The field of Instructional Design and Technology has produced several instructional frameworks grounded in educational psychology to provide guidance for effective learning. The realm of athletics is an area that can benefit from these instructional frameworks by providing systematic methods to facilitate an efficient learning process. This study employed Gagne's Nine Events of Instruction to develop instructional guidelines for psychomotor skill learning of athletic movements to enhance athletic performance. This design and development study conducted model research through model development and model validation. Components of the guidelines reflected the Nine Events and were supported by research in motor skill learning in sports. These guidelines were then validated by subject matter experts and revised based on their recommendations. / Ph. D. / This study was conducted to establish instructional guideline that can be used to teach motor skills in sports. The guidelines were created and supported by current research in the literature and validated by experts in the field of teaching and athletic performance.

No / Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by employers. While previous researches have outlined the salient skills that need to be embedded in graduate education, to date no studies have attempted to methodically identify and synthesize the literature on graduate attributes. In this paper a total of 39 relevant studies on graduate skills and attributes in the subject areas of business and management, accounting, and computer science were extracted from Scopus® (database). This revealed a total of 53 graduate attributes, with some being highly used, such as communication, teamwork, problem solving, technological skills, creativity, interpersonal skills, leadership skills, self-management and flexibility/adaptability. The majority of studies used a quantitative survey method to collect and rank graduate attributes, and Australia emerged as the most active country in researching the domain. / Qatar National Research Fund

No

Observational learning (OL) allows an individual to acquire novel responses by observing others' behavior and the corresponding consequences. The complexity of skills involved with OL may vary with the learning context. A learner may observe modeled responses to both trained (known) and untrained (unknown) stimuli or they may observe both reinforced (correct) and nonreinforced (incorrect) responses. The purpose of this study was to develop assessment and training procedures for OL component skills when the learner observes a combination of learning contexts: reinforced and nonreinforced responses to both trained and untrained stimuli. Two children with autism, Tom and David, participated. We assessed the following component skills in the context of tact trials: (1) Discriminating trained and untrained stimuli, (2) attending to the modeled performance, (3) discriminating consequences, and (4) conditionally responding based upon a name call. Next, we trained the component skill(s) for which the learner's performance did not meet criterion and then reassessed for OL. For both participants, immediate increases in OL were observed; however, modifications to the post-assessment (differential observing response for consequences and/or differential reinforcement) were required to produce (Tom) or maintain (David) criterion levels of responding. Interpretations of these outcomes, as well as limitations and directions for future research, are discussed.

Yes / Increasing diagnostic capacity is a national priority to expedite the timeliness and appropriateness of patient treatment interventions. Imaging, encompassing a range of technologies including X-ray, Computer Tomography, Magnetic Resonance Imaging and ultrasound, is a key diagnostic service and central to decision making in most, if not all, disease pathways. However, imaging is an expensive discipline accounting for an estimated 3-5% of the annual NHS budget. As a result, it is imperative that we maximize service efficiency while optimizing patient outcomes.

Yes / Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children’s FMS. However, there is limited research exploring schools’ capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n=853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behaviour (COM-B) model. A majority reported that knowledge of pupils’ FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability – few possessed knowledge of FMS (15%); Opportunity – teachers reported 30-60 minutes as acceptable for assessing a class, a substantially shorter period than current assessments require; Motivation – 57.2% stated FMS assessments would increase workload stress. Solutions to these issues are discussed using the COM-B theoretical framework.

Yes / Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children’s FMS. However, there is limited research exploring schools’ capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n = 853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behavior (COM-B) model. A majority reported that knowledge of pupils’ FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability–few possessed knowledge of FMS (15%); Opportunity–teachers reported 30–60 minutes as acceptable for assessing a class, a substantially shorter period than current assessments require; Motivation–57.2% stated FMS assessments would increase workload stress. Solutions to these issues are discussed using the COM-B theoretical framework. / Economic and Social Research Council White Rose Doctoral Training Partnership Pathway Award [ES/P000745/1], ActEarly: a City Collaboratory approach to early promotion of good health and wellbeing funded by the Medical Research Council [MR/S037527/], National Institute for Health Research Yorkshire and Humber ARC [NIHR20016]

Vietnam currently faces a social skills deficit among college graduates. This lack of sufficient social skills significantly affects Vietnam's economy where it is one of the main factors that drives higher unemployment in Vietnam. Research has shown that although social skills have been increasingly perceived by employers as one of the most important factors for graduate employability and career success, the absence of social skills training in colleges and universities have caused graduates to be ill-prepared for the workplace, which lead to dissatisfactions among employers and complications when seeking for potential hires in Vietnam. Therefore, this study aims to examine and compare perceptions of Vietnamese college graduates and employers on graduates' social skill performance. Given the objectives of this study, an online survey was distributed to potential participants across Ho Chi Minh City, Vietnam. Analysis of the responses not only demonstrated a disconnect of perceptions between employers and newly hired graduates (NHGs) on how these two groups rated graduates' performance of interpersonal skills but also revealed a mismatch in the perceptions of the comparing groups on how they perceive the importance of social skills in graduate employment. As a result, it is recommended that Vietnam need to promote and support educators to incorporate more social skills training into their curricular so that students can be able to engage and develop those essential social skills during their time in college.

Play is considered to be important for the development of young children in that it provides a means to expand their interests, promote engagement and learning, and increase social interactions. Children with autism, however, display deficits in play skills, such as lack of pretend play and rigid or stereotyped manners of play. Research suggests supported play techniques, such as reciprocal imitation training, play expansions, and scaffolding increase play skills in children diagnosed with autism. The current study evaluated the effects of a training package to teach staff members supported play techniques to six young children diagnosed with autism. The study employed a concurrent multiple baseline design across two preschool classrooms. The results suggest that the training package successfully increased staff member use of the supported play techniques and child and staff engagement. The training, however, did not have consistent effects on child social engagement (proximity, attending, and initiating) or on the types of child play (simple manipulation, advanced manipulation, and pretend play). Staff member responses to the post-intervention satisfaction and feedback survey were positive and the results are discussed in the context of the observation procedures and directions for future studies.

The mining engineering world is continuously experiencing new challenges whether it is economically, technologically or socially, there will always be something new in sight. Training and Development fulfils the role of the “breeder” of competence workforce and therefore it is essential to assure constant growth and progress within the skills and development environment. Personal attribute and dedication are the drivers of our success and achievements in our careers. The capacity of our trade and occupation does not set the limits and pace of our intensification to strive for the bigger and better in future. The career background and training and development opportunities are essential aspects to be renowned with before engaging with the learning intervention. Assure you start your career in the artisan trade that you desire to be a successful example in and discover the engineering world where the spectrum is never-ending. Development opportunities exist for all, irrespective of the trade and occupation. This study illustrates that even the smaller trade‟s artisans as focused on in this study, namely the Rigger Ropesman, can achieve higher laurels if the energy and efforts are exploited in the applicable avenues. The starting blocks, must be the blocks that fit yourself as individual learner, if not, even the first steps in the career will be started in stumbling mode. This qualitative research design study discovered numerous persons who started a career without knowing what it entails. The Rigger Ropesman artisans, Engineering Foremen and Learners who were interviewed as the target group contributed to achieving the aim of the study. The aim of the study was the possible training and development opportunities for the Rigger Ropesman in the Mining and Minerals Sector. Future studies can be conducted on career guidance and training and development opportunities in other engineering trades as this study only focused on the Rigger Ropesman trade in the Mining and Minerals Sector. / MEd (Training and Development), North-West University, Potchefstroom Campus, 2014