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<p> Qualitative research exploring the development of coaching skills and knowledge suggests that this development begins with early athletic involvement. Unfortunately, the quantitative research exploring the association between athletic involvement and coaching abilities has not been able to identify a clear and causal relationship. This thesis investigates the relationship between previous athletic experience and current perceptual-cognitive coaching skills in novice and experienced gymnastics coaches using a quantitative experimental paradigm. Novice and experienced provincial and national level gymnastics coaches with and without experience competing at the provincial or national level participated in this study. In Experiment 1, twenty-three coaches completed a Knowledgebase Task and an Error Identification task. The data demonstrated that experienced coaches performed better on the knowledgebase task (F(1,19)=7.113, p. =0.016) and the Error Identification task than the novice coaches (F(1,18)=14.916, p. =0.001). While there were no performance differences on either task for experienced coaches with either significant or minimal athletic histories, novice coaches without previous athletic experience outperformed the novice coaches with previous athletic experience when asked to identify the initial error in a flawed gymnastics sequence (F(1,18)=5.338,p. =0.03). This counterintuitive result was further explored in Experiment 2. It was hypothesized that the nature of the knowledge on which the novice coaches rely differed based on their athletic histories. Specifically, novice coaches without athletic experience would rely to a greater degree on explicit knowledge whereas novice coaches with previous athletic experience would rely upon implicit knowledge acquired while an athlete. The results of Experiment 2 did not support this hypothesis. While this thesis was able to develop further insight into the relationship between previous athletic experience and current perceptual-cognitive coaching abilities, no clear and causal conclusions were drawn. Additional research is required to fully understand this complex and multi-dimensional relationship.</p> / Thesis / Master of Science (MSc)

Higher education administrators recognize the importance of examining persistence as a means of understanding why students and have significant variability in enrollment patterns and depart from college prematurely (Braxton, 2000). One of the most common methods of evaluating student persistence is through academic achievement, measured by grade point average (McGrath & Braunstein, 1997; Tross, Harper, Osher, & Kneidinger, 2000). Previous researchers indicate academic achievement of college students can be influenced by a number of factors including academic major (Turner & Bowen, 1999). One group that has not received significant attention by researchers is the undecided population, those students who matriculate to colleges and universities without declaring an academic major. Undecided students warrant additional research as they make up one of the fastest growing populations in higher education. Anywhere from 20% to 50% of entering college students are undecided majors (Lewallen, 1995). These students are often described as a vulnerable group with a decreased probability of persisting. The purpose of the current study was to explore differences between two sub-groups of undecided students. In addition, an investigation was conducted into which factors could predict the academic achievement of first year, undecided students. Undecided students were classified as either Non-Specific Majors (NSMs, students who indicated they were not able or did not want to make a commitment to one particular major at the time they applied for admission to the university) or Specific Majors (SMs, students who indicated a particular degree granting program as their first choice of major but were not accepted to that major). Background characteristics, self-perception of abilities, degree aspirations, and academic achievement were examined using secondary analysis of institutional Cooperative Institutional Research Program (CIRP) data. Findings revealed significant differences between NSMs and SMs. In terms of their background characteristics, four significant differences were identified including sex, high school grade point average, race, and parental education. Only one measure of self-perception of abilities revealed a significant difference between the two groups: artistic abilities. No significant differences were found in terms of degree aspirations. Regarding academic achievement, NSMs tended to experience higher levels of academic success than SMs. Finally, for both the NSM and SM group, background characteristics, self-perceptions of abilities, and degree aspirations were able to explain a significant amount in variance in academic achievement, though to a greater degree within the NSM group. / Ph. D.

Sammanfattning Syftet med studien är att undersöka hur några lärare, speciallärare och specialpedagoger organiserar läsförståelseundervisning för elever med autismspektrumtillstånd för att identifiera framgångsfaktorer. Studien har utgått från forskningsfrågorna: 1.  Hur kan läsförståelseundervisning organiseras för att barn med AST i åldrarna 6-10 år ska få tillgång till en gynnsam undervisning och utveckla sin läsförståelse?  2. Hur kan grundlärare samverka med speciallärare och specialpedagoger på svenska grundskolor för att erbjuda elever med AST i åldrarna 6-10 år en gynnsam läsförståelseundervisning?  Studien har en kvalitativ ansats med semistrukturerade intervjuer med 2 specialpedagoger, 2 speciallärare och 2 klasslärare på grundskolor i södra Sverige. Intentionen är att bidra med kunskaper kring framgångsfaktorer som framkommit i lärares och speciallärares/specialpedagogers berättelser. Materialet analyserades utifrån en tematisk analys. Analysen har en deduktiv ansats och utgick från ett sociokulturellt perspektiv där lärande sker genom samspel och kommunikation med andra. Resultatet visar att samtliga lärare belyser vikten av att vara tydlig och explicit i sin undervisning för att hantera utmaningar med de exekutiva förmågorna. Resultatet visar även att flera respondenter beskriver samlärandet som en gynnsam metod för att hantera svårigheter med att koppla läsningen till egna erfarenheter, där eleverna kan lära av varandra och ta del av varandras erfarenheter. Vikten av en god samverkan mellan klasslärare, specialpedagog och speciallärare framkommer även av studiens resultat. / Abstract The purpose of this study is to examine how some teachers, special teachers and special educators organize their teaching regarding reading comprehension for students with Autism spectrum disorder in order to identify success factors. The study is based on the following research questions:  1. How do we organize reading comprehension teaching for students with ASD aged 6-10 in order to generate the most favourable conditions to develop their reading comprehension? 2. How can the collaboration between teachers, special teachers and special educators look like at Swedish schools in order to offer students with ASD aged 6-10 a favourable teaching in reading comprehension? The study has a qualitative approach with semi-structured interviews with 2 special educators, 2 special teachers and 2 teachers at elementary schools in the south part of Sweden. The intention is to contribute with knowledge of success factors which the respondents have pointed out in their answers. Thematic analysis was used during analyzing the data. The analysis has a deductive approach and is based on a sociocultural perspective in which learning takes place through interaction and communication with others. The results showed that all teachers described the importance of being explicit in their teaching in order to handle challenges with the executive abilities. Another similarity was that several respondents described co-learning as a beneficial method for dealing with difficulties in connecting the reading to their own experiences, in which students can learn from each other and take part in each other’s experiences. Moreover, the result also indicated the importance of a well-functioning collaboration between teachers and teachers with special pedagogical knowledge.

The purpose of this study is to determine the reasons for the superior reading ability of two groups of twenty children each in the fifth grade of the Oakhurst School, Fort Worth, Texas.

京都大学 / 新制・論文博士 / 博士(人間健康科学) / 乙第13615号 / 論人健博第15号 / 京都大学大学院医学研究科人間健康科学系専攻 / (主査)教授 梁 楠, 教授 黒木 裕士, 教授 松田 秀一 / 学位規則第4条第2項該当 / Doctor of Human Health Sciences / Kyoto University / DFAM

This study was conducted to investigate the relationship between the subtests of the Wechsler Intelligence Scale for Children (WISC) and the Illinois Test of Psycholinuistic Abilities (ITPA) and to investigate whether High Verbal-Low Performance (HV-LP) scorers on the WISC score significantly higher on certain ITPA subtests than High Performance-Low Verbal (HP-LV) scorers, and whether HP-LV scorers on the WISC score significantly higher on certain other subtests of the ITPA. Two main hypotheses were investigated in an effort to accomplish these purposes.

La tesi s'estructura en dos grans apartats: per un costat, el Marc Teòric en el que realitzem els estudis que ens permeten delimitar la problemàtica de les persones amb disminució psíquica i fonamentar teòricament els criteris orientadors d'estratègies dirigides a potenciar la seva transició a l'edat adulta i vida activa. A partir de l'anàlisi realitzada al Marc Teòric de la tesi s'elabora una proposta d'intervenció consistent en el disseny d'un programa destinat a potenciar les habilitats perceptivo-motrius. / The thesis is structured in two big sections: the first is the Theoretical Frame, where we obtain information that allow us to delimit the problems that are carried out of the mentally handicapped people and to found out the guiding criteria of strategies directed to promote their transition to the adult age and active life.From the analysis carried out in the Theoretical Frame, we have elaborated a proposal of intervention consisting in the design of a program destined to promote the perceptive-motor abilities.