St Martin's College

About: St Martin's College is a based out in . It is known for research contribution in the topics: Health care & MEDLINE. The organization has 150 authors who have published 303 publications receiving 6604 citations.

Factors influencing physiological responses to small-sided soccer games.

Abstract: The aim of this study was to examine the effects of exercise type, field dimensions, and coach encouragement on the intensity and reproducibility of small-sided games. Data were collected on 20 amateur soccer players (body mass 73.1 ± 8.6 kg, stature 1.79 ± 0.05 m, age 24.5 ± 4.1 years, [Vdot]O2max 56.3 ± 4.8 ml · kg−1 · min−1). Aerobic interval training was performed during three-, four-, five- and six-a-side games on three differently sized pitches, with and without coach encouragement. Heart rate, rating of perceived exertion (RPE) on the CR10-scale, and blood lactate concentration were measured. Main effects were found for exercise type, field dimensions, and coach encouragement (P 0.15). During a six-a-side game on a small pitch without coach encouragement, exercise intensity was 84 ± 5% of maximal heart rate, blood lactate concentration was 3.4 ± 1.0 mmol · l−1, and the RPE was 4.8. During a three-a-side game on a lar...

'Settings' based health promotion: a review.

Abstract: Over the past 10 years, 'settings' based health promotion has become a central feature of efforts to promote health that recognize the significance of context. Emerging in part from a perception of an over-reliance on individualistic methods, the approach was built on a profound belief in its value and deployed a range of novel theoretical resources, mainly from organizational sociology and psychology. This initial enthusiasm has been maintained within policy directives, in the published literature and, from our own experience, amongst health promotion practitioners. At the same time, with the maturing of the approach, has come a healthy element of critical review. Drawing upon the literature and based upon our experiences within the Health Education Board for Scotland, this paper seeks to bring together a range of perspectives, casting a critical yet constructive eye on current settings theory and practice. The paper first reviews the nature of settings based work, highlighting the varied bases and expectations that underpin it. Similarly, the many factors that influence the ability of health promoters to deliver such activities are considered. In relation to the construction and delivery of such activity, the paper suggests that there needs to be an explicit and detailed assessment of the nature of the setting, the skills of the health promoter and the associated expectations.

Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment

Abstract: Students need to understand assessment processes in order to succeed in higher education. However, recent research has identified how difficult it is for students to become absorbed into the assessment culture of their disciplines, with a recognition that providing written criteria and grade descriptors is not enough to make this tacit ‘knowledge’ transparent to novice students. This paper reports on an exercise where sports studies students used assessment criteria to mark their peers work coupled with an assessment of their peer marking and feedback comments. The latter was included to encourage students to engage seriously with the peer assessment. Analysis of the data indicates considerable benefits for the students in terms of use of criteria, awareness of their achievements and ability to understand assessment feedback.

Connecting engagement and focus in pedagogic task design

Abstract: Teachers of mathematics face a particular tension, which the authors call the planning paradox. If teachers plan from objectives, the tasks they set are likely to be unrewarding for the pupils and mathematically impoverished. Planning from tasks may increase pupils' engagement but their activity is likely to be unfocused and learning difficult to assess. By seeking inspiration from research in the areas of curriculum design, the nature of authenticity in the classroom and the use of tools, and by looking retrospectively at the design of computer‐based tasks that have underpinned their research for many years, the authors recognise a theme of purposeful activity, leading to a planned appreciation of utilities for certain mathematical concepts. The authors propose utility as a third dimension of understanding, which can be linked to purpose in the effective design of tasks. The article concludes with a set of heuristics to guide such planning.