Community‐driven learning activities, creating futures: 30,000 people can't be wrong—Can they?

Dowrick, Peter W.

doi:10.1007/s10464-007-9089-0

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…This study used a video editing application (Dowrick, 2007;Coulson et al, 2006aCoulson et al, , 2006b) to present right foot dominant players with an apparently good left side skill performance. The video footage they observed in self-model training was a mirror reversal of right side motor patterns that gave kick distances better than those they had previously produced with their left foot.…”

Section: Discussionmentioning

confidence: 99%

Video Self-model Training of Punt Kicking

Steel

Adams

Coulson

et al. 2013

Int. J. Sport Health Sci.

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DiŠerences in skill performance associated with side preference are observed in sports codes where an equivalent level of performance by both limbs is desired. In Australian Rules Football, some players can achieve long, accurate kicks with either foot, but other players typically have signiˆcant discrepancies between kicking sides. To improve punt kicking for distance and accuracy, video self-model training was applied to kicks made with the non-preferred foot, using the feedforward method. To show players performing at a level they could not currently achieve with their non-preferred foot, video of self was made with preferred foot kicks mirror-reversed and watched by the participants. Kicks made for distance showed an improvement in relative side-to-side performance from pretest to post-test, that continued at the retention test.

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Section: Discussionmentioning

confidence: 99%

Video Self-model Training of Punt Kicking

Steel

Adams

Coulson

et al. 2013

Int. J. Sport Health Sci.

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School Failure and School Success

Dowrick

Back²,

Mills³

2014

Handbook of Adolescent Behavioral Problems

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Cultural Misperceptions and Goals for Samoan Children’s Education in Hawai’i: Voices from School, Home, and Community

2007

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Research lauds the benefits of parent involvement in the schools, yet many schools and communities have not achieved desired levels of involvement. Underlying expectations and methods soliciting parent involvement may be rooted in cultural misperceptions. This study, based on Epstein's (1987) Overlapping Spheres of Influence model, explored the ways and extent that community members, school staff, and Samoan families interact Marianna F. Valdez is a Ph.D. Candidate in Community and Cultural Psychology. She completed her M.A. degree at the University of Hawaii and B.A. degree at Tulane University. Her research interests involve the development, implementation, and evaluation of culturally appropriate community programs, especially related to the public school setting. She is most interested in understanding and representing emic perspectives to drive action research, informed by culturalist approaches and mixed methods.Peter W. Dowrick is Professor of Disability Studies and affiliate graduate faculty in Psychology at the University of Hawaii. He completed his Ph.D. at the University of Auckland, ATCL at Trinity College London, M.Sc. at the University of Auckland, and B.Sc. at the Victoria University of Wellington. He has wide experience working with people marginalized by culture, disability, mental health, and other considerations. His consultation on prevention and intervention extends to 31 states and 21 countries. His overarching contribution has been in the concepts of feedforward and creating futures, applied in situations of personal safety, serious mental illness, social behavior, sports and recreation, daily living, literacy, academic skills, health, housing, management, and jobs, among others.Ashley E. Maynard is Associate Professor in the Department of Psychology at the University of Hawaii. She completed her Ph.D. at the University of California, Los Angeles, M.A. at the University of California, Los Angeles, and B.A. at the University of Virginia. She studies the interrelationships of culture, contexts of child development, and healthy cognitive and social development of children. Based on a socio-cultural paradigm, the theoretical question that lies at the heart of her research program is the ways in which a variety of culturally based activity settings influence adaptive pathways of development for children and families. She teaches courses in Developmental Psychology and Culture and Human Development. 67 0042-0972/07/0300-0067/0 Ó 2007 Springer ScienceþBusiness Media, LLCregarding a public middle school. Qualitative research methods (interviews and observations) involved parents, teachers, administrators, and community agency members and officials in participatory action research. Findings displayed a base of cultural differences regarding parent involvement: Samoan parents were expected to participate in school events and assist children with homework, yet Samoan culture has historically divided the parents' responsibilities from the teachers' responsibilities. Parents identified their responsibil...

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Community‐driven learning activities, creating futures: 30,000 people can't be wrong—Can they?

Cited by 4 publications

References 14 publications

Video Self-model Training of Punt Kicking

Video Self-model Training of Punt Kicking

School Failure and School Success

Cultural Misperceptions and Goals for Samoan Children’s Education in Hawai’i: Voices from School, Home, and Community

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