Dance therapy collections : number three

This collection of articles by keynote speakers, Australian and overseas practitioners, developed out of presentations at the third Australian Dance Movement Therapy conference, ‘Weaving The Threads’, held in Melbourne in 2007. This volume includes 22 articles from Australian and international dance movement therapists and colleagues on a wide range of topics, from dance therapy's origins and directions, research and evaluation in dance-movement therapy to therapeutic applications and skill development for therapists.

Adolescents' perception of the relationship between movement skills, physical activity and sport

Movement skill competence is important to organised youth physical activity participation, but it is unclear how adolescents view this relationship. The primary aim of this study was to explore adolescents’ perception of the relationship between movement skills, physical activity and sport, and whether their perceptions differed according to extent of participation in organised physical activities. We recruited 33 (17 male) Grade 11 and 12 students (aged 16 to 18) from two secondary schools in Australia. Focus groups were allocated according to whether or not students participated in organised physical activity, where ‘organised activity’ was defined as activity which involved regular classes, training or competition, was reasonably structured or formal, or had a teacher, instructor or coach. There were three all-male ‘organised’ groups, one mixed-gender ‘organised’ group and one all-female ‘not-organised’ group. Students were asked about their attitudes towards physical activity and sport, the relationship between childhood skill proficiency and later physical activity and their perceptions of the appropriate time taken to learn movement skills. Group discussions lasted for approximately 50 minutes, were recorded and were then transcribed verbatim. Transcripts were read using a constant comparison method, in which quotes were continually compared to other quotes. A thematic analysis was conducted in which the transcripts were analysed inductively. Participation in organised sport had no bearing on opinions regarding whether lack of childhood skill development would negatively impact latter participation. It did, however, subtly influence opinions regarding whether skill could be successfully acquired later in life. When asked whether not having well-developed skills as a child would negatively impact on participation in sport/physical activity later in life, the response was mixed, but this was not related to their involvement in organised sport or activities. Students who believed early skill proficiency related to subsequent activity thought this was due to skill ability and motivation. An alternate view was that subsequent activity did not need to be based on skill proficiency; also, one’s environment might change, resulting in differing opportunities/constraints. Students felt skills could be learnt at any time in life (dependent on motivation), but that learning skills at a younger age would be easier and that skills learnt later would not be as developed. Fear of failure was identified as a barrier to learning when older. We conclude that motivation towards participation in sport and physical activity is affected by adolescents’ perception of their own movement skill ability. Therefore, developing children’s actual and perceived movement skills may help to increase adolescent physical activity. Since those with intrinsic achievement orientations were not as inclined towards organised activity, we may also need to provide physical activity options that resonate with intrinsic achievement motivations.

Integrated construction supply chain design and delivery solutions

This study describes the development of a decision framework to support multi-disciplinary information and knowledge management model which focuses on integrated design and delivery solutions for all construction supply chain actors. The framework was developed within the context of two national information technology research projects in Australia. The first study used diffusion theory to explain the barriers and enablers to future adoption of advanced information technology solutions such as building information modelling (BIM). A grounded theory methodology was deployed and a pathways model for innovative information technology diffusion accommodating diverse patterns of adoption and different levels of expertize was developed. The second study built on the findings of the first study but specifically focussed on innovators, early and late adopters of BIM and the development of a decision framework towards advanced collaborative platform solutions. This study summarizes the empirical results of the previous studies. The core of the decision framework is the creation, use and ownership of building information sub-models and integrated models. The decision framework relies on holistic collaborative design management. Design expertise is diffused and can be found in various locations along the construction supply chain within project teams. A wide definition of design is considered from conceptual to developed to detailed design. The recent development to the decision model offers much potential as the early upstream decisions are often made in a creative, collaborative and uncertain environment. However, decision making needs to balance both a reductionist and exploratory creative empowerment approach. Shared team expertise and competency and team mental models are explored as a fundamental requirement to collaborative BIM. New skills in interdisciplinarity are discussed as an implication of future construction industry collaborative platforms.

Knowledge translation strategies to improve the use of evidence in public health decision making in local government: intervention design and implementation plan

Background: 

The expectation-performance gap in generic skills in accounting graduates : Evidence from Sri Lanka

Purpose
The purpose of this paper is to investigate the generic skills that are important for the career success of accounting graduates in Sri Lanka from the perspectives of university educators and employers.

Design/methodology/approach
Bui and Porter's (2010) expectation-performance gap framework was modified to match with the context of the current study. Data collected via questionnaire survey was analysed for non-parametric tests: the Wilcoxon signed-rank test and the Mann-Whitney test, using SPSS version 20, and quantified the expectation-performance gap and its components.

Findings
The major finding of this research is that the main cause for the expectation-performance gap, as identified in the analysis of the constraint gap is university educators’ low confidence in teaching the required generic skills for career success of graduates. However, university educators are aware of the employer expectations of graduate accountants in terms of generic skills. Employers indicated that many of the generic skills are not achieved by the accounting graduates.

Practical implications
Findings of this study reflect the importance of expanding the accounting curricula by embedding and assessing generic skill development activities. In addition, it is vital to develop the capacities of university educators in terms of teaching and assessing generic skills in accounting degree programmes.

Originality/value
This study contributes to the literature as one of few studies that investigate the generic skills development of accounting graduates in Asia, particularly in Sri Lanka.

Teaching leadership from a social constructionist perspective

 Traditional approaches to leadership assert that leadership is a definite quality of leaders. In contrast, the social constructionist approach conceptualises leadership as a quality of observers. The goal of this paper is to show how this philosophical base can be used to create a teaching strategy for leadership. In this strategy, there are three learning objectives: understanding the philosophical approach; revealing students’ lay theories of leadership; and, skill development. The lessons revolve around understanding how leadership perceptions form so that students appreciate how they are influenced and, in turn, how they might influence other people’s perceptions of themselves.© 2013 Cambridge University Press and Australian and New Zealand Academy of Management

Balancing risk? First year performing arts students’ experience of a community arts event

This study examines participants’ responses to first year students’ street performances as a non-placement work-integrated learning (WIL) activity over a two year period. The purpose of the study was to determine: (1) community perception, (2) continuous improvement, and (3) future needs. Data was collected through surveying participants’ post-viewing of the street performances, students’ reflective notes, and a recorded focus group interview. The findings indicated that audience members require additional assistance to value the students’ street performances. The results revealed that students require more guidance around researching the sites of practice, understanding group work dynamics, relaxation methods, intra- and interpersonal skill development, conflict resolution and how to effectively build community relations with the local government Council. From the findings, specific recommendations for continual improvement are made. These include offering an explanation of the street performances’ historical and aesthetic connections to the building sites for audience members, affording battery operated body-microphones and light rostrum for improved sight lines, delivering group dynamics information and arranging opportunities for students to engage more effectively with the Council. While the recommendations in this study are intended to advance the field of research that evaluates non-placement WIL performing arts curriculum in higher education, the findings are relevant to any group-based performance activity in learning and teaching.

Predictors of individual player match performance in junior Australian football

PURPOSE: Player match statistics in junior Australian football (AF) are not well documented while contributors to success are poorly understood. A clearer understanding of the relationships between fitness and skill in younger age players participating at the foundation level of the performance pathway in AF has implications for the development of coaching priorities (e.g., physical or technical). The aim of this study was to investigate the relationships between indices of fitness (speed, power and endurance) and skill (coach rating) on player performance (disposals and effective disposals) in junior AF. METHODS: Junior male AF players (n = 156, 10 - 15 years old) were recruited from 12 teams of a single amateur recreational AF club located in metropolitan Victoria. All players were tested for fitness (20 m sprint, vertical jump, 20 m shuttle run) and rated by their coach on a 6-point Likert scale for skill (within a team in comparison to their teammates). Player performance was assessed during a single match in which disposals and their effectiveness were coded from a video recording. RESULTS: Coach rating of skill displayed the strongest correlations and combined with 20 m shuttle test showed a good ability to predict both disposals and the number of effective disposals. None of the skill or fitness attributes adequately explained the percentage of effective disposals. The influence of team did not meaningfully contribute to the performance of any of the models. CONCLUSION: Skill development should be considered a high priority by coaches in junior AF.

Modelling of vocational excellence: An international perspective

This paper provides an overview of the findings from a Finnish Ministry of Education sponsored project called ‘Modeling of Vocational Excellence’ (MoVE) and an Australian application and adaptation of this research: ‘MoVE Australia’. The Finnish MoVE research project was conducted by the Research Centre for Vocational Education at the University of Tampere explored WorldSkills as a site for the development of expertise and pursuit of excellence. It addressed questions about the abilities and attributes of competitors, and the social and environmental factors which influenced their skill development. The Australian project administered the Finnish MoVE survey to the Australian international WorldSkills team which will compete in London in October 2011 and introduced a second survey about competitor experience, designed to give voice to the young people involved in WorldSkills. This survey was administered to competitors, trainers and judges participating in the WSA National Competition held in Brisbane in May 2010, and later to employers and families. The Australian extension of the Finnish research has generated a rich source of experiential data, providing fresh insights into career choice and training. The findings of the research offer opportunities for reviewing elements of trade training and raise questions about the role of a competitive community of practice in quality skill formation and about the current level of research on this aspect of Australia VET practice.

Formalising industry feedback in assessment practice for work integrated learning

Work Integrated Learning (WIL) programs, such as co-operative education programs, offer students a learning environment which exists outside the traditional classroom and specific discipline boundaries. This necessitates assessment practices that go beyond traditional practices and relationships. Work placement supervisors are best located to observe the students' learning and development and offer feedback on performance and improvement. An investigation was carried out in order to articulate the role of supervisors and work colleagues in facilitating learning in the workplace environment and their involvement in assessment practices. Interviews were conducted with academics and industry representatives on their perceptions of assessment task validity in terms of professional and generic skill development. A synthesis of the findings formed the basis of the research described in this paper. Key findings highlighted the need for better preparation of industry supervisors as to their role in providing feedback and assessment; better preparation of students for transition from the classroom to the workplace; and the importance of ongoing involvement of the three stakeholders (academic, supervisor and student) to maximise learning and professional development. Recommendations for assessment practices include suggestions on how to involve employers in appraising workplace performance; how to measure the real life application of learning; and the development of generic employability skills. © Common Ground, Kathy Henschke, Joan Richardson.

Implementation of the diabetes and hypertension guideline lifestyle recommendations in urban Mongolia: A qualitative study of primary care providers

Abstract
Background: Hypertension and diabetes, key risk factors for cardiovascular disease, are significant health problems globally. As cardiovascular disease is one of the leading causes of mortality in Mongolia since 2000, clinical guidelines on arterial hypertension and diabetes were developed and implemented in 2011. This paper explores the barriers and enablers influencing the implementation of these guidelines in the primary care setting.
Methods: A phenomenological qualitative study with semi-structured interviews was conducted to explore the implementation of the diabetes and hypertension guidelines at the primary care level, as well as to gain insight into how practitioners view the usability and practicality of the guidelines. Ten family health centres were randomly chosen from a list of all the family health centres (n = 136) located in Ulaanbaatar City. In each centre, a focus group discussion with nurses (n = 20) and individual interviews with practice doctors (n =10) and practice managers (n= 10) were conducted. Data was analysed using a thematic approach utilising the Theoretical Domains Framework.
Results: The majority of the study participants reported being aware of the guidelines and that they had incorporated them into their daily practice. They also reported having attended guideline training sessions which were focused on practice skill development. The majority of participants expressed satisfaction with the wide range of resources that had been supplied to them by the Mongolian Government to assist with the implementation of the guidelines. The resources, supplied from 2011 onwards, included screening devices, equipment for blood tests, medications and educational materials. Other enablers were the participants’ commitment and passion for guideline implementation and their belief in the simplicity and practicality of the guidelines. Primary care providers reported a number of challenges in implementing the guidelines, including frustration caused by increased workload and long waiting times, time constraints, difficulties with conflicting tasks and low patient health literacy.
Conclusions: This study provides evidence that comprehensive and rigorous dissemination and implementation strategies increase the likelihood of successful implementation of new guidelines in low resource primary care settings. It also offers some key lessons that might be carefully considered when other evidence-based clinical guidelines are to be put into effect in low resource settings and elsewhere.

Implementation of clinical guidelines on diabetes and hypertension in urban Mongolia: a qualitative study of primary care providers' perspectives and experiences

BACKGROUND: Hypertension and diabetes, key risk factors for cardiovascular disease, are significant health problems globally. As cardiovascular disease is one of the leading causes of mortality in Mongolia since 2000, clinical guidelines on arterial hypertension and diabetes were developed and implemented in 2011. This paper explores the barriers and enablers influencing the implementation of these guidelines in the primary care setting.

METHODS: A phenomenological qualitative study with semi-structured interviews was conducted to explore the implementation of the diabetes and hypertension guidelines at the primary care level, as well as to gain insight into how practitioners view the usability and practicality of the guidelines. Ten family health centres were randomly chosen from a list of all the family health centres (n = 136) located in Ulaanbaatar City. In each centre, a focus group discussion with nurses (n = 20) and individual interviews with practice doctors (n = 10) and practice managers (n = 10) were conducted. Data was analysed using a thematic approach utilising the Theoretical Domains Framework.

RESULTS: The majority of the study participants reported being aware of the guidelines and that they had incorporated them into their daily practice. They also reported having attended guideline training sessions which were focused on practice skill development. The majority of participants expressed satisfaction with the wide range of resources that had been supplied to them by the Mongolian Government to assist with the implementation of the guidelines. The resources, supplied from 2011 onwards, included screening devices, equipment for blood tests, medications and educational materials. Other enablers were the participants' commitment and passion for guideline implementation and their belief in the simplicity and practicality of the guidelines. Primary care providers reported a number of challenges in implementing the guidelines, including frustration caused by increased workload and long waiting times, time constraints, difficulties with conflicting tasks and low patient health literacy.

CONCLUSIONS: This study provides evidence that comprehensive and rigorous dissemination and implementation strategies increase the likelihood of successful implementation of new guidelines in low resource primary care settings. It also offers some key lessons that might be carefully considered when other evidence-based clinical guidelines are to be put into effect in low resource settings and elsewhere.

Generic skills in accounting education in a developing country: exploratory evidence from Sri Lanka

Purpose - The purpose of this paper is to investigate the generic skills developed during the undergraduate degree from the perspectives of final year undergraduates and graduate employers. Design/methodology/approach - The list of generic skills tested in this study was contextualized to Sri Lanka and developed based on prior studies. Data obtained from stakeholders via a questionnaire survey was analyzed using paired sample t-test; independent sample t-test; principal component analysis; and one-way analysis of variance, with a view to explore, evaluate and compare respondents' perspectives. Findings - The findings revealed both stakeholders believe that most of the generic skills tested in this study are important for graduates' career success. Consistent with prior studies, respondents prioritized generic skills for career success above technical skills. Final year accounting undergraduates are aware of the skill expectations in the employment market. However, they perceive that most of the important generic skills are not adequately developed during the degree. Practical implications - Findings of this study inform the importance of adopting a holistic approach to the redesign of the accounting curricula to accommodate generic skill development during the degree. Suggestions include: establishing strong links between universities, professional accounting institutions and employers; introducing participatory methods of curriculum design; and assimilating continuous reviews and frequent updates to curricula. Originality/value - Sri Lanka, a developing country, was selected for this research given that little has been reported in the literature in terms of generic skills development of accounting graduates in developing countries.

Organisational challenges to delivering child investigative interviewer training via e-learning

This article examined organisational challenges arising from the implementation of a new training course for investigative interviewers of vulnerable witnesses. The course was delivered via e-learning (computer exercises) and also involved mock interviews conducted over the telephone. Thematic analysis was conducted of: (a) trainees’ anonymous written feedback submitted to an online discussion forum on the training programme’s website, (b) trainees’ responses to face-to-face questions during semi-structured qualitative interviews, and (c) correspondence between trainees and trainers regarding the training programme. Despite unanimous support for the new training programme, three challenges were identified: limited allocated work time to complete the training, conflicting work practices arising from staggered course enrolment, and difficulties associated with computer and technical skills. These organisational challenges must be addressed to ensure that any future evaluation of the programme on skill performance provides a true indication of the programme’s impact on skill development. From a managerial perspective, organisational challenges need to be addressed in order to maximise the accessibility, completion and long-term success of an e-learning training model for interviewers.