The Experts below are selected from a list of 321 Experts worldwide ranked by ideXlab platform

Sally Shortall - One of the best experts on this subject based on the ideXlab platform.

  • are rural Development Programmes socially inclusive social inclusion civic engagement participation and social capital exploring the differences
    Journal of Rural Studies, 2008
    Co-Authors: Sally Shortall
    Abstract:

    Abstract Considerable importance is attached to social exclusion/inclusion in recent EU rural Development Programmes. At the national/regional operation of these Programmes groups of people who are not participating are often identified as ‘socially excluded groups’. This article contends that rural Development Programmes are misinterpreting the social processes of participation and consequently labelling some groups as socially excluded when they are not. This is partly because of the interchangeable and confused use of the concepts social inclusion, social capital and civic engagement, and partly because of the presumption that to participate is the default position. Three groups identified as socially excluded groups in Northern Ireland are considered. It is argued that a more careful analysis of what social inclusion means, what civic engagement means, and why participation is presumed to be the norm, leads to a different conclusion about who is excluded. This has both theoretical and policy relevance for the much used concept of social inclusion.

Jean Cote - One of the best experts on this subject based on the ideXlab platform.

  • the use of behavior change theories and techniques in coach Development Programmes a systematic review
    International Review of Sport and Exercise Psychology, 2017
    Co-Authors: Veronica Allan, Heather L Gainforth, Matthew Vierimaa, Jean Cote
    Abstract:

    ABSTRACTCoaches are often targeted in interventions to enhance athlete outcomes. While coach Development Programmes (CDPs) may change coach behaviour, little is known about theories and techniques used to design and implement effective Programmes. Examining the use of behaviour change theories and techniques (BCTs) can aid in understanding and improving CDPs. Adhering to PRISMA guidelines, the purpose of this research was to conduct a systematic review examining the use of behaviour change theories and BCTs in CDPs. In total, 29 CDPs met the inclusion criteria. Data were extracted using the Theory Coding Scheme and Behaviour Change Technique Taxonomy (v1). Only six CDPs were explicitly based on behaviour change theory, and no single theory or combination of theories was used more than once. The number of BCTs used per CDP ranged between one and nine. There was no significant difference between theory-based and non-theory-based CDPs concerning the number of BCTs used per CDP. Theoretical frameworks and tec...

  • describing and classifying coach Development Programmes a synthesis of empirical research and applied practice
    International Journal of Sports Science & Coaching, 2016
    Co-Authors: Jordan S Lefebvre, Blair M Evans, Jennifer Turnnidge, Heather L Gainforth, Jean Cote
    Abstract:

    Coach Development, coach Development Programmes are conducted to change coach behavior in a specific domain. To facilitate understanding of this growing field, the current synthesis review of coach...

  • coach Development Programmes to improve interpersonal coach behaviours a systematic review using the re aim framework
    British Journal of Sports Medicine, 2015
    Co-Authors: Blair M Evans, Heather L Gainforth, Matthew Mcguckin, Mark W Bruner, Jean Cote
    Abstract:

    Objective Although evidence supports the effectiveness of interpersonal Coach Development Programmes (CDPs), which are designed to foster coach–athlete relationships, an intervention9s impact is shaped by numerous factors over and above effectiveness. The purpose of this systematic review was to examine the extent that published articles describing interpersonal CDP trials reported on indicators of internal and external validity, as conceptualised in the RE-AIM framework (ie, Reach, Effectiveness, Adoption, Implementation and Maintenance). Methods The search strategy was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines, involving a database search and supplemental manual search of key articles and journals. After initial screening, the full-text search strategy involved identifying articles describing CDP trials and then selecting a specific subgroup of articles involving interpersonal CDP trials and excluding ineligible articles. Resulting trials were coded using a 47-item sport coaching adaptation of the RE-AIM coding sheet. Results 17 published articles met eligibility criteria, representing 10 distinct CDP trials. After attaining coder agreement, global ratings of RE-AIM indicators within interpersonal CDP trials ranged from the low to moderate quality. Whereas indicators of effectiveness and implementation were reported to some extent across all studies, maintenance within sport organisations and a number of specific indicators from across dimensions were rarely reported. Conclusions These findings inform the future design and evaluation of CDPs that have the potential to be adopted in numerous settings and reach athletes and coaches who can most benefit.

  • the use of behaviour change theories and techniques in coach Development Programmes a systematic review
    Journal of Exercise Movement and Sport, 2015
    Co-Authors: Veronica Allan, Heather L Gainforth, Matthew Vierimaa, Jean Cote
    Abstract:

    Coaches have long been recognized as an important target for intervention in the context of athletes' physical and psychosocial Development, injury prevention, and health promotion. While coach Development Programmes (CDPs) are an important means of changing coach behaviour to enhance such outcomes, little is known about the theoretical foundation and techniques used to design and implement effective Programmes. Examining the use of behaviour change theories and techniques (BCTs) can aid in understanding and improving the design of CDPs. Therefore, the purpose of this study was to conduct a systematic review of CDPs, using PRISMA guidelines, to examine the use of behaviour change theories and techniques in programme design and implementation. Following the initial search and article screening, 24 CDPs met the criteria for inclusion. Data were extracted using the Theory Coding Scheme and Behaviour Change Technique Taxonomy (v 1). Only 6 CDPs were explicitly based on behaviour change theory; among these, no single theory or a combination of theories was used more than once. All 24 CDPs used at least one BCT (range = 1-9, M = 3.83, SD = 1.74), and a t-test revealed no significant difference in the number of BCTs used in theory-based and non-theory-based CDPs. Theoretical frameworks and techniques that have the potential to effectively change coach behaviours are not being used frequently or consistently in the design and implementation of CDPs. In order to design CDPs that change coach behaviours and facilitate positive outcomes, further research examining theoretical influences on coach behaviours is needed.

Heather L Gainforth - One of the best experts on this subject based on the ideXlab platform.

  • the use of behavior change theories and techniques in coach Development Programmes a systematic review
    International Review of Sport and Exercise Psychology, 2017
    Co-Authors: Veronica Allan, Heather L Gainforth, Matthew Vierimaa, Jean Cote
    Abstract:

    ABSTRACTCoaches are often targeted in interventions to enhance athlete outcomes. While coach Development Programmes (CDPs) may change coach behaviour, little is known about theories and techniques used to design and implement effective Programmes. Examining the use of behaviour change theories and techniques (BCTs) can aid in understanding and improving CDPs. Adhering to PRISMA guidelines, the purpose of this research was to conduct a systematic review examining the use of behaviour change theories and BCTs in CDPs. In total, 29 CDPs met the inclusion criteria. Data were extracted using the Theory Coding Scheme and Behaviour Change Technique Taxonomy (v1). Only six CDPs were explicitly based on behaviour change theory, and no single theory or combination of theories was used more than once. The number of BCTs used per CDP ranged between one and nine. There was no significant difference between theory-based and non-theory-based CDPs concerning the number of BCTs used per CDP. Theoretical frameworks and tec...

  • describing and classifying coach Development Programmes a synthesis of empirical research and applied practice
    International Journal of Sports Science & Coaching, 2016
    Co-Authors: Jordan S Lefebvre, Blair M Evans, Jennifer Turnnidge, Heather L Gainforth, Jean Cote
    Abstract:

    Coach Development, coach Development Programmes are conducted to change coach behavior in a specific domain. To facilitate understanding of this growing field, the current synthesis review of coach...

  • coach Development Programmes to improve interpersonal coach behaviours a systematic review using the re aim framework
    British Journal of Sports Medicine, 2015
    Co-Authors: Blair M Evans, Heather L Gainforth, Matthew Mcguckin, Mark W Bruner, Jean Cote
    Abstract:

    Objective Although evidence supports the effectiveness of interpersonal Coach Development Programmes (CDPs), which are designed to foster coach–athlete relationships, an intervention9s impact is shaped by numerous factors over and above effectiveness. The purpose of this systematic review was to examine the extent that published articles describing interpersonal CDP trials reported on indicators of internal and external validity, as conceptualised in the RE-AIM framework (ie, Reach, Effectiveness, Adoption, Implementation and Maintenance). Methods The search strategy was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines, involving a database search and supplemental manual search of key articles and journals. After initial screening, the full-text search strategy involved identifying articles describing CDP trials and then selecting a specific subgroup of articles involving interpersonal CDP trials and excluding ineligible articles. Resulting trials were coded using a 47-item sport coaching adaptation of the RE-AIM coding sheet. Results 17 published articles met eligibility criteria, representing 10 distinct CDP trials. After attaining coder agreement, global ratings of RE-AIM indicators within interpersonal CDP trials ranged from the low to moderate quality. Whereas indicators of effectiveness and implementation were reported to some extent across all studies, maintenance within sport organisations and a number of specific indicators from across dimensions were rarely reported. Conclusions These findings inform the future design and evaluation of CDPs that have the potential to be adopted in numerous settings and reach athletes and coaches who can most benefit.

  • the use of behaviour change theories and techniques in coach Development Programmes a systematic review
    Journal of Exercise Movement and Sport, 2015
    Co-Authors: Veronica Allan, Heather L Gainforth, Matthew Vierimaa, Jean Cote
    Abstract:

    Coaches have long been recognized as an important target for intervention in the context of athletes' physical and psychosocial Development, injury prevention, and health promotion. While coach Development Programmes (CDPs) are an important means of changing coach behaviour to enhance such outcomes, little is known about the theoretical foundation and techniques used to design and implement effective Programmes. Examining the use of behaviour change theories and techniques (BCTs) can aid in understanding and improving the design of CDPs. Therefore, the purpose of this study was to conduct a systematic review of CDPs, using PRISMA guidelines, to examine the use of behaviour change theories and techniques in programme design and implementation. Following the initial search and article screening, 24 CDPs met the criteria for inclusion. Data were extracted using the Theory Coding Scheme and Behaviour Change Technique Taxonomy (v 1). Only 6 CDPs were explicitly based on behaviour change theory; among these, no single theory or a combination of theories was used more than once. All 24 CDPs used at least one BCT (range = 1-9, M = 3.83, SD = 1.74), and a t-test revealed no significant difference in the number of BCTs used in theory-based and non-theory-based CDPs. Theoretical frameworks and techniques that have the potential to effectively change coach behaviours are not being used frequently or consistently in the design and implementation of CDPs. In order to design CDPs that change coach behaviours and facilitate positive outcomes, further research examining theoretical influences on coach behaviours is needed.

Mark Rickinson - One of the best experts on this subject based on the ideXlab platform.

  • the differential impact of uk accredited teaching Development Programmes on academics approaches to teaching
    Studies in Higher Education, 2008
    Co-Authors: Andria Hanbury, Michael Prosser, Mark Rickinson
    Abstract:

    This mixed methods study used a survey with programme completers from 32 UK higher education institutions, and interviews and focus groups with programme completers, programme leaders, heads of department and pro‐vice‐chancellors, to explore the perceived impact of UK‐accredited teaching Development Programmes upon participants and departments. The perceived relation between the Programmes and institutional missions and strategies was also explored, as well as areas for further Development and improvement of the Programmes. It was found that participants perceived themselves to be significantly more student‐focused in their teaching after attending a programme, with those from newer institutions and health sciences disciplines experiencing the greatest conceptual change and rating the Programmes most positively. There were some positive examples of departmental impacts, and the Programmes were seen to align more closely with institutional teaching and learning strategies than mission statements. Areas for...

Stefan Zehetmeier - One of the best experts on this subject based on the ideXlab platform.

  • Researching the sustainable impact of professional Development Programmes
    2017
    Co-Authors: Stefan Zehetmeier
    Abstract:

    Impact analyses and evaluations of professional Development Programmes are mainly scheduled during or at the end of a particular programme. They aim at and provide results regarding immediate and short-term effects. However, apart from and beyond that, an analysis of sustainable effects is crucial. To address this issue, this contribution deals with the central question: What is the sustainable impact of professional Development Programmes? Theoretical models and empirical findings are introduced. In particular, this contribution provides two case studies' results regarding Austrian professional Development Programmes' impact. Here, the factors which foster or hinder the sustainability of impact are in the focus. Finally, implications for professional Development Programmes' implementation and research are discussed.

  • Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory.
    Educational Action Research, 2015
    Co-Authors: Stefan Zehetmeier, Irina Andreitz, Willibald Erlacher, Franz Rauch
    Abstract:

    This paper deals with the topic of professional Development Programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework and are combined to describe and analyse an exemplary professional Development programme in Austria. Empirical findings from both quantitative and qualitative studies regarding the programme’s impact are provided and discussed. Moreover, implications for future Programmes’ planning and implementation are provided.

  • Sustaining and scaling up the impact of professional Development Programmes
    Zdm, 2015
    Co-Authors: Stefan Zehetmeier
    Abstract:

    This paper deals with a crucial topic: which factors influence the sustainability and scale-up of a professional Development programme’s impact? Theoretical models and empirical findings from impact research (e.g. Zehetmeier and Krainer, ZDM Int J Math 43(6/7):875–887, 2011) and innovation research (e.g. Cobb and Smith, International handbook of mathematics teacher education, vol 3, pp 231–254, Sense Publishers, Rotterdam, 2008; Rogers, Diffusion of innovations, Free Press, New York, 2003) are combined in order to be used as a theoretical framework for a qualitative impact analysis of a mathematics teacher professional Development programme in Austria. The paper provides data from document analyses and interview series to describe as well as explain this programme’s various impacts on different levels within a case study setting. In particular, this study focuses on factors (e.g. networks, shared vision or mutual accountability) which are influencing the scale-up and sustainability of a professional Development programme’s impact (e.g. on teachers’ knowledge, beliefs or practice). Finally, implications for upcoming professional Development Programmes are discussed.