Academic Rigor and Dedication to Competitive Sport in Young People 12-18 Years: Major Social Issues
Quantitative study with the aim of linking the academic performance of students who are high-level athletes in Catalonia (Spain) and who do not have any institutional support (high-performance centre, reduction of subjects, etc.) or belong to any educational institution with adapted curriculum (90-95% of households), compared to sedentary students who play sports only occasionally.
The study divided students into two groups by age: 12, 14, 16 and 18 years old (secondary school). The general group (GG) was made up of students who did sports at school, did not participate in major competitions, and the weekly training requirement did not exceed 3 hours (N = 262). The group of athletes (AG) is made up of students who at least competed for the Championship of Catalonia (swimming and basketball) and the weekly training requirement exceeded 4.30 in younger students (N = 212). The questionnaires were constructed in order to gather academic information, highlighting the grades of the subjects for the second evaluation of the 2008-09 academic year and full-time sports data for training (day session, hours, competition) and schooling (public or private).
We found a significant correlation (0.99) in comparing the evolution of differences between the grades of the groups. Supporting an extraordinary demand for training, and increasing with age, student athletes have better academic performance throughout secondary education. However, this trend is broken in high school, coinciding with the highest dedication to training.
Two other important considerations are highlighted in the study: first, the GG presented inactivity levels which increase linearly with age and this is more prominent in females, and secondly, the enrolment of the school is basically AD private state-assisted and not public system, which can make us think about whether the family ideology also influences the sports options for children.
Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.
. Gnutzmann (Ed.), Teaching and learning English as a global language: Native and non-native perspectives (pp.73-89). Tubingen: Stauffenburg Verlag. Hsu, Pei-Ling & Wolff-Michael Roth. 2012. Understanding beliefs, identity, conceptions, and motivations from a discursive psychology perspective. In Barry J. Fraser, Kenneth G. Tobin & Campbell J. McRobbie (eds.), Second international handbook of science education , volume 2 (pp. 1435–1447). Dordrecht: Springer. Ishikawa, Tomokazu. 2015. Academicrigour in criticising English as a Lingua Franca. Englishes in Practice 2
students: Learning from classroom moments . London: Routledge. García, Ofelia & Li Wei. 2014. Translanguaging: Language, bilingualism and education . Basingstoke: Palgrave Macmillan. Gass, Susan M. & Larry Selinker (eds.). 1993. Language transfer in language learning , revised edn. Amsterdam: John Benjamins. Ishikawa, Tomokazu. 2015. Academicrigour in criticising English as a Lingua Franca. Englishes in Practice 2(2). 39–48. Ishikawa, Tomokazu. 2016. World Englishes and English as a Lingua Franca: Conceptualising the legitimacy of Asian people’s English. Asian
stand alongside British, American, and the other ‘World Englishes’. English Today 20/2: 26-33. Hu, Xiaoqiong. 2005. China English, at home and in the world. English Today 21/3: 27-38. Huang, Li-Shih. (2010). The potential influence of L1 (Chinese) on L2 (English) communication. ELT Journal 64/2: 155-164. Ishikawa, Tomokazu. 2015. Academicrigour in criticising English as a Lingua Franca. Englishes in Practice 2/2: 39-48. Jenkins, Jennifer. 2000. The Phonology of English as an International Language. Oxford: Oxford University Press. Jenkins, Jennifer. 2005. Teaching
‐analytic study. World Englishes 17(3). 345-357. Ishikawa, Tomokazu. 2015. Academicrigour in criticising English as a Lingua Franca. Englishes in Practice 2(2). 39-48. Ishikawa, Tomokazu. 2016a. A study of Japanese university students’ attitudes towards their English. Southampton (UK): University of Southampton PhD thesis. Ishikawa, Tomokazu. 2016b. World Englishes and English as a Lingua Franca: Conceptualising the legitimacy of Asian people’s English. Asian Englishes 18(2). 129-140. Ishikawa, Tomokazu. forthcoming. Japanese university students’ attitudes towards their
direct link between the view of the text (which they work with)
and the scenic process they are directly involved in. With academicrigour,
well-coordinated, the scientific works, some later published as books, the four
graduates of our Doctoral School detach themselves from the obsession of a
role or play and think from an interdisciplinary perspective, but also from the
perspective of their own sustained efforts. And through these open gates,
through the questions they are still looking for answers, they manage to leave
the way open for future seekers
God is, and that we are called to a radical compassion modelled on the suffering and now
exalted Jesus. Packed with contemporary illustrations, especially from films and music,
without pulling the punches of the challenge, The Compassion Quest will make you think and
then act in compassion for others. The chapter ‘There but for the grace of God’ is powerful
reminder of how fragile our lives are and how important it is for us to be compassionate to
others less fortunate than ourselves.
Any work of popular theology has to balance academicrigour with