s contested view that frequency formats eliminate conjunction effects, and that conjunction effects are largely due to semantic ambiguity. We conducted a pre-registered well-powered very close replication ‎(N = 1032), ‎testing two personality profiles (Linda and James) in a four conditions between-subject design comparing unlikely and likely items to "and" and "and are" conjunctions. Linda profile findings were in support of conjunction effect and consistent with Tversky and Kahneman’s (1983) arguments for a representative heuristic. We found no support for semantic ambiguity. Findings for James profile were a likely failed replication, with no conjunction effect. We provided additional tests addressing possible reasons, in line with later literature suggesting conjunction effects may be context-sensitive. We discuss implications for research on conjunction effect, and call for further well-powered pre-registered replications and extensions of classic findings in judgment and decision-making.

A between-subject design to evaluate students' employability in the Lebanese labor market

PurposeThis study aims to examine the effect of experience abroad, academic success and university reputation on students' employability in the Lebanese labor market.Design/methodology/approachThe study uses a between-subject design to identify whether academic success, university reputation and experience abroad have an impact on how potential recruiters (i.e. employers) are perceiving student employability. The study uses 16 fictitious applications of business graduates, which differed in grade-point average, university reputation and experience abroad, rated by 784 Lebanese professionals.FindingsThe results suggest that high-performing students with experience abroad and high-performing students from a reputable university are perceived to be more employable. For low-performing students, having completed an experience abroad results in a lower reward in terms of employability.Research limitations/implicationsThe present study offers an analysis of students' employability through employers' lens; it offers insights for students on how to be perceived as more employable in a context where competition among future workers is fierce.Practical implicationsThe results of this research provide a roadmap for graduates for enhancing their employability in Lebanese markets and offer actionable insights to employers.Originality/valueThe most original contribution of this study is the analysis of university reputation impact on the likelihood of receiving positive feedback during the evaluation process. The impact of two Lebanese universities, one ranked in the QS ranking and one not, was investigated.

Penerapan Acceptance and Commitment Therapy (ACT) pada Siswi Perempuan di Masa COVID-19

Masa pandemi COVID-19, praktik pembelajaran jauh (PJJ), dan transisi sekolah bisa memicu kecemasan terutama pada siswi perempuan. Kecemasan dengan intensitas sedang sampai tinggi yang bertahan pada periode yang panjang bisa mempengaruhi kehadiran siswi, kinerja, dan kehidupan sosial. Maka, dibutuhkan intervensi yang bisa membantu siswi perempuan agar bisa mengelola kecemasannya. Penelitian ini bertujuan untuk mengukur gejala kecemasan dan ketidakfleksibelan psikologis sebelum dan sesudah program Acceptance and Commitment Therapy (ACT) pada siswi perempuan kelas 10. Penelitian ini merupakan within subject design dengan delapan partisipan Partisipan menyelesaikan 10 sesi program ACT dan 2 kali tindak lanjut yang dilakukan pada bulan November 2020 sampai Februari 2021. Gejala kecemasan diukur dengan Beck Anxiety Inventory, sementara itu ketidakfleksibelan psikologis diukur dengan Avoidance and Fusion Questionnaire for Youth. Analisis data dengan menggunakan Friedman’s ANOVA menunjukkan bahwa terdapat hasil yang signifikan antara sebelum (pre), sesudah (post), serta saat tindak lanjut yang dilakukan di minggu kedua (FU1) dan keempat (FU2) sesudah program ACT dilakukan pada gejala kecemasan, X2F(3)=16.443, p=.001 dan ketidakfleksibelan psikologis, X2F(3)=21.346, p=.000. Program ACT bisa menurunkan gejala kecemasan dan meningkatkan fleksibilitas psikologis pada siswi perempuan yang memiliki gejala kecemasan di masa transisi ke SMA pada masa COVID-19

The value of a Community of Practice in the subject design process when embedding Interactive Oral Assessments

This paper shares insights gained from members of a Community of Practice (CoP) who jointly designed and developed Interactive Oral Assessments (IOAs) for their online subjects in the first half of 2021 as part of a broader institutional project to improve online assessment practice across a multi-campus regional NSW university. Meetings of the CoP were conducted virtually to allow geographically dispersed staff to participate in and benefit from the sessions. The main aim of the CoP was to design online assessments that promote academic integrity and reflect authentic graduates’ practice. The CoP members implemented new assessment regimes, tasks and rubrics for their respective subjects involved in the initiative and developed a suite of resources for future staff interested in trialling this approach. The outcomes highlight the value of a dedicated CoP in supporting academics to successfully embed a new assessment approach, and for encouraging uptake across the university courses.