Institution
Australian Catholic University
Education•Brisbane, Queensland, Australia•
About: Australian Catholic University is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 2721 authors who have published 10013 publications receiving 215248 citations. The organization is also known as: ACU & ACU National.
Papers published on a yearly basis
Papers
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TL;DR: In this paper, the authors use a self-determination theory framework to discuss a critical aspect of social environments that facilitates autonomy, congruence, and genuineness in a social network.
Abstract: Authenticity entails autonomy, congruence, and genuineness. In this article, we use a self-determination theory framework to discuss a critical aspect of social environments that facilitates these ...
83 citations
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21 Jul 2015TL;DR: The PROSPER framework as discussed by the authors is an organizing tool for the implementation of positive education, a relatively new direction which represents the application of positive psychology research to educational contexts and highlights the seven key elements that have been identified as contributing to wellbeing: Positivity, Relationships, Outcomes, Results, Strengths, Purpose, Engagement, and Resilience.
Abstract: Positive psychology is the study of the conditions and processes that contribute to optimal flourishing in people, groups and organisations. This paper outlines the PROSPER framework, an organising tool for the implementation of Positive Education, a relatively new direction which represents the application of Positive Psychology research to educational contexts. The word ‘PROSPER’ communicates the purpose of the framework and is also an acronym that highlights the seven key elements that have been identified as contributing to wellbeing: Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement, and Resilience. Confirmatory data on the usefulness of the PROSPER framework, obtained through surveys conducted with researchers from the Institute of Positive Psychology and Education (ACU) and fifty-four educators from four different schools, is presented and discussed. A rationale for the inclusion of the seven components is provided and the PROSPER framework is then further supported by reference to the evidence-informed school and classroom practices that contribute to student wellbeing and achievement and help to build schools as enabling institutions.
83 citations
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TL;DR: The present results show that repeated high-intensity exercise bouts vary in duration and activities relative to position but all players in a game will average at least 10 changes in activity in the most demanding bouts and complete at least one tackle and two sprints.
Abstract: The aim of the present study was to describe the frequency, duration, and nature of repeated high-intensity exercise in Super 14 rugby union. Time–motion analysis was used during seven competition matches over the 2008 and 2009 Super 14 seasons; five players from each of four positional groups (front row forwards, back row forwards, inside backs, and outside backs) were assessed (20 players in total). A repeated high-intensity exercise bout was considered to involve three or more sprints, and/or tackles and/or scrum/ruck/maul activities within 21 s during the same passage of play. The range of repeated high-intensity exercise bouts for each group in a match was as follows: 11–18 for front row forwards, 11–21 for back row forwards, 13–18 for inside backs, and 2–11 for outside backs. The durations of the most intense repeated high-intensity exercise bouts for each position ranged from 53 s to 165 s and the minimum recovery periods between repeated high-intensity exercise bouts ranged from 25 s for ...
82 citations
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TL;DR: It is aimed to identify measures used to assess the participation of disabled children and to map the measures’ content to the family of participation‐related constructs (fPRC) to inform future research and practice.
Abstract: Aim We aimed to identify measures used to assess the participation of disabled children and to map the measures' content to the family of participation-related constructs (fPRC) to inform future research and practice. Method Six databases were searched to identify measures used to assess participation in health, psychology, and education research. Included studies involved children aged 0 to 18 years with a permanent impairment or developmental disability and reported use of a quantitative measure of participation. A second search sought relevant literature about each identified measure (including published manuals) to allow a comprehensive understanding of the measure. Measurement constructs of frequently reported measures were then mapped to the fPRC. Results From an initial yield of 32 767 articles, 578 reported one or more of 118 participation measures. Of these, 51 measures were reported in more than one article (our criterion) and were therefore eligible for mapping to the fPRC. Twenty-one measures quantified aspects of participation attendance, 10 quantified aspects of involvement as discrete scales, and four quantified attendance and involvement in a manner that could not be separated. Interpretation Improved understanding of participation and its related constructs is developing rapidly; thoughtful selection of measures in research is critical to further our knowledge base. What this paper adds The fPRC can support our rapidly evolving and expanding understanding of participation. Instruments selected to measure participation do not always align with emerging concepts. Matching research aims to a chosen measure's content will improve understanding of participation. Opportunities exist to develop validated participation measures, especially self-reported measures of involvement.
82 citations
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TL;DR: In this article, a tripartite (need supportive, thwarting, and indifferent) measure of interpersonal behaviors of coaches (TMIB-C) is proposed to assess athletes' perceptions of their coaches' need supportive and thwarting behaviors.
82 citations
Authors
Showing all 2824 results
Name | H-index | Papers | Citations |
---|---|---|---|
John J.V. McMurray | 178 | 1389 | 184502 |
James F. Sallis | 169 | 825 | 144836 |
Richard M. Ryan | 164 | 405 | 244550 |
Herbert W. Marsh | 152 | 646 | 89512 |
Jacquelynne S. Eccles | 136 | 378 | 84036 |
John A. Kanis | 133 | 625 | 96992 |
Edward L. Deci | 130 | 284 | 206930 |
Thomas J. Ryan | 116 | 675 | 67462 |
Bruce E. Kemp | 110 | 423 | 45441 |
Mark J. Nieuwenhuijsen | 107 | 647 | 49080 |
Peter Rosenbaum | 103 | 446 | 45732 |
Barbara Riegel | 101 | 507 | 77674 |
Ego Seeman | 101 | 529 | 46392 |
Paul J. Frick | 100 | 306 | 33579 |
Robert J. Vallerand | 98 | 301 | 41840 |