Talent development (TD) is widely recognized as a nonlinear and dynamic process, with psychology a key determinant of long-term success in sport. However, given the role that positive characteristics play in the TD process, there is a relative dearth of research examining the psychological characteristics that may derail development. A retrospective qualitative investigation was conducted with academy coaches and directors within rugby union (n = 15), representing nine different elite English rugby union academies, to identify both positive and negative issues that influenced TD. Comprehensive support was found for existing positive constructs as facilitators of effective development. A range of inappropriately applied ‘positive’ characteristics were identified as having a negative impact on development. Potential clinical issues were also recognized by coaches as talent derailers. It is proposed that by incorporating these potentially negative factors into existing formative assessment tools, a more effective development process can be achieved.
Andy Hill, Áine MacNamara, and Dave Collins
Gert Vande Broek, Filip Boen, Manu Claessens, Jos Feys, and Tanja Ceux
This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and student-centered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the student-centered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process.
Pauline Desrosiers, Yvette Genet-Volet, and Paul Godbout
The purpose of this study was to illustrate how experienced teachers assess students’ learning. Thirteen middle and high school physical education teachers (Grades 7 to 11) were observed during one or two teaching units over a total of 183 lessons. The 62 assessment instruments used by the teachers during those 183 lessons were analyzed from several perspectives: the integration of assessment to the teaching-learning process, the aspects assessed, and the characteristics of the instruments. For integration of assessment, 71% of the instruments were used for preassessment or formative assessment purposes. Regarding aspects assessed, the instruments were used 77% of the time to assess both technical and tactical skills. With respect to their characteristics, 70% of the assessment instruments consisted of a one-sided sheet, with a majority designed to assess one student. In most cases the collection of information was based either on a rating scale, checklist, or a combination of both.
Jean-Francis Gréhaigne, Paul Godbout, and Daniel Bouthier
The purpose of this paper is to discuss a procedure to assess individual performance in team sports in contexts of preassessment and formative assessment. An authentic assessment procedure based on the observation of players’ actions during matches yielded two performance indices: the efficiency index and the volume of play. A general nomogram is suggested for use with various team sports in order to produce a single performance score combining both indices. Content validity, concurrent validity (.74), and ecological validity are discussed. The interobserver reliability (>.90) of the data and the stability of performance (.88) are also examined. Some conditions are discussed for integrating the assessment procedure to the teaching-learning process with an active participation of the students in the collection and interpretation of the data. The proposed procedure is strictly game oriented and yields information reflecting both motor and tactical skills.
Mary Lou Veal
Noting that current research has revealed a substantial gap between pupil assessment theory and the practices of secondary teachers, this study examined not only what teachers are doing, but also why they select and use certain practices. Assessment was observed in at least three classes for each of 13 selected secondary teachers, and descriptions of specific assessment practices were obtained through formal and informal interviews. School documents and teacher-developed assessment instruments were also examined in order to add depth to descriptions. The bulk of the data consisted of field notes from interviews and observations, which were analyzed qualitatively. Frequency indices were also prepared to allow easier viewing of patterns in the data. Ninety specific assessment practices were identified. Of the 90 total instances, 16% were preassessment, 30% were formative assessment, and 54% were summative assessment. Analysis of emergent themes indicated that teachers’ assessment practices were influenced by the effort and improvement of their students, and that teachers individualized their assessments. Teachers also identified conditions under which they used assessment including the determination of the purpose or utility of each technique as well as efficiency of administration.
Zack Beddoes, Debra Sazama, and Jenna Starck
research relative to how PLCs are being operationalized within the physical education context. Much more work needs to be done in order to understand how localized groups of physical educators navigate organizational PLCs, prioritize content, create common, formative assessments, and make collective
get students to complete readings and discuss their learning, through peer teaching while formulating responses to teachers’ questions, and in formative assessments. Every lecture could begin with one or more questions and end with a series of questions raised or left unanswered ( Brookfield
Liam McCarthy, Ashley Allanson, and John Stoszkowski
– 257 . Bell , S. ( 2010 ). Project-based learning for the 21st century: Skills for the future . The Clearing House, 83 ( 2 ), 39 – 43 . doi:10.1080/00098650903505415 10.1080/00098650903505415 Black , P. , & Wiliam , D. ( 2009 ). Developing the theory of formative assessment . Educational
Makena R. Lynch, Leeann M. Lower-Hoppe, Shea M. Brgoch, James O. Evans, Richard L. Bailey, Mark Beattie, Moetiz Samad, and Ashley Ryder
fact pattern encountered in the pleadings, affidavits, and exhibits. Each team prepares an outline of how they will prove their side’s legal theories and respond to the theories of their opponent, citing witness statements, and exhibits where appropriate. After opportunity for formative assessment from
Seamus Kelly and Niall O’Regan
the Coaching Convention, the UEFA identifies that assessment needs to take place through formative and summative assessment methods. Formative assessment is often described as assessment for learning, while summative assessment is often described as assessment of learning ( UEFA, 2020 ). The UEFA