The aim of this study was to develop and describe a wheelchair mobility performance test in wheelchair basketball and to assess its construct validity and reliability. To mimic mobility performance of wheelchair basketball matches in a standardised manner, a test was designed based on observation of wheelchair basketball matches and expert judgement. Forty-six players performed the test to determine its validity and 23 players performed the test twice for reliability. Independent-samples t-tests were used to assess whether the times needed to complete the test were different for classifications, playing standards and sex. Intraclass correlation coefficients (ICC) were calculated to quantify reliability of performance times. Males performed better than females (P < 0.001, effect size [ES] = −1.26) and international men performed better than national men (P < 0.001, ES = −1.62). Performance time of low (≤2.5) and high (≥3.0) classification players was borderline not significant with a moderate ES (P = 0.06, ES = 0.58). The reliability was excellent for overall performance time (ICC = 0.95). These results show that the test can be used as a standardised mobility performance test to validly and reliably assess the capacity in mobility performance of elite wheelchair basketball athletes. Furthermore, the described methodology of development is recommended for use in other sports to develop sport-specific tests. “This is an Accepted Manuscript of an article published by Taylor & Francis in "Journal of Sports Sciences" on 01/16/17, available online: https://doi.org/10.1080/02640414.2016.1276613. LinkedIn: https://www.linkedin.com/in/annemarie-de-witte-9582b154/ https://www.linkedin.com/in/moniqueberger/ https://www.linkedin.com/in/rienkvdslikke/
MULTIFILE
Primary and secondary school teachers are expected to adapt their teaching to the diverse educational needs of students through differentiated instruction (DI). This review included 29 peer-reviewed published articles from 2010 to 2020 evaluating the contribution of preservice and in-service teacher programs for DI. We synthesized program components, outcomes and contextual interplay. Results indicate that successful programs incorporate active learning, collaboration and reflection and were often longitudinal, comprehensive and addressed attitudes, knowledge and skills. Contextual (school) factors acted as facilitators and impediments to program efficacy. Balancing school ambitions with realistic expectations is a concern. Educational and policy implications are further discussed.
Dit is de onderzoeksrapportage van 4,5 jaar onderwijsonderzoek naar kritisch burgerschapsonderwijs in het mbo. In dit rapport wordt gereflecteerd op het onderzoeksproces en de onderzoeksresultaten. Dit bestaat uit theoretisch onderzoek, praktijkonderzoek naar formatieve toetsing en de werkwijze van de werkplaats. In de eerste twee jaar lag de focus op visieontwikkeling (doel 1), kennisontwikkeling over didactiek en integratie van kritisch denken in de praktijk (doel 3 en 4) en is de benadering geëvalueerd op de genoemde criteria. Op grond van de opbrengsten en evaluatie van de eerste twee jaar, ontstond behoefte aan meer kennis over formatieve assessment taken (doel 4) en professionalisering van docenten hierin, binnen en buiten de werkplaats (doel 2 en doel 5). We reflecteren op deze doelen en laten zien hoe we tot onze bevindingen zijn gekomen.
