A multi-component assessment model for monitoring training distress among athletes

We report the initial validation of a multi-component assessment model for monitoring training distress among athletes. The model combines measures of mood disturbance with measures of perceived stress and symptom intensity. Altogether, 492 athletes completed the 10-item Perceived Stress Scale (PSS-10; Cohen et al., 1983), the 24-item Brunel Mood Scale (BRUMS; Terry et al., 2003), and a checklist of 19 symptoms associated with acute overtraining (Fry et al., 1994). Six training distress factors were identified by an exploratory factor analysis: ‘‘depressed mood’’, ‘‘perceived vigour’’, ‘‘physical symptoms’’, ‘‘sleep disturbance’’, ‘‘perceived stress’’, and ‘‘general fatigue’’. Comparisons of group means of these factors with a previously validated inventory were consistent with theoretical predictions and provided evidence of construct validity. Internal consistency of the subscales was also confirmed, with Cronbach alphas ranging from 0.72 to 0.86. Together, these findings suggest that this multi-component model provides a sound conceptual basis for the assessment of training distress among athletes.

Towards a sustainable assessment strategy for digital forensic education and training

In this paper, we show the development and application of a sustainable assessment strategy as an implementation of effective learning for a computer crime and digital forensics unit. The unit is undertaken by undergraduate students as part of an Information Technology Security course at Deakin University. Over a five year period the teaching team has made continuous improvements to the delivery of material and content taking informal student feedback and Faculty review into careful consideration. In addition formal student evaluation of the unit has been extremely positive. As part of reflective teaching practice the teaching team derived a map of the relationship between learning objectives, learning activities, the assessment and the unit outcomes to verify what has led to the favorable student experience and its impact on learning process in order to repeat this strategy for other tertiary courses.

Physical education teacher training in fundamental movement skills makes a difference to instruction and assessment practices

The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable. Neither years of experience nor confidence influenced the quality of assessment tools used; however, greater FMSs training improved assessment practice regularity. Teachers more recently out of preservice were more confident in demonstrating FMSs. The results suggest that FMSs education for teachers should be a priority inclusion in both the training of preservice teachers and the ongoing professional development of in-service teachers.

Trip report vital statistics assessment and training programme British Virgin Islands, July 11-19, 1985

Informe de la mision realizada para evaluar el estado de las estadisticas vitales en las Islas Virgenes Britanicas, y estudiar la forma de mejorar los sistemas de recoleccion y entrega de datos.