Rozprawy doktorskie: „Deliberate Practices”

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Chow, Daryl. "The study of supershrinks: development and deliberate practices of highly effective psychotherapists." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/45.

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This study explored how highly effective psychotherapists develop their therapeutic skills, and more specifically, to what extent the engagement of domain specific deliberate practice predicts client outcomes. Primarily, it was found that not only did therapist effectiveness vary significantly, but that the amount of time therapists spent in solitary practice was a significant predictor of their effectiveness. Specific implications for clinical training and practice are discussed.

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Coughlan, Edward. "How experts learn : the role of deliberate practice." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4591/.

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The aim of this thesis was to examine how experts learn using the theory of deliberate practice. Expert and intermediate Gaelic football players practiced kicking, with their learning being assessed between a pre-test and retention test. A novel method to measure the tenets of deliberate practice during the activity, as opposed to retrospectively, was used throughout the thesis. Findings support previous research on the mechanisms and strategies engaged in by experts as they aim to improve performance and how they differ to lesser-skilled individuals. In line with the theory of deliberate practice, in Chapter 2 and 3 the experts rated practice higher for effort and lower for enjoyment, as well as practicing a more relevant skill in Chapter 2, when compared to intermediates. Moreover, they improved kicking accuracy between pre-test and retention test, whereas the intermediate group did not. In addition, the thesis identified differences between the cognitive mechanisms of experts and intermediates that underpin their respective performance. Expert groups engaged in greater cognitive processing during (Chapter 2 and 3) and between (Chapter 3) practice sessions when compared to intermediates. Chapter 4 examined the impact of applying these expert cognitive processes to the deliberate practice and performance of a youth intermediate group. A training group practiced kicking with an intervention designed to increase cognitive processing, whereas a control group practiced kicking without intervention. Findings support previous research by providing evidence of the outcome of such an intervention on deliberate practice. The training group demonstrated greater cognitive effort and less enjoyment during practice and greater improvements in accuracy after practice compared to the control group. Overall, findings in this thesis support the theory of deliberate practice and extend the research on the role of cognitive processing in effective skill acquisition.

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Alves, Ballón Tedesqui Rafael. "Personality, Deliberate Practice, and Expertise Development in Sport." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38702.

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Conscientiousness-related personality traits are relevant predictors of many outcomes in achievement domains outside sport. They have also been associated with several outcomes in sport, however, their relative role on athletes’ deliberate practice (DP) and other criteria of expertise development has not been investigated. The overall aim of this dissertation was to examine the role of conscientiousness-related traits on sport expertise development. It had six specific purposes: (a) to examine the structural validity of conscientiousness-related measures; (b) to understand whether athletes’ DP amounts, skill level, and other criteria of expertise development could be predicted by these measures; (c) to identify the best personality predictor and combination of predictors that explained the maximal variance in different criteria of expertise development; (d) to examine whether grit facets predicted athletes’ practice engagement across a demanding sport season; (e) to explore coaches’ perspectives on the behavioural indicators of conscientious, gritty, and self-controlled athletes in training; and (f) to explore coaches’ views about how these personality traits may impact athletes’ quantity and quality of practice and development toward higher skill levels. The dissertation used a sequential explanatory mixed-methods design, wherein Phase 1 (Articles 1, 2, and 3) quantitatively pursued purposes (a) to (c), Phase 2 (Article 4) addressed (d), and Phase 3 (Article 5) qualitatively addressed (e) and (f). Article 1 tested the factor structure of the Brief Self-Control Scale in sport and showed distinct associations between self-control variables and (a) sport-specific practice amounts, (b) engagement in various practice contexts, and (c) threats to commitment to one’s sport, in a diverse sport sample. Article 2 conducted factor analyses of the Grit Scale in sport and examined a full latent variable model showing associations between grit variables and several criteria of expertise development. In particular, perseverance of effort associated with athletes’ weekly amounts of DP, engagement in different practice contexts, and skill level, while consistency of interests associated with athletes’ commitment to their sport. Article 3 comprised two studies. In Study 1, path analyses were used to assess the role of conscientiousness on criteria of expertise development. At the broad level, conscientiousness predicted athletes’ engagement in practice contexts and commitment to their sport; at the facet-level, achievement-striving was the best predictor of athletes’ weekly DP and engagement in practice contexts. The systematic test of the role of self-control (Article 1), grit (Article 2), and conscientiousness (Article 3, Study1) for key criteria of expertise development culminated with Study 2 of Article 3, which reported comparative analyses of the predictive ability of self-control, grit, and conscientiousness facets—which had shown to be significant predictors when assessed separately—for the criterion measures of sport expertise. Study 2 showed that (a) perseverance of effort was the best predictor of athletes’ weekly DP, engagement in mandatory practice, and the only predictor of higher skill level, (b) achievement-striving best predicted athletes’ engagement in optional practice, and (c) consistency of interests best predicted athletes’ commitment to their sport. Article 4 tested whether athletes’ self-reported levels of grit (broad and facets) were longitudinally associated with their coach-reported practice engagement throughout one sport season. Perseverance of effort was the grit variable most related to indicators of practice engagement, the only variable related to overall practice engagement across three time points, and the only variable marginally associated with athletes’ stability of practice engagement over time. Article 5 explored coaches’ views about the behavioural indicators of athletes’ conscientiousness, grit, and self-control in the daily training environment and how these traits impacted athletes’ training and development. Coaches described (a) conscientious athletes as systematic and detail-oriented, highly considerate of others, and highly engaged in self-regulation; (b) gritty athletes as those who persevere despite adversity and work hard in practice; and (c) self-controlled athletes as those who control impulses, resist temptations, and delay gratification. Coaches believe grit, conscientiousness, and self-control play important roles on athletes’ development toward higher skill levels, but results generally highlighted the preponderance of perseverance of effort. Potential mechanisms (e.g., conscientiousness—self-regulation—practice quality and conscientiousness—self-regulation—skill level) were highlighted to help explain the personality-expertise link found in Phases 1 and 2. This dissertation contributed to the literature on sport expertise by parsimoniously identifying conscientiousness-related personality traits that were associated with measures of athletes’ practice quantity, quality, and stability, commitment to sport, and higher skill level. Although several facets (i.e., perseverance of effort, consistency of interests, achievement-striving, self-discipline, and dutifulness) showed associations with practice and performance-related outcomes, this dissertation generally highlighted the role of grit facets. In particular, while perseverance of effort was the best predictor of athletes’ amounts of DP, the only grit variable associated with quality practice engagement over time, and the only predictor of higher skill level, consistency of interests was the best predictor of commitment variables. Furthermore, results based on coaches’ descriptions (a) provided behavioural indicators of conscientiousness-related traits that serve as reference points for practitioners aiming to help athletes develop desirable traits, (b) suggested that gritty athletes ‘work hard’ and conscientious athletes ‘work smart’, and (c) proposed mechanisms to explain the personality-expertise link found in the quantitative studies. Taken together, the results of this dissertation suggest that the tendency to persevere despite adversity and mindfully use self-regulated processes seems to be a powerful predisposition for athletes’ development toward expert levels of performance.

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Hayman, Rick. "The role of deliberate practice in developing adolescent golfing excellence." Thesis, University of Central Lancashire, 2012. http://clok.uclan.ac.uk/6652/.

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The acquisition of expert performance has been studied for decades across a range of human performance domains. Ericsson, Krampe, and Tesch-Römer (1993) proposed a theoretical framework termed the theory of deliberate practice to account for the characteristics and developmental experiences of individuals who acquire exceptional levels of performance in any discipline. This theory proposes that acquiring expertise across any domain is the result of undertaking an extensive acquisition period of approximately ten years involving the accumulation of thousands of hours of physically and mentally demanding practice regimes whilst overcoming effort, motivational and resource constraints that serve as barriers to the attainment of elite performance. Therefore, this thesis aimed to contribute to the under researched area of golf development systems by examining the applicability of deliberate practice theory in acquiring elite male adolescent golfer status. The first study, of four, utilised self-report diary logs to reveal the durations, types and intensities of golf activities undertaken by nine aspiring elite adolescent golfers over a nine month period and compared actual and retrospective accounts. In total, 62 percent of all golf activities were classified as either golf competitions or competitive practice rounds undertaken with high amounts of physical and mental effort and fun. This approach to development was beneficial for lowering the golf handicaps of several participants. Results reveal the performance improvements which aspiring elite adolescent golfers experienced whilst engaging with regular golf competitions and practice rounds instead of deliberate practice specific activities. However, such improvements did plateau once performers reached a handicap approaching two. Retrospective recall was also revealed as an accurate method to determine volumes and conditions of golf activities undertaken over a nine month period. Non-significant differences were revealed between actual and recalled data (training volumes p = 0.94, physical effort p = 0.83, mental effort p = 0.44, and fun p = 0.13) and effect sizes were small ranging (d = 0.03 – 0.31) The second study retrospectively examined the sports participation and practice trends of current elite adolescent male English golfers. It was found how these individuals tended not to participate within golf specific deliberate practice regimes until the mid-teenage years and instead encountered a diversified introduction to several sports, which included golf, within a playful, fun, non-competitive environment that resembled key tenets of deliberate play theory (Côté, 1999). A change in emphasis towards on-going golf development occurred around the age of 16 when exposure with golf specific deliberate practice became more evident once participants had gained selection for county and English Golf Union representative golf teams. The third study used interpretative phenomenological analysis to explore the experiences of golfers who had all successfully travelled the path from novice to elite adolescent golfer status. Four super-ordinate themes emerged from participants accounts which revealed how elite adolescent golfers experienced supportive parents and a diversified enjoyable introduction to a range of sports. This was followed by a self-determined commitment to golf in the mid teenage years and a strategic approach to developing excellence which recognised the important role that psychology may play post 16 years of age. The forth study aimed to discover if the introduction of a golf specific deliberate practice intervention would improve putting performance and influence future practice behaviours of five aspiring elite adolescent golfers who had no prior experience of specialised golf training protocols. Participants completed a 13 week AB single-subject multiple-baseline design, social validation measures and five month follow up interviews. Mean putting performance was significantly higher (t4 = 6.94, p = .002, d = 3.12) in the intervention phase (M = 6.20, SD = 0.51) than the baseline phase (M = 4.64, SD = 0.57). All participants enjoyed undertaking deliberate practice, experienced a range of psychological and technical improvements, adapted current training schedules to mirror deliberate practice and committed long term to activities of this nature. In conclusion, the findings of the four empirical studies within this thesis suggest long term deliberate practice is not a pre-requisite throughout childhood and the early teenage years for securing selection within international adolescent golf squads. However, engagement in deliberate practice post 16 years of age was found to be an important training strategy for the continued performance development of emerging and elite level adolescent golfers. The pathway to elite adolescent status more closely resembled Côté’s (1999) deliberate play theory with sampling during early childhood, specialising during early teenage years, and investment in later teenage years. The collective findings of this thesis may provide players, coaches, applied sport psychologists and policy makers involved within golf talent development systems with clearer insights into conditions of participation and practice that appear optimal for achieving adolescent golfing excellence.

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Lacue, Sharon. "Deliberate Practice Using Simulation to Improve Clinical Competency and Confidence." Thesis, Carlow University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276390.

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Bridging the gap between classroom learning and nursing practice is an ongoing concern in nursing education. Multiple studies have found that students who are provided the knowledge, skills and modeling behavior, in addition to an expectation of efficacy, have an increase in their confidence of acquired skills and thus an increase in self-confidence and competence. However, patients in acute care settings have increasingly complex medical problems, which often leave nursing students with minimal hands-on care for their assigned patient. The purpose of this study was to examine the effect of deliberate practice, using a repeated simulated clinical experience, on student self-confidence and competency. A quantitative method with a descriptive, non-experimental, pre-test-posttest study provided information about the effect of a repeated simulated clinical experience on student self-confidence and competence. A convenience sample of 26 nursing students from a university located in central Pennsylvania enrolled in their junior year medical-surgical course participated. Self-confidence was measured using the National League for Nursing (NLN) Self-Confidence in Learning with Simulation self-reporting instrument prior to experiencing the simulation and then immediately following the initial and repeated simulation. Competence with nursing skills using simulation was measured using the Creighton Competency Evaluation Instrument (CCEI) for both the initial simulation and the repeated simulation. Parametric statistics and a multivariate analysis of variance (MANOVA) indicated a statistical significance for overall improvement in competence following the repeated scenario, p = 0.001. There was no statistical significance in improvement of student self-confidence. The findings of this study suggest that repetition of a simulation scenario promoted an increase in overall competence and support incorporating deliberate practice of simulation scenarios.

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Vitorino, Murakawa Ana Janaina. "Transforming Expert Musical Practice: Conceptualising, Structuring, and Executing Practice Mastery." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21183.

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Practice has the potential to transform a musician’s expertise by elevating technical and musical limitations to full competence, allowing a musician to play masterfully at a professional level (Ericsson, Krampe, & Tesch-Römer, 1993; Johnston, 2002; Sloboda, Davidson, Howe, & Moore, 1996). While the research literature underlines some pedagogical and psychological principles on how to practise, there is a need to identify strategies, inspirations, thoughts, and artistic behaviours that will lead to practice mastery and excellence in performance (Cervion, Laws, Lettberg, & Lisboa, 2012; Gerle, 1983; Miksza, 2007). To date, most of the studies related to effective practice have been conducted with students in higher education (Hallam, 2001). This research aims to evaluate how professional performers conceptualise and approach practice, and to observe how they are able to make practice theory meaningful. Six performance experts participated in an interview regarding practice. The interviews explored how the participants address and structure practice, how they handle obstacles, and how they prepare for performances. The participants discussed the importance of mental preparation, and unanimously described the value of mental practice in the learning of new works. For these performers, practice was never the ultimate objective, only a means to achieve progress in performance and to convey to an audience the delivery of art. This study aims to redefine existing practice concepts by appraising musicians and pedagogues of current expert approaches and demonstrating how these are implemented. It will identify how knowledge of theory needs to be enacted to experience expert practice mastery. These findings will benefit and advance pre-professional performers in their pursuit of excellence in performance as they prepare for the music profession.

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Shannon, Brooke M. "The Value of Deliberative Democratic Practices to Civic Education." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204.

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Janeczko, Luke Samuel. "Managing wicked policy problems: A case for deliberative practices." Thesis, Janeczko, Luke Samuel (2011) Managing wicked policy problems: A case for deliberative practices. Honours thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/6404/.

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Demanding policy issues require responses that are both effective and legitimate. Wicked problems are examples of such demanding issues. In contrast to tame policy issues, wicked problems can be distinguished when levels of uncertainty, value divergence, and complexity reach high levels. Examples of wicked problems include issues such as climate change, illicit drug use, and indigenous disadvantage. This thesis puts forward the case for using deliberative democratic practices (in conjunction with typical policy development methods) when working with wicked problems. Deliberative democracy aims to promote greater legitimacy in decisions as a result of public consultation. Deliberative democracy can create better outcomes as a result of rigorous engagement and deliberation over a topic, and more inclusion in the political process for those groups who have typically found themselves alienated from politics. Such aims and principles lend themselves to good policy development. Typical policy development methods may not be sufficiently flexible to devise effective and long lasting solutions to wicked problems. By using deliberative practices in conjunction with typical policy development methods, the policy process becomes more flexible and adaptive to work with the ever-changing nature of a wicked problem. The principles and aims of deliberative democracy can make wicked problems appear more manageable by creating legitimacy in decisions as a result of public consultation, bridge the gap between different parties’ value divergence, and possibly even change the mind of participants in the deliberation by invoking thought and reason.

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Mantovani, Michele Rosita. "Perspectivas de deliberação do fenômeno da prática pianística em diferentes níveis de expertise." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/173570.

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A presente pesquisa teve por objetivo investigar perspectivas de deliberação na prática pianística em função dos níveis de expertise, uma vez que a literatura consultada sustenta a temática num viés de polarização em níveis extremos e deixa em aberto à discussão acerca da prática de níveis intermediários dentre aqueles propostos na literatura de psicologia cognitiva, a saber: novato, iniciante avançado, competente, proficiente e o expert. Fundamentando-se nos princípios fenomenológicos de E. Husserl (1900-1970), o delineamento metodológico envolveu etapas de mapeamento preliminar da amostra, na qual 18 participantes (em níveis de extensão, graduação, pós-graduação universitária e profissional) gravaram em áudio e vídeo uma sessão de prática de duas peças de seus repertórios e participaram de duas entrevistas semiestruturadas. Quatro casos representativos em níveis distintos de expertise foram selecionados e analisados em profundidade por procedimentos qualitativos (perspectiva fenomenológica) e quantitativos (por estatística descritiva e inferencial). Para a descrição do fenômeno da prática, unidades de prática foram delimitadas, e nessas, as essências do fenômeno investigado denominadas categorias psicossensoriais (testar, repetir, isolar, ajustar, alternar, parar, explorar, dispersão e lapso). Essas categorias formaram o arcabouço no qual as incidências (em termos de ações, desvios e procedimentos) foram compiladas e organizadas, resultando maneiras de praticar tanto comuns a todos, como outras peculiares a cada participante investigado. As perspectivas de deliberação foram identificadas e refinadas numa dimensão mais pontual para o fenômeno da prática pianística como um indício de empenho na e para a situação de prática com relação à intencionalidade frente ao fenômeno estudado. Tais perspectivas resultaram na proposição de um modelo, que considera os limites do foco de atenção, as ações da prática sobre a natureza e a mobilidade dinâmica das categorias psicossensoriais, e possíveis fatores resultantes em função de uma dada intensificação de ações empreendidas. O argumento da presente tese é que a deliberação na prática pianística não é uma constante, e sim uma perspectiva dinâmica que ocorre a cada unidade de prática a partir da intencionalidade dos sujeitos para com as obras praticadas. The present research aimed at investigating perspectives of deliberation in piano practice according to the levels of expertise, since the consulted literature supports this subject in polarized at extreme levels and leaves a gap in the discussion about the practice of intermediate levels among those proposed in the literature of cognitive psychology, namely: novice, advanced beginner, competent, proficient and the expert. Based on the phenomenological principles of E. Husserl (1900-1970), the methodological designed involved preliminary sample mapping, in which 18 participants (at university extension, undergraduate, graduate and professional levels) recorded in audio and video one practice session of two musical works from their repertoire and participated in two semi-structured interviews. Four representative cases at different levels of expertise were selected and analyzed in depth by qualitative procedures (phenomenological perspective) and quantitative ones (by descriptive and inferential statistics). For the description of the phenomenon of practice, units of practice were delimited, and in these, the essences of the phenomenon investigated denominated psychosensorial categories (testing, repeating, isolating, adjusting, alternating, stopping, exploring, dispersing and lapsing). These categories made up the framework in which the incidences (in terms of actions, deviations and procedures) were compiled and organized, resulting in ways of practicing both common to all participants and others peculiar to each investigated one. The perspectives of deliberation were identified and refined in a more specific dimension to the phenomenon of piano practice as an indication of commitment in and for the practice situation regarding intentionality at the studied phenomenon. Such perspectives resulted in the proposition of a model, which considers the limits of the focus of attention, the actions of the practice on the nature and the dynamic mobility of psychosensorial categories, and possible resulting factors from a given intensification of undertaken actions. The argument of the present thesis is that deliberation in piano practice is not a constant, but it is a dynamic perspective that occurs to each unit of practice from the intentionality of subjects towards the musical works practiced.

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Brecht-Haddad, Daniel Nagib. "Discovery, video self-confrontation, and intervention as a means to improve quality of individual instrumental practice." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35409.

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Doctor of Philosophy Department of Curriculum and Instruction Frederick Burrack The purpose of this research is to discover influences that guide practice habits of collegiate instrumental music students, explore student self-discovery of practice needs, and create strategies that can be used to improve the quality of students’ individual music practice. To best address these intentions, three unique yet sequential studies were implemented. The Discovery study focused on the uncovering prior experiences that shaped students’ practice habits before entering college to get an idea of how current practice habits were formed. The Video Self-Confrontation study had participants watch a video recording of a practice sessions to address possible gaps between their perception and the reality of their practice habits. The video self-confrontation prompted discussion about possibilities for enhanced practice skills. The Intervention study expanded upon information from previous studies to develop and administer personalized interventions designed to address weaknesses and identify effect on participants’ practice habits. Independent practice, the time after instruction when a student works toward mastery of skills or concepts, is widely recognized as a critical component of improvement in the performance music. These studies aim to help bridge the gap between practice theories and optimal experiences. These studies explored elements related to practice behavior. Because each person had unique experiences and diverse ways to describe their experiences, a methodology for each study was required that allowed for structured data collection and organization. As such, the constructivist paradigm supported these studies.

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Young, Bradley William. "Deliberate practice and the acquisition of expert performance in Canadian middle distance running." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0005/MQ36757.pdf.

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Silva, Luís Miguel Peres dos Santos e. "O caminho para o golfe de excelência." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15347.

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―O desempenho hábil ―especializado‖ tem uma estrutura complexa que se adquire gradualmente através de uma prática de anos, ou de décadas de treino específico‖ Ericsson (2001), daí, fomos procurar saber a percepção de jogadores de excelência e treinadores de formação, sobre a importância dos factores de treino no processo de formação de jogadores de golfe de excelência. Treinadores e jogadores consideraram o ―domínio psicológico‖ como o mais importante, seguindo os domínios ―táctico / cognitivo‖, ―técnico‖ e por último o fisiológico; Treinadores e jogadores divergem na percepção relativamente ao ―domínio técnico‖ e ―fisiológico‖, sendo que treinadores tem tendência a dar-lhes maior importância; A ―motivação‖, e ‖comportamento do jogador no clube‖, foram os subdomínios que ao longo da formação são considerados muito importantes ao longo da formação do jogador de excelência em golfe; O ―desenvolvimento no campo‖ é considerado a forma de desenvolvimento mais valorizada, seguida do ―desenvolvimento no campo‖ e ―desenvolvimento em torneios‖; Os factores ―prática qualidade‖, ―ambição‖, ―entrada em competições‖ e ―capacidade psicológica‖, foram considerados os mais importantes. Aquele que mais se destacou foi a ―prática qualidade; ABSTRACT:"that the skillful performance expert has a complex structure that is acquired gradually through practice years or even decades of specialist training" Ericsson (2001). We demanded to know from the golfers of excellence and professional training, what they considered to have been of greatest importance on training to achieve excellence in golf. The combined date from both coaches and players show that these consider ―psychological abilities‖ to be the most important, followed by ―tactical/cognitive‖, ―technical‖ and lastly, ―physiological‖ abilities. Coaches and players differ in their perceptions regarding the "technical field" and "physiological", and coaches tend to give them greater importance. ―Motivation‖ and ―player´s behavior within the club‖ Were considered the most important subcategories. ―Practical ability‖, ―ambition‖, ―participation in competitions‖ and ―psychological capacity‖, were considered the most important, of which, the most notable was ―practical ability‖. The factors ―practical quality‖, ―ambition‖, ―entered in competitions‖ and ―psychological capacity‖, they had been considered most important. That one that more was distinguished was the ―practical quality‖.

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Chapman, Velinda Jo. "Deliberate Practice Theory as an Intervention Technique to Improve Hand Hygiene in Nursing Students." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807184.

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This study investigated the use of deliberate practice theory as a technique to improve hand hygiene performance (HHP) of first-semester associate degree nursing program students. Proper HHP at specific intervals during patient care prevents the spread of healthcare-associated infections. HHP consistently falls below industry expectations and this gap exists worldwide. Modifying established HHP behaviors of professionals in the health care setting is resource intensive, yet novice health care professionals such as nursing students are uniquely positioned to acquire optimal hand hygiene habits as they enter professional practice. The research question for this study was as follows: Is there a performance difference between a group of nursing students using a routine practice approach and a group using deliberate practice theory as a technique for the task of hand hygiene in the nursing skills laboratory setting? The research design was a multiple-measures pretest/posttest nonrandomized quasi-experimental design using a convenience sample. The target population was prelicensure first-semester associate degree nursing students in the United States and a sample of 47 nursing students was obtained from an intact cohort of first-semester associate degree nursing students. The method of data analysis was an independent-samples t test to determine if a statistically significant performance difference existed between the control and experimental groups. The experimental group using deliberate practice theory as a technique for HHP had higher performance scores (M = 97.10, SD = 9.60) than the control group using a routine approach (M = 91.67, SD = 14.74); however, it was not statistically significant, with t(39.73) = –1.503, p = .141. An additional analysis was conducted to determine hand hygiene compliance rates. The control group dropped 4.16% for hand hygiene compliance from the pretest to the posttest whereas the experimental group dropped only 0.72%. The most impressive findings from this alternative examination of the findings is that the control group had two (8.33%) of its participants with one hand hygiene omission during the pretest and the experimental group had one (4.35%). For the posttest, the control group had six (25%) of its participants with one hand hygiene omission and the experimental group had two (8.69%). The number of individuals in the experimental group with hand hygiene omissions doubled from the pretest to the posttest whereas the number of individuals with hand hygiene omissions tripled for the control group. This additional analysis indicates that deliberate practice theory as a technique to improve HHP may have important clinical implications.

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Altuwairesh, Nasrin. "Expertise in L2 listening : metacognitive instruction and deliberate practice in a Saudi university context." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5418/.

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The significant role listening plays in SLA is now well-established. However, despite changes in the perception of L2 listening, it remains an under-researched skill. Listening is the most challenging of the four language skills in terms of both learning and teaching. This calls for more research to tackle issues with the teaching and learning of L2 listening. I conducted a two-phase, quasi-experimental study that integrated metacognitive instruction and deliberate practice into EFL listening sessions. Phase One focused on metacognitive instruction, whereas Phase Two was on deliberate practice. Participants were 42 female, tertiary level students at COLT at King Saud University in Riyadh, Saudi Arabia. Students were enrolled on a Listening 4 course. The experimental group (n = 21) took part in both phases of the study, unlike the comparison group (n = 21) who were only used as a comparison group to evaluate the effectiveness of the intervention. The impact of the two phases on EFL listening was measured through a TOEFL listening test, whereas changes in metacognitive knowledge were tracked using the Metacognitive Awareness Listening Questionnaire (MALQ). I also used guided listening diaries with the experimental group throughout the study to uncover their metacognitive knowledge and promote self-reflection. The two phases led to an increase in the listening ability and metacognitive knowledge of the experimental group, although to varying degrees. The diaries of the experimental group revealed a level of metacognitive knowledge, particularly task and strategy knowledge. The experimental group also outperformed the comparison group on the final MALQ and TOEFL test. Results of this study suggest the usefulness of both metacognitive instruction and deliberate practice for the development of EFL listening. Thus, the study proposes a new deliberate practice approach to L2 listening, in which metacognitive instruction is an essential element, but not an end in itself. This study is just one step on the journey towards the effective application of deliberate practice in the L2 classroom.

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Holmqvist, Anton. "Självreglerat lärande hos unga ishockeyspelare : En interventionsstudie." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159344.

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För att nå en hög nivå av expertis inom sporten ishockey så krävs det att spelare har mycket goda och specifika motoriska, fysiologiska och psykologiska färdigheter. Tidigare forskning på unga elitsatsande fotbollsspelare har visat att de som nått en hög nivå, har en högre grad av självreglerat lärande. Syftet med studien var att undersöka självreglerat lärande, samt utforma och utvärdera en metod för att öka graden av självreglerat lärande, hos unga elitsatsande ishockeyspelare. Studien var av kvasi-experimentell design där ett lag fungerade som interventionsgrupp (Sub-elit, n = 15) och ett annat lag fungerande som kontrollgrupp (Elit, n = 18). Interventionen bestod av att spelarna i interventionsgruppen fick utvärdera sin egen prestation och utveckling en gång i veckan under fem veckor. Spelarna i båda grupperna fyllde i självskattningsskalan SRL-TT före och efter interventionen. Sex spelare intervjuades om deras upplevelser av självreglerat lärande och interventionen. Resultaten visar på att det fanns en skillnad vad gäller graden av självreglerat lärande mellan spelarna på högsta nivå (elit) och spelarna på en nivå under (sub-elit), men att interventionen inte hade någon statistiskt signifikant effekt på spelarnas förmåga att ägna sig åt självreglerat lärande. De intervjuade spelarna anser dock att interventionen har fått dem att tänka mer på sin utveckling och hur de presterat. Spelarna anser också att en dialog med tränarna leder till att de själva tänker mer på vad de behöver utveckla i sitt spel. To achieve a high level of expertise in the sport of ice hockey, players need very good and specific motor, physiological and psychological skills. Previous research on young elite football players has shown that those who have reached a high skill level have a higher degree of self-regulated learning. The purpose of the study was to investigate self-regulated learning, and to design and evaluate a method for increasing the degree of self-regulated learning, in young elite ice hockey players. The study was of quasi-experimental design where one team was intervention group (Sub-elite, n = 15) and another team functioning as a control group (Elite, n = 18). The intervention consisted of the players in the intervention group evaluated their own performance and development once a week for five weeks. Players in both groups completed the self-assessment scale SRL TT before and after the intervention. Six players were interviewed about their experiences of self-regulated learning and the intervention. Results indicate that there was a difference in self-regulated learning between elite- and sub-elite players, and that the present intervention did not have a statistically significant effect on the players’ degree of self-regulated learning. The interviewed players, however, believe that the intervention has made them think more about their development and how they performed. The players also believe that dialogue with the coaches leads them to think more about what they need to develop in their game.

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Low, William R. "College Athletes' Approaches to Individual Practice." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1373299277.

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Trulsson, Ingrid. "Musikelevers övningsstrategier : En observationsstudie av tre 18-åriga stråkelever." Thesis, Örebro universitet, Musikhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-28478.

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The aim of this study is to examine which strategies three 18-year-old string students (one violinist and two cellists) use when they practice on their own. The empirical data for the study come from six observations of the students’ practicing on certain pieces that were handed out to them. During the observations, the students filmed themselves, and no one else was present in the room during the practicing sessions. The observations were later transcribed and analyzed, which means that its contents were compared and contrasted to results of previous research in the field of practicing. The results of this study show that all three participants first tried to gain an overview of the piece by playing it through from beginning to end. For the most part, the students played through longer parts of the music, but they also stopped to repeat single notes or half/whole bars. The students were also able to identify certain parts of the music that were more difficult. These parts received more work from the students and they repeated the difficult bars several times. What the students found difficult were for example fast passages, complicated rhythms, changing of position and intonation. The observations also show that only two of the students made musical interpretations while practicing. The students sometimes created their own exercises correlated to passages in the music that they practiced, which meant for example changing slurs or playing the melody together with an open string to sharpen the intonation.

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Cahill, Clark Jennifer L. "String student self-efficacy and deliberate music practice: Examining string students' musical background characteristics, self-efficacy beliefs and practice behaviors." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9116/.

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This study examined the musical background characteristics, self-efficacy beliefs, and practice behaviors of string students auditioning for an all-region orchestra in one large South-Central district. Purposes of the study were: (1) to describe the musical backgrounds and self-efficacy beliefs of high school string students, (2) to measure the relationship between self-efficacy scores and performance achievement, and (3) to describe the practice behaviors and thoughts of high and low self-efficacy string students. Questionnaires were given to 101 high school string students; 65 competed in all-region orchestra. Descriptive data from the questionnaire revealed information such as how many took private lessons and that those who did tended to have a higher sense of perceived self-efficacy in relation to playing their string instruments. Other descriptive items asked questions such as whether or not students started in public school and how much they practiced outside of orchestra. The relationship of summed self-efficacy scores to a competition ranking was found to be statistically significant and inverse. For all string participants (n=65) Spearman's rho was, rs= -.37, (p=.001) with 14% of the variance explained (r2 =.14). This inverse relationship documents the linear trend for students with better rankings (lower ranking numbers) to also tend to have higher self-efficacy scores. Observation and interview data of 8 higher and 8 lower self-efficacy sub-group students were also analyzed. The higher self-efficacy sub-group students tended to use more cognitive practice strategies, while the lower self-efficacy sub-group tended to use dissimilar and less advanced strategies. Understanding string students' musical background experiences and characteristics and the possible relationship self-efficacy may have with practice and achievement could benefit certain students. Helping these students gain a higher sense of perceived self-efficacy in their musical endeavors, or obtain certain characteristics that successful students share, could possibly enable them to develop and understand more complex practice strategies and compete more confidently.

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Cahill, Clark Jennifer L. "String student self-efficacy and deliberate music practice examining string students' musical background characteristics, self-efficacy beliefs, and practice behaviours /." connect to online resource, 2008. http://digital.library.unt.edu/permalink/meta-dc-9116.

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Hodge, Thana Yvonne. "Deliberate practice and expertise in the martial arts, the role of context in motor recall." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20652.pdf.

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Palermo, Corey John. "A Framework for Deliberate Practice| Self-Regulated Strategy Development and an Automated Writing Evaluation Program." Thesis, North Carolina State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610664.

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Process-based approaches to writing tend to overlook the self-regulatory skills and motivational beliefs required for proficient writing (Harris, Santangelo, & Graham, 2008) and do not provide the support many students need to develop into effective writers (Graham, Harris, & Mason, 2005; Harris, Graham, & Mason, 2006). Additionally, restricted writing opportunities preclude the sustained deliberate practice students need to develop expertise in writing (Kellogg & Whiteford, 2009). This study examined an intervention that incorporated the self-regulated strategy development model (SRSD, Graham & Harris, 1993) with the automated writing evaluation (AWE) program NC Write. An embedded quasi-experimental mixed methods design was used to determine the impact of the intervention on students’ argumentative writing performance, knowledge, and self-efficacy. Middle school students (N=829) participated in one of three conditions: NC Write + traditional writing instruction, NC Write + SRSD instruction, or a comparison condition. Results of multi-level models that controlled for pretest performance and predicted posttest performance averaging across students and within teachers showed that students in the NC Write + SRSD instruction condition produced posttest essays that were of a higher quality, longer, and included more basic elements of argumentative essays than students in the other two conditions. Students in the NC Write + traditional writing instruction condition produced higher-quality essays than students in the comparison condition at posttest. Students in the NC Write + SRSD instruction condition identified more essay elements at posttest, though there were no between-condition differences in writing knowledge of substantive processes or in students’ writing self-efficacy at posttest. Additional multi-level models were specified to include all essays written by treatment condition students and examine the shape of growth in writing performance. Results showed that students’ growth in writing quality, essay length, and essay elements was best represented by a quadratic growth model. On average, students’ growth in writing performance reached a plateau following the fourth essay written during the intervention. Differences in rates of change and deceleration in writing quality, essay length, and essay elements were not significantly different between the two treatment conditions. Survey results showed students and teachers held generally favorable opinions of NC Write. Interview results determined that NC Write as well as the overall writing intervention had acceptable social validity. Qualitative data analysis revealed that NC Write provided a framework for deliberate writing practice. In this framework students’ growth in writing performance is supported by a cycle of learning, practice, and feedback. NC Write enabled deliberate practice by affording writing quality feedback, efficiency, and evidence of growth, and supporting teachers’ writing instruction and students’ intrinsic motivation. Limitations of the framework included some aspects of feedback, limited lesson data, and lack of a plagiarism scanner in NC Write. Implications from these findings support integrating SRSD instruction with an AWE program to support teacher implementation of the SRSD model and more efficiently provide students with the strategy instruction, practice opportunities, and feedback needed to develop proficiency in writing. Recommendations are provided for AWE programs to better support students’ maintenance of writing quality growth.

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Obied, Ali. "Practical reasoning models for situated autonomic and deliberative regulation systems." Thesis, Liverpool John Moores University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436575.

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Watanabe, Garry. "Explanatory perspectives of enjoyment during deliberate practice sessions for competitive swimmers of varying levels of expertise." Thesis, University of Ottawa (Canada), 2000. http://hdl.handle.net/10393/8955.

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The Ericsson framework (1996) for the acquisition of expertise describes deliberate practice as the most relevant training for the improvement of performance within a domain of expertise. The framework describes deliberate practice as highly relevant, highly effortful forms of training that are inherently non-enjoyable. Subsequent studies seeking to apply the framework in the domain of sport (Starkes et al., 1996; Helsen et al., 1998; Young & Salmela, 1998) found that many subjects described highly relevant, highly effortful forms of practice to be enjoyable. Following the findings of previous deliberate practice studies in the sport setting, this study sought to seek out swimmers who were currently training and who described deliberate practice as being enjoyable and to discover the sources of this pleasure. A questionnaire was administered to 237 male and female competitive swimmers from three different performance groups to identify how they rated swimming specific deliberate practice activities regarding the relative relevance, effort, concentration and enjoyment of each. Subsequently, 18 subjects who had rated deliberate practice as enjoyable, were interviewed regarding the nature of their enjoyment of the deliberate practice. (Abstract shortened by UMI.)

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Cerniglia, Andrew J. "The deliberate practice of procedural nursing skills: Effects of block-random sequencing on long-term retention." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573243637786433.

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Leveille, Deborah. "Deliberate Practice of IV Medication Procedures by Student Nurses: Feasibility, Acceptability, and Preliminary Outcomes: A Dissertation." eScholarship@UMMS, 2015. https://escholarship.umassmed.edu/gsn_diss/42.

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Background: Medication errors continue to be one of the most prevalent problems in healthcare related to patient safety, often resulting in injury or death, with higher incidences of error occurring with intravenous medications. The purpose of this study was to explore the use of deliberate practice (DP) with second-degree nursing students in developing and maintaining fundamental intravenous medication management practices required for safe practice. Method: This was a feasibility study using a two-arm, single-blind, randomized controlled trial design. Vygotsky’s Zone of Proximal Development model was used to explore the use of a DP teaching intervention to achieve competency in skills associated with safe IV medication management. A convenience sample of first-year, first-semester nursing students enrolled in an accelerated graduate program (N = 32) were invited to participate; 19 enrolled, and 12 completed the study. Students (n = 12) received three 30- minute one-on-one practice sessions at 2-week intervals with an expert nurse (the intervention group focused on IV skills and the control group on skills unrelated to IVs). Pre- and post-intervention instruments tested participants’ confidence with IV management and safety skills. The primary outcome was their ability to safely administer and monitor IV medications during a 20-minute videotaped medication administration scenario. Results: Low recruitment (19 of 32) and high attrition (37%) were observed. Participants completing the study (5 in the intervention group and 7 in the control group) reported that the time required to attend the sessions was not burdensome (91.7%); time allotted was adequate (100%); 100% reported positive experience; 91.7% found the DP sessions essential to learning. Change in confidence scores for IV skills were not significant (P = 0.210), but were higher in the intervention group (2.97–4.14 = 1.50 change) compared to the control group (2.71–3.77 = 1.04 change). Significant differences were found in overall medication administration skills between the control and intervention groups (t [-2.302], p = 0.044) in favor of the intervention group, particularly with medication preparation skills (p = 0.039). Overall raw scores were low in both groups; only 16–42 (26%–70%) of the total 60 steps required for safe practice were completed. Participants scored lowest in the evaluation phase, with all participants performing less than 50% of the 14 steps. Conclusion: Even though participant satisfaction was high, significant attrition occurred. Students reported the DP sessions to be beneficial and they felt more confident in performing skills, but three 30-minute sessions (90 minutes) were not adequate to develop, maintain, or refine all the IV-management skills associated with safe medication practices. Determining the length and duration of DP sessions as well as comparing the efficacy of DP sessions between individual and group sessions with varying doses and frequencies is needed to advance our understanding of using DP within nursing education.

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MUHAMMAD, IRFAN. "Comparative Political Philosophy and Political Deliberation: An Exploration of Deliberative Practices in Pakistan." Doctoral thesis, Luiss Guido Carli, 2019. http://hdl.handle.net/11385/201067.

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This thesis attempts to explore deliberative practices in Pakistan. In doing so, it draws on and extends the literature produced under two relatively new academic fields—the fields of deliberative theory and comparative political philosophy—which are gaining prominence in the academic world. Although these two academic fields appear quite different but this thesis argues that they are not only complimentary but can also benefit each other in their further theoretical development. In order to show this complimentary relationship between deliberative theory and comparative political philosophy, this thesis explores deliberative practices in an authoritarian non-Western context. More specifically, it explores the role of deliberation in the democratization of Pakistan. This thesis analyzes the case of Pakistan Lawyers’ Movement during the military dictatorship (2007-2009) and how it paved the way to the process of democratization in the country. Although democratization of societies at large has always been at the core of deliberative theory, but comparative studies of democratization have completely missed the deliberative aspect which makes transition to democracy possible. Through Dryzek’s concept of deliberative capacity, this thesis investigates the role of Pakistan Lawyers’ Movement in building this capacity across different locations in the political system. The concept of deliberative capacity is being used in the larger context of systemic turn in deliberative theory. This latest trend helps us to study deliberation at a macro level and is not specifically tied to liberal institutional arrangements of states in the West. This thesis attempts to interpret Pakistan Lawyers’ Movement through the lens of deliberative theory. Pakistan Lawyers’ Movement throws new light on the normative aspects of deliberative theory and also helps us to understand the nature of deliberation in Pakistani context. The case of Pakistan Lawyers’ Movement provokes reflection on normative principles of deliberative democracy, helps us understand the nature of deliberation in an authoritarian context, extends current scholarship on the comparative studies of democratization by spelling out the deliberative potential of the regime, and contributes to the ongoing debate on comparative political philosophy as an academic field in the age of globalization.

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Bartulovic, Dora. "Relationships Between Self-Regulated Learning, Deliberate Practice and the Consideration of Future Consequences for Developing Sport Experts." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35301.

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This thesis explored relationships (1) between composite and constituent processes of self-regulated learning (SRL) and three sport performance groups, (2) between SRL and different practice variables, and (3) whether these associations depended on an athlete’s consideration of future consequences (CFC). Athletes (N = 272; 200 males; 18-35 yrs; M practice = 13.55 hours/week) completed survey measures for SRL, weekly training including deliberate practice (DP), performance level and CFC. Higher scores in composite SRL were associated with a greater chance of belonging to an elite group, compared to a less-elite and a recreationally competitive group. Self-monitoring predicted greater likelihood of membership in less-elite and elite groups compared to the recreationally competitive group. Self-monitoring predicted greater engagement in total DP hours, and DP in supervised and unsupervised settings. Effort, self-efficacy, and planning were notable in some results, but contributions were less significant. CFC had no moderating effect, however it was correlated with SRL.

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Axelsson, Susanne, and Sara Kihlberg. "HANDLEDNING I UTBILDNINGSTERAPI : STUDENTERS EGNA BERÄTTELSER OM ATT HANDLEDAS UTIFRÅN DELIBERATE PRACTICE, FEEDBACK INFORMED TREATMENT OCH SELF-COMPASSION." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160230.

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Sjukskrivningstalen är höga bland terapeuter och handledning ses som ett viktigt stöd i både utbildning och yrkesutövning. Trots det så har få metoder fokuserat på terapeuters egna upplevelse av handledning. Några nya metoder med syfte att öka intrapersonell och psykologisk kapacitet hos terapeuter i arbete med klienter är Deliberate Practice (DP), Feedback Informed Treatment (FIT) och Self-compassion (SC). Under 2018 användes dessa metoder av två handledare som handledde sex studentterapeuter under utbildning. Denna studie undersöker hur studentterapeuterna upplevde det nya arbetssättet. Studien bygger på semistrukturerade intervjuer som har analyserats tematiskt utifrån en induktiv ansats. Resultatet visar att ett upplevelse- och feedbackbaserat arbetssätt uppfattades som tidseffektivt, strukturerat och målinriktat. Detta skapar aktivitet och delaktighet, en stark gruppdynamik samt god allians med handledarna vilket ger gott klimat för inlärning och utveckling. Några negativa aspekter på arbetssättet är att det är tidskrävande, att fokusering på prestation och feedback upplevs som ett hinder som kan skapa stress, ångest samt en känsla av att utvärderingen inte blir rättvis. Sammantaget visar resultatet att arbetssättet uppfattas som gynnsamt för studentterapeuter i utbildningsterapi gällande utveckling av både terapeutiska färdigheter och intrapersonell kapacitet. En utmaning för arbetssättet är att handledningen är obligatorisk, hierarkisk och betygsgrundande. För att generera goda förutsättningar för arbetssättet behövs mer utrymme i utbildningen skapas, fördelarna med arbetssättet belysas och ett tillåtande klimat med fokus på allians mellan studenter och handledare upprätthållas. Därtill är det också viktigt att beakta studenternas förmåga att vara självmedkännande. There are high rates of sick-leave among therapists and supervision is seen as an important support in both professional practice and during education. Despite this, there are few methods that focuses on therapists' experience of supervision. Some new methods with the aim to increase the intrapersonal and psychological capacity of therapists in work with clients are Deliberate Practice (DP), Feedback Informed Treatment (FIT) and Self-Compassion (SC). During 2018, these methods were used by two supervisors who supervised six student therapists during training. This study examines how the student therapists experienced the new way of working. To collect the data semi-structured interviews were conducted, to further be analyzed thematically based on an inductive approach. The result showed that an experience- and feedback-based approach was perceived as efficient, structured and goal-oriented. This created activity and participation, a strong group dynamic and a good alliance with the supervisors, which provided a good climate for learning and development. Some negative aspects of the work method were that it’s a time-consuming. Further, focusing on performance and feedback was perceived as an obstacle that could create stress, anxiety and a feeling that the evaluation was not fair. The result showed overall that the way of working was perceived as beneficial for student therapists in education therapy regarding the development of both therapeutic skills and intrapersonal capacity. A challenge is that supervision is mandatory, hierarchical and that it’s a graded task. In order to generate good conditions for the work method more available space is needed within program. The advantages of the method need to be highlighted and an open climate with focus on alliance between students and supervisors need to be maintained. It is also important to consider the students' ability to be self-compassionate.

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Hernandez, Dina. "Relatório de prática de ensino supervisionada - A problemática das práticas sistemáticas de estudo individual e sua influência no processo de aprendizagem do instrumento: o caso dos alunos do ensino oficial de música da Escola de Música Nossa Senhora do Cabo." Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23358.

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A temática do estudo individual e sua relevância para o processo de aprendizagem instrumental tem sido tema de interesse em variados estudos científicos. Têm emergido questões concretas sobre a importância da quantidade, regularidade e qualidade da prática individual para a melhoria da performance, bem como o papel central de uma crescente autonomia, potenciada pelo desenvolvimento de competências metacognitivas, onde assumem particular importância as práticas sistemáticas de registo e de avaliação do progresso da aprendizagem. Apesar dos inúmeros resultados apontarem para uma enorme importância desta componente da aprendizagem, no contexto real das escolas de ensino especializado da música, tais conhecimentos parecem não estar ainda patentes nos comportamentos quer de alunos quer de professores, havendo ainda a necessidade de desenvolver materiais didáticos que possam levar os alunos a potenciar o tempo dedicado a esta componente. A investigação realizada neste projeto revelou efetivamente que as práticas de estudo dos alunos são muto diversas, bem com as suas perceções e opiniões acerca da sua efetividade e adequabilidade às necessidades de aprendizagem. Foi feita uma caracterização das práticas de estudo dos alunos, recolha de opiniões e perceções acerca dessas mesmas práticas, e ainda um levantamento de fatores positiva e negativamente influentes na prática individual, foram desenvolvidos conteúdos a incluir num protótipo de caderno de apoio ao estudo individual, direcionado às necessidades concretas da comunidade escolar da Escola de Música Nossa Senhora do Cabo; The question of deliberate practice and its influence on the instrumental learning process – case study with the students attending the official musical course of Escola de Música Nossa Senhora do Cabo (EMNSC) Abstract: The subject matter of individual practice and its relevance to the instrumental learning process has been the core subject in many research projects. Important issues such as quantity, regularity and quality of individual practice have arisen, together with the central role of an increasing autonomy, powered by the development of metacognitive skills. Between these skills, an organized behavior, such as a detailed registration and evaluation of the learning process acquire a huge relevance. Despite the scientific data showing the enormous relevance of this component of learning, in the real life at the music schools, it seems that this knowledge is still not patent in the students’s and teachers’s beliefs and behaviors towards practice. There is still a need for developing useful materials that could enhance the profit of the time students dedicate to practice. The research made with students and teachers from EMNSC showed a huge diversity between practice related behaviors, as well as different perceptions and beliefs regarding its effectiveness and suitability to the real learning needs. The data collection intended initially to characterize the students’s practice behavior. Afterwards, it allowed a collection of opinions, perceptions and beliefs about those behaviors and its importance and influence on the instrumental learning processes. Some potentially influent factors and its positive or negative influence on students practice behavior were also identified. Regarding the obtained data, some contents were developep to further be included on a practice notebook, specially targeted to the EMNSC school needs.

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Ljungberg, Hjalmar. "Modacity - Myt eller mirakelkur? : En studie om användadet av mobilapplikationen Modacity under den musikaliska instuderingen av Berhard Krols verk Capriccio da Camera." Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3520.

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Övning är en helt central del av tillvaron för alla som aspirerar att bli professionella klassiska musiker och som med så mycket annat så finns det digitala verktyg avsedda för att underlätta och effektivisera denna process. I studien undersöktes hur applikationen Modacity i kombination med inspelning kan användas och om den erbjöd några fördelar resp. nackdelar under instuderingen av Capriccio da Camera av Berhard Krol. Studien kom fram till att övning med Modacity erbjuder en mängd fördelar gentemot traditionell övning. Framförallt så underlättar applikationens logiska arbetsflöde att uppnå ”flow” och leder till ökad effektivitet i övningen. Den är dock inte en helhetslösning för hela instuderingen av ett nytt stycke och vissa tekniska begränsningar gör att användbarheten minskar något. Sammantaget så är dock applikationen ett potent hjälpmedel och området med mobilapplikationer i övningen kommer säkerligen att fortsätta utvecklas i framtiden.

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Perlman, Matthew R. "A New Paradigm for Psychotherapist Development: Alliance-Focused Training and Facilitative Interpersonal Skills." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1589804470091588.

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Whereat, Sarah. "Medical student perceptions of learning during the critical care program of Sydney Medical School: The deliberate attainment of basic airway management skills in a core rotation." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/17204.

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Introduction: This thesis explores student learning in the context of the Critical Care Medicine Rotation (CCMR) during the Sydney Medical School Program (SMP). It focused on how medical students learn basic airway management skills as a means, to explore student learning in this environment. Study Design: The use of assessment was deliberately used in order, to identify both the effect of assessment and the experience of the rotation on student learning.This was explored from a interpretative/constructive theoretical approach. The mixed methods study design included a combination of pre and post testing of theory and practical skills assessment conducted by simulation and clinicial assessment of basic airway skills. Then focus groups explored student perceptions of the assessment and the components of the Critical Care rotation on their learning. Limitations: Study limitations include the conduct of the study at a single site by a single researcher, the results however, provide very useful insights into student learning and areas identified for future research. Study findings: The study found a significant change in declarative knowledge and a consistent level of student ability to manage basic airways in both simulation and clinical setting. The students identifying, that the assessments guided their learning during the rotation. The themes of ‘Goal setting’, ‘active learning’ ,’peer continuum’ and ‘conflict’ identified. Observation, questioning, guidance and participation were core features of student learning. The students’ valued time to observe peers, wanting to understand their peers ‘thought processes’ (clinical reasoning) and the ‘process of clinical activities’ as a stage before active participation, with active participation core to their learning. The students demonstrated a strong preference for clear direction from their tutors, specifically students identified questioning, being questioned and being able to teach back were important to the process of their learning. Students identified that ‘Conflict’ with curriculum requirements external to the clinical rotation, were a major problem. These requirements restricted the students’ ability to gain an adequate clinical experience, within the CCM context by reducing time spent in the clinical environment. Conclusion: The current program was found to be effective for student learning, however, opportunities exist for additional improvements.

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Paolini, Allison. "Impact of School Counselors' Use of Deliberate Practice and Accountability Measures on Perceived Levels of Self-Efficacy and Student Academic Success." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4193.

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This study examined the degree and frequency to which school counselors' utilized accountability measures and deliberate practice and their impact on perceived levels of counselor self-efficacy, as well as, perceived levels of student academic success. This study attempted to answer several critical questions regarding school counselor accountability and deliberate practice. It assessed the relationship between receipt of formal training in the American School Counseling Association Model (ASCA) or another counseling model and likelihood of using ASCA principles, the relationship between years of work experience and use of accountability measures and deliberate practice, the relationship between use of accountability measures and deliberate practice on perceived levels of counselor self-efficacy, and the relationship between use of accountability measures and deliberate practice on perceived levels of student academic success; that is the degree to which counselors' believe their services impact students' outcomes. This study included a national sample of 1,084 currently practicing school counselors who were members of ASCA and responded to a web-based survey on school counselor practices. Three of the four hypotheses were either partially or fully supported and one hypothesis was unsupported by the findings. The first hypothesis was fully supported in that participants who received formal ASCA training were found to be more likely to implement ASCA principles (accountability measures and deliberate practice) on a regular basis. The second hypothesis was unsupported by the findings, which indicated years of accumulative school counseling experience would be positively associated with use of ASCA principles. The third hypothesis was partially supported in that, years of work experience and use of accountability measures would be positively associated with increased levels of perceived self-efficacy, while deliberate practice was found to have no relationship with perceived levels of self-efficacy. The fourth hypothesis was fully supported by the findings in that an inverse relationship was found between years of work experience and student outcomes and a positive relationship existed between use of accountability measures and deliberate practice and student outcomes. Limitations to this study include lack of generalizability, self-reporting, and missing data. The findings of this study can only be generalized to working school counselors who work at the K-12 level. Additionally, self-reporting was a limitation due to bias and missing data is a limitation due to participants agreeing to participate, starting the survey, but failing to complete the entire survey. Suggestions for future research include conducting other national surveys that incorporate questions asking participants how long they have been following a national counseling framework and if they believe utilizing these ASCA principles improves their work performance. Other future suggestions included conducting studies on the best way to train counselors to use ASCA principles in order to enhance their work performance. Lastly, future studies need to be conducted in order to determine which interventions elicit the most positive outcomes for students to achieve academic excellence. This study also provided contributions to the field of counseling. Results of this study provide insight for working school counselors, counselor education programs, and professional associations regarding the beliefs of school counselors pertaining to the impact that utilizing accountability measures and deliberate practice have on perceived levels of counselor self-efficacy, as well as, perceived levels of student outcomes.

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Aldren, Benjamin. "How can one practice in an effective manner and in a way that will cultivate improvement and enjoyment in one’s work?" Thesis, Kungl. Musikhögskolan, Institutionen för klassisk musik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-4226.

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In this thesis, I will discuss what good, effective practicing is. The project is of course self-directed, I am my own test subject, however it is my hope that the research conducted in this will be useful to other musicians too.I will write about why we practice, our motivation for doing so, practice for performance, simulating nerves, efficiency and the effect meditation has on practice quality. Master Exam ConcertKMH- Kungasalen 11.30 Rossini- thema e variazioniAlban Berg- vier stückeBrahms- sonata in Eb Ben Aldren- klarinettErik Lanninger- piano. Concert recording 52.24

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Chow, Jackel (Wing Hang). "From problem-sovling to improvisation in filmmaking : Production of "Falling Grief" and "Circadian Anguish"." Thesis, Stockholms konstnärliga högskola, Institutionen för film och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-737.

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This exposition provides the insight of indeterminacy during improvisation, as well as the reflection process of how I converted my problems-solving skills to planned improvisation during the adverse filming condition of my graduation feature film production. I define Improvisation as a way to be adaptive and flexible in uncertainty, while problem- solving as a solution to overcome the obstacles faced. I started from an ambitious goal by making a feature length hybrid film for my graduation showcase in my two years of master study. Facing problems like lack of money, insufficient network to find talents and limited time to acquire local knowledge of the working styles in the country, I met a lot of challenges. When I solved the problems one by one within this filmmaking process, I gradually realized I relied quite a lot on improvisation. It does not only apply on the set when I worked with the actors, but also on scriptwriting, crew recruiting, locations scouting, shots creation, etc. The turning point for me to change from coincidental (unplanned) improvisation (because it is needed with problem solving) to deliberate (planned) improvisation started from my second half of principal photography (or simply called production/filming) stage because more uncertainty emerged and I started to get used to such style. At the end, I made two versions of the films with different levels of improvisational practice. I will reflect my whole filmmaking process and its connection with improvisation from my film products.

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Kanra, Bora, and bora kanra@anu edu au. "Deliberating Across Difference: Bringing Social Learning into the Theory and Practice of Deliberative Democracy in the Case of Turkey." The Australian National University. Research School of Social Sciences, 2005. http://thesis.anu.edu.au./public/adt-ANU20051202.161618.

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This thesis will argue that one of the main challenges for deliberative democracy is the lack of attention paid to the different modes of deliberative practices. The theories of deliberative democracy often treat deliberation as a decision-making process. Yet, I would argue that this approach fails to appreciate the full benefits of deliberation because it ignores the fundamental role that the social learning phase of deliberation plays in reconciling differences. Hence I argue for a deliberative framework in which social learning and decision-making moments of deliberation are analytically differentiated so that the resources of social learning are freed from the pressures of decision-making procedures and are therefore no longer subordinated to the terms of decision-making.¶ This is particularly important for countries such as Turkey where divisions cut deep across society. A case study examines the discourses of the Turkish public sphere regarding Islam, democracy and secularism to identify the kinds of discourses present in relation to the topic in question. By analysing the types of discourses through Q methodology the study reveals points of convergence and divergence between discourses, hence provides significant insight into how deliberation oriented to social learning can play a substantive role in reconciling differences between sharply divided groups.

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Martínez, Aquino Selva Viviana. "Guias de execução na memorizaçãodo segundo movimento da Sonata nº 2 de Dmitri Shostakovich." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/77885.

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O presente trabalho avaliou a aplicabilidade do modelo de guias de execução de Roger Chaffin como estratégia para a memorização do segundo movimento da sonata para piano nº 2 de Dmitri Shostakovich. Foi realizado uma autorreflexão sobre o processo de aprendizagem no qual a própria autora é o sujeito do estudo. A metodologia incluiu o registro escrito das sessões de estudo, gravações em áudio e vídeo das apresentações públicas, confecção de planilhas e gráficos da ocorrência de falhas nas apresentações assim como a elaboração de outras estratégias para memorizar trechos específicos. Os resultados demonstram que o estudo deliberado apoiado nos recursos utilizados contribuiu para a recuperação da memória na execução. The present dissertation evaluated the applicability of Roger Chaffin´s performance cues as a strategy for the memorization of the Second Movement of Shostakovich’s Second Piano Sonata. A case study was conducted in which the author is the subject of the study. The methodology included the written record of the practice sessions, audio and video recordings of public performances, use of spreadsheets and graphs showing memory failures during public performances, as well as the development of other strategies to memorize specific passages of the chosen work. The results show that deliberate practice supported by the selected resources contributed to the memory retrieval while playing.

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Tavanlar, Katrina D. (Katrina Domaoal) 1973. "Participation in policy and practice : conventional and deliberative roles for the public in water resources management and environmental decision-making." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/70322.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1999. Includes bibliographical references (leaves 73-75). Public participation plays an important role in environmental decision making and policy formulation. Federal and state agencies charged with the responsibilities of determining laws to manage environmental problems are mandated to include participation in their regulatory rulemaking. In most cases, public participation takes place in conventional forums such as public hearings, meetings, and workshops. These forums have limited capacity for true deliberation or discussion between the public and the government agency. In this conventional view, the competency of the citizen in the participation process should be questioned. Because the public may be ill informed or have a limited knowledge of technical and political information, decision making and policy making should be left to experts. Despite the prevalence of these conventional models, alternative models to standard practice have arisen and are currently utilized. These models incorporate greater deliberation and take the form of citizen advisory committees and mediated consensus building processes. Alternative models of participation acknowledge that the citizenry, because of their unique knowledge of local conditions and intellectual capacity to generate and formulate ideas and solutions, are essential to decision making and policy formulation. The CALFED Bay-Delta Program, created specifically to address the pressing environmental and water management problems in the San Francisco/San Joaquin Bay-Delta, espoused the virtues of new and alternative approaches to dealing with decades-old controversies and conflicting interests. In this thesis, I have compared CALFED's policies and strategies for public participation with their actual practice. In seeking to reconcile policy with practice, I acknowledge that CALFED has attempted to engage the public. But despite the acknowledgement and emphasis on alternative approaches that seek to resolve conflict, CALFED's strategies, in practice, adhere to conventional approaches. Deliberation in both public outreach forums and citizen advisory committees has been limited. When deliberation has been realized in the CALFED process, it has been in small, sporadic events that incorporate highly structured and facilitated processes. by Katrina D. Tavanlar. M.C.P.

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Uhlan, Joakim, Petter Sjödin, and Hampus Carlsson. "Följa eller stå emot strömmen : En studie om skillnader och likheter mellan klädbutikers strategier i det strukturella skiftet mot e-handel." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105710.

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E-handel ökar kontinuerligt och förändrar detaljhandelskartan oavbrutet som bidragit till att detaljhandeln genomgår ett strukturellt skifte mot e-handel där företag behöver använda sig av nya strategier för att vara framgångsrika. Framförallt möter mikro- och småföretag större utmaningar då de har mindre resurser och är mindre väletablerade på marknaden, där Strategy-as-Practice (S-as-P) ses som ett alternativ till den traditionella forskningen kring strategi då den är mer applicerbar för att förstå strategi i mindre företag. Syftet med studien är genom ett S-as-P perspektiv undersöka skillnader/likheter mellan klädbutikers strategier kring det strukturella skiftet mot e-handel. Inom S-as-P ligger fokus varför, hur och vad som sker i formulering, planering och implementering av organisationers strategi. Det finns tre olika perspektiv inom S-as-P för att studera ett företags strategi, practitioners, practices och praxis. Studien har baserats på S-as-P genom ett konceptuellt ramverk uppsatt av forskarna vilket innefattar att studera de tre grundpelarna som utgör S-as-P i förhållande till företag inom klädbranschen. Detta för att tolka företagens strategizing och förstå deras strategizing utifrån planerade-, entreprenöriella-, konsensus- och påtvingade strategier. Studien har genomförts efter en kvalitativ ansats med semistrukturerade intervjuer, där fem företag har intervjuats. Forskningsprocessen har liknat en abduktiv ansats, där det skett en växelverkan mellan teori och empiri med en möjlighet för vidare insamling av empiri och teori tills att en mättnad uppnåtts. Därefter har forskarna analyserat fram klädbutikers strategi och hur det strukturella skiftet mot e-handel har påverkat företagens strategier. Resultatet visar att strategier är djupt influerade av enskilda individer. I respektive företag som deltagit i studien finns det en tydlig länk mellan varför strategiska handlingar genomförs och den individ som besitter en högre roll. Genomgående visar resultatet att ägaren kommer styra och hantera sitt företag utifrån sitt perspektiv varpå individen som är involverad i samtliga aktiviteter i ett företag kommer prägla företagets strategi.

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Rusinowska, Magdalena, and Victoria Traverso. "Social Good and Stakeholders' Engagement in the Pharmaceutical Industry : Case Study of AstraZeneca Corporate Responsibility Practices." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-6429.

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Private organizations are facing organizational field pressures which need to be addressed from an economic and ethical point of view in order to be sustainable in the long term. The present research study analyzes the role of the Pharmaceutical Industry as a provider of a social good and its responsibility towards its organizational field and stakeholder network. On the one hand it is argued that the mentioned industry should be profitable in order to make investments in research and development; while on the other hand, the industry must demonstrate engagement in the social sphere because of the good it commercializes, human health care. The Role of Organizational Policies, Codes and Structure will also be studied in order to deepen the understanding of the organization strategy towards Corporate Responsibility Practices.This research project presents a case study of AstraZeneca Sweden Corporate Responsibility practices. In this study an Analytical Framework is developed based on institutional theory, the stakeholders' model, deliberative democracy model and business ethics. The mentioned framework will contribute to the understanding of AstraZeneca's Corporate Responsibility practices. The role of the company towards the demands from the outside world that causes the organization to respond and act will be addressed as well as the role of Policies, Codes and Organizational Structure in the Corporate Responsibility practice of the organization. We argue that the managerial response should be based upon a deliberative engagement method, in which all the interest parties are included in the decision making process.The study is supported by two interviews which were conducted with key actors and extensive secondary data.

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Gonçalves, Fernando Rauber. "Trajetórias de aprendizado de novas obras pianísticas : três estudos de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106949.

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O presente trabalho investiga o aprendizado de novas obras pianísticas por três estudantes - em seriações acadêmicas distintas - cursando o Bacharelado em Piano em um curso superior de música. A metodologia adotada foi um estudo multicasos de natureza qualitativa, nos quais buscou-se explorar as concepções e valores de cada participante e contextualizar suas trajetórias de aprendizado a partir de seus horizontes de conhecimentos e habilidades. Suas trajetórias de aprendizado foram monitoradas durante um semestre letivo, a partir de uma metodologia longitudinal de coleta de dados que abarcou entrevistas, relatos de estudo, gravações dos produtos obtidos e guias de execução assinalados após as execuções. Tomados em conjunto, os dados abrangeram as três etapas do ciclo de regulação proposto por Zimmerman (2002) e permitiram ao autor analisar relações diversas entre os processos de aprendizado e os produtos obtidos. Foram identificadas linhas centrais de investigação interpretativa que guiaram o direcionamento da prática instrumental e atuaram como elementos centrais no refinamento dos resultados. As dinâmicas entre componentes diversos de seus aprendizados foram esquematizadas em ciclos de refinamento, nos quais buscou-se delinear aspectos qualitativos dos processos de estudo instrumental deliberado empregados. The present thesis discusses the trajectories of three undergraduate Piano Performance students learning a new piano work during an academic semester. Qualitative research methods were used in multicase studies. The aim of those studies was to critically review the relation between the subjects beliefs, values and skills in relation to the actions taken throughout their practice of the pieces during the academic semester. Data collection consisted of: interviews, study reports, audio and video recordings of performances and report of performance cues gathered shortly after the performance. Those kinds of data fulfilled all phases and subprocesses of Zimmerman’s (2002) self-regulation model. The subject’s practice were guided by some specific trains of thoughts which ended up by influencing the outcomes. The dynamics and interplay between thought processes and other aspects of their practice trajectories were depicted as cycles of musical improvement during which different forms of inquiries were responsible for the most significant gains.

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Christensen, Lucia. "ELITSTYRKELYFTARES VISUALISERINGSUPPLEVELSER OCH AVSIKTLIG TRÄNING." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4032.

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Imagery is an individual and cognitive process (Morris, Spittle, & Watt, 2005). This study has therefore qualitatively examined following objectives: (1) elite powerlifters imagery experiences and (2) if elite powerlifters use imagery deliberately. Five elite powerlifters participated in the study (3 men, 2 women), they were 21-37 years old (M = 27.6; SD = 6.1). The Individual Profile of Imagery Experiences in Sport (IPIES; Weibull, 2008b) was modified and used to meet the objectives for the study. Imagery was used by all elite powerlifters. Several imagery patterns were experienced, and the most common one was Good lift. A few imagery patterns were used by more than one individual; they were however experienced in different ways. The most common purpose was to increase motivation. Through imagery the powerlifters experienced both positive and negative effects. The negative effect was reported in spontaneous imagery, which was experienced by three powerlifters. Deliberate practice was categorized from several imagery patterns experienced by three powerlifters. This study supports the Analytical framework of imagery experiences (Weibull, in press). Visualisering är en individuell, inre kognitiv process (Morris, Spittle, & Watt, 2005). Denna studie har därför kvalitativt undersökt följande syften: (1) elitstyrkelyftares visualiseringsupplevelser samt (2) om elitstyrkelyftare använder visualisering avsiktligt. I studien deltog 5 elitstyrkelyftare (3 män, 2 kvinnor) som var 21-37 år gamla (M = 27.6; SD = 6.1). Individual Profile of Imagery Experiences in Sport (IPIES; Weibull, 2008b) modifierades och användes för att uppnå studiens syften. Visualisering användes av samtliga styrkelyftare. Flera olika visualiseringsmönster upplevdes, vanligast var Bra lyft. Vissa visualiseringsmönster upplevdes av flera styrkelyftare, dock på olika sätt. Vanligaste syftet för visualiseringsanvändande var att öka motivation. Visualisering upplevdes ge både positiva och negativa effekter. Negativa effekter upplevdes av spontan visualisering som rapporterades av tre styrkelyftare. Ett antal visualiseringsmönster klassificerades som avsiktlig träning hos tre styrkelyftare. Denna studie stödjer den Analytiska referensramen för visualiseringsupplevelser (Weibull, i tryck).

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Barratt, Martin David. "Deliberating around a deficit : the geography of the EU's democratic deficit in the UK and a practical application of deliberative democratic theory." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/4945/.

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This thesis reports research into the democratic deficit of the European Union. Conducted at a time of increased academic, political and popular concern over the legitimacy of the EU, this research formulated a working definition of the deficit that had the citizens of the Union at its heart. The geographic variation of the deficit was assessed across the UK by means of a comparative case study methodology. Three regions were examined; South East England, North East England and central Scotland respectively, and the complex relationship that was found to exist between the regional scale, and the national scale is explained. That the research placed citizens at the heart of its definition of the deficit stems from the intention to assess the potential offered by more effective participation m decision making processes to enhancing the legitimacy of the EU. In particular the theory of deliberative democracy is tested, and as such a valuable contribution is made to the relatively under-developed literature on the more practical aspects of this model. The research is uniquely placed to assess the potential offered by deliberative democracy to filling the deficit by means of its carefully devised methodology. At all times the research employed techniques that were deliberative in character, even devising a novel method as a counter to practical problems preventing the use of more established methods. The thesis makes recommendations to the European Commission suggesting how its public information policy should be reformed, and builds towards reflections on the care with which deliberative ideals must be pursued if they are to realise their true potential for widening meaningful political participation in the contemporary EU.

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Laurin-Landry, Daphné. "Le développement de l’expertise et du talent en ski de bosses : de la pratique délibérée à l’activité privée." Thesis, Université Clermont Auvergne‎ (2017-2020), 2018. http://www.theses.fr/2018CLFAL004/document.

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Les skieurs et les skieuses de bosses constituent une communauté d’athlètes talentueux et exceptionnels au sein de la population sportive canadienne : ceux-ci ont remporté quatre médailles aux Jeux olympiques de Sotchi (2014) et leur absence du podium est atypique sur le circuit de la Coupe du monde. Comment ces skieurs et ces skieuses de bosses ont-ils développé une expertise leur permettant d’être parmi les meilleurs, sinon les meilleurs, au monde ? L’atteinte d’un niveau expert est attribuable à la conduite de pratiques délibérées dirigées par un professeur et visant à améliorer des habiletés critiques à la performance (Ericsson, Krampe et Tesch-Römer, 1993). Ces pratiques ont lieu en dehors des cours institutionnels (entraînements avec l’équipe de sport) (Ericsson et al., 1993). Le développement du talent (et de l’expertise) en sport résulterait d’une accumulation de pratiques délibérées et de jeux délibérés menés au cours de 10 années ou 10 000 heures (Memmert, Baker et Bertsch, 2010). Le jeu délibéré est un engagement précoce dans une activité physique intrinsèquement motivante qui procure une gratification immédiate ainsi qu’une expérience de plaisir (Côté et Hay, 2002). En ayant lieu à l’extérieur de l’institution sportive, ces pratiques et ces jeux sont invisibles au public, suggérant que d’autres formes d’activités existent. Dès lors, cette thèse investigue l’ensemble des situations d’apprentissage menées en dehors des équipes de ski de bosses par des skieurs/skieuses expert(e)s et prometteur(e)s canadiens/canadiennes. Cette thèse appliquée approfondit la contribution de ces situations d’apprentissage au développement de l’expertise et du talent au moyen du concept d’Activité privée, un outil conceptuel qui regroupe l’ensemble de ces situations. Notre méthodologie qualitative, rétrospective et ethnographique traduit le point de vue et l’expérience de ces skieurs et de ces skieuses provenant de la culture sportive spécifique (Darbon, 2002) du ski de bosses au Québec et au Canada. La première partie de la thèse met en évidence une variété de catégories d’activités privées qui apparaissent, disparaissent ou se maintiennent au cours du développement sportif. Ces activités privées correspondent non seulement à des pratiques et des jeux identifiés dans la littérature sur le développement de l’expertise et du talent (Côté, Erickson et Abernethy, 2013; Ericsson et al., 1993), mais également à des jeux contribuant au développement cognitif et moteur (Piaget, 1945). Les skieurs évoquent aussi des formes d’activités privées "Autres". La deuxième partie de la thèse montre que le choix et la mise en place des activités privées dépendent de la disponibilité des ressources environnementales (artefacts) et sociales, mais également du contexte spatio-temporel. La mise en place et le déroulement des activités privées sont subordonnés aux processus proximaux (Bronfenbrenner, 1977), c’est-à-dire aux étayages (Bruner, 1983a) de l’entourage (entraîneurs, parents, fratrie et coéquipiers) et aux moyens d’autorégulation (Zimmerman, 2000) de celles-ci. La troisième partie de la thèse démontre que le choix de l’activité privée à mener découle d’un désir (Ross, 1995), orienté vers une fin-en-vue (Dewey, 1938), et d’une valorisation pragmatique. Outre ces constats, le choix, la mise en place et le déroulement des activités privées sont orientés par une sensibilité à (Récopé, Rix-Lièvre, Kellin et Boyer, 2014) et un modèle de performance idéale propre à chaque skieur. La quatrième partie expose les bénéfices retirés des activités privées. Ces bénéfices retirés permettent au skieur de posséder des habiletés critiques (habiletés techniques, physiques, stratégiques, mentales, esthétiques, proprioceptives et visant la performance globale) lui permettant ainsi d’offrir une performance experte et talentueuse en compétition de ski de bosses. [...] Canadian mogul skiers are a community of talented and exceptional athletes in the Canadian sporting community: they won four medals at the Sochi Olympics (2014) and their absence from the podium is atypical on the world Cup circuit. How did these mogul skiers develop an expertise which classified them among the best, if not the best, in the world? Expert people conduct deliberate practice aimed at improving performance-critical skills and these deliberate practices are supervised by an expert teacher (Ericsson, Krampe and Tesch-Römer, 1993. These practices take place outside of the sport institution (sports team’s training program) (Ericsson et al., 1993). The development of talent (and expertise) in sport would result from an accumulation of deliberate practices and deliberate play conducted over 10 years or 10,000 hours (Memmert, Baker and Bertsch, 2010). Deliberate play is an early commitment to intrinsically motivating physical activity that provides immediate gratification and enjoyment (Côté and Hay, 2002). By taking place outside the sports institution, these practices and plays are invisible to the public, suggesting that other forms of activity exist. Therefore, this thesis investigates all learning situations conducted outside of the mogul teams by experienced and promising Canadian male and female skiers. This applied thesis study in depth the contribution of these learning situations to the development of expertise and talent through the concept of Private Activity, a conceptual tool that includes all possible learning situations. Our qualitative, retrospective and ethnographic methodology reflects the point of view and the experience of these skiers coming from the specific sports culture (Darbon, 2002) of mogul skiing in Quebec and Canada. The first part of the thesis highlights a variety of categories of private activities that appear, disappear or is maintain in the course of the skier’s sport development. These private activities not only correspond to practices and plays identified in the literature on the development of expertise and talent (Côté, Erickson and Abernethy, 2013, Ericsson et al., 1993), but also to plays contributing to cognitive and motor development (Piaget, 1945). Skiers also evoke private activities we identified as "Others". The second part of the thesis shows that the choice and the implementation of private activities depend on the availability of environmental (artefacts) and social resources, but also on the spatial-temporal context. The implementation and conduct of private activities are subordinated to the proximal processes (Bronfenbrenner, 1977), that is to say the entourage’s scaffolding (Bruner, 1983a) (coaches, parents, siblings and teammates) and to the self-regulation (Zimmerman, 2000) means. The third part of the thesis demonstrates that the choice of the private activity to be carried out arises from a desire (Ross, 1995), directed towards a end-in-view (Dewey, 1938), and a pragmatic valorization. In addition to these findings, the choice, implementation and conduct of private activities are oriented by a sensibility to (Récopé, Rix-Lièvre, Kellin and Boyer, 2014) and an ideal performance model specific to each skier. The fourth part describes the benefits derived from the private activities. These benefits allow the skier to acquired critical skills (technical, physical, strategic, mental, aesthetic, proprioceptive, and overall performance skills) allowing him to achieve expert and talented performance in mogul skiing competition. A modeling of the concept of Private Activity to study the development of expertise in sport is proposed at the end of the four parts of the thesis. To conclude, the non identical trajectory [...]

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Sörensen, Pernilla, and Emelie Johansson. "Tidig specialisering inom estetiska idrotter : En explorativ studie om avhopp och motivationsaspekter." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för fysiologi, nutrition och biomekanik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-6616.

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Studien syftade till att undersöka tidig specialisering (TS) inom estetiska idrotter. Inom denna ram utforskades motivationsaspekter utifrån de tre grundläggande behoven inom self determination theory: autonomi, kompetens och tillhörighet, samt om graden av TS var direkt relaterat till specifika orsaker till avhopp. Syftet delades in och besvarades utifrån följande frågeställningar: (1) Är graden av tidig specialisering relaterad till specifika skäl för avhopp? (2) Hur ser före detta aktiva på sina erfarenheter inom idrotten i relation till motivationsaspekter? (3) Vad anser idrottarna vara den huvudsakliga orsaken/orsakerna till avhopp? Metod: Studien baserades på erfarenheter från före detta estetiska idrottare som under minst tre år deltagit i träning på intensiv/hög nivå, minst tre dagar i veckan och var i åldrarna 15 till 20. Enkäten som besvarades var indelad i tre delar: (1) tidig specialisering (2) motivationsaspekter och (3) avhopp. Majoriteten av deltagarna, med undantag för fem män, var kvinnliga idrottare och före detta aktiva inom truppgymnastik (n=61), cheerleading (n=11), artistisk gymnastik (n=6), simhopp (n=3), rytmisk gymnastik (n=2), konståkning (n=2), konstsim (n=1) och trampolin (n=1). Ett index användes för att beräkna graden av TS. Datan behandlades sedan i Excel och SPSS samt redovisades i deskriptiv data samt genom korrelationer via Pearson korrelationskoefficient. Resultat: Signifikanta samband påvisades mellan samtliga kategorier av TS-relaterade orsaker och lägre tillfredsställelse av samtliga behov. Resultaten visade vidare att grad av TS var relaterat till högre tillfredsställelse av behovet kompetens. Slutligen rapporterade flertalet deltagare att det var tränaren och mental ohälsa som var de huvudsakliga orsakerna till deras avhopp. Slutsats: Estetiska idrottare som rapporterade en generellt låg behovstillfredsställelse av autonomi och kompetens, samtidigt som lågt behovsstöd från tränaren, visade på högre sannolikhet att hoppa av på grund av TS-relaterade orsaker. Grad av TS hörde däremot samman med en högre upplevelse av kompetens. Därmed konstaterades att avhoppen var mer relaterade till motivationsaspekter än grad av TS, vilket för oss till slutsatsen att ytterligare empirisk forskning kring TS bör utgå ifrån ett motivationsperspektiv. Utöver detta har tränaren visat sig spela en betydande roll för idrottarens fortsatta deltagande och motivation inom idrotten samt en eventuell del av förklaringen till den rådande negativa synen av TS. Ett större fokus bör läggas på att utbilda tränare i syfte att bedriva träning som främjar de grundläggande psykologiska behoven. Pernilla Sörensen är student på Ämneslärarprogrammet, Specialidrott.Emelie Johansson är student på Tränarprogrammet.

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Arvidsson, HG. "How to Enhance the Usefulness of Public Debates as a Support for Political Decision-Making." Thesis, Linköping University, Centre for Applied Ethics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8034.

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The objective for this study is to examine whether it is possible to use the method of reflective equilibrium in order to enhance the usefulness of public debates as a support for political decision-making. Since public debates from political quarters are seen as an important tool for policy-making, the need for a rational assessment of the views put forward in such debates are important. And since reflective equilibrium aims for coherence between judgments on different levels – intuitions, principles and theories, which all are put forward in public debates – the point of departure for this theses is that this method could be useful for the matter of bringing some kind of structure to public debates.The analysis in this study shows that there actually are similarities between the method of reflective equilibrium and the course of public debates, since they both are characterized by the fact that viewpoints are mutually scrutinized in the light of one another. Further, it is argued that a more systematic applying of the method of reflective equilibrium would further the justification force of the outcome of public debates, since the method stresses the need of rationality and the importance of taking all relevant opinions into consideration. Therefore, the conclusion is that applying reflective equilibrium to public debates could make the political decision-making more democratic.

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Ryu, SungJin. "The relationship between Korean mothers' communication practices with their children and children's deliberation-Relevant communication abilities emotional regulation capacity and social cognitive development /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164894240.

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Linzer, Drew Alan. "The structure of mass ideology and its consequences for democratic governance." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779835441&sid=8&Fmt=2&clientId=48051&RQT=309&VName=PQD.

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Fife, Kurt D. "U.S. Military in Communication with China: The Role of Chinese Language TrainingPrograms in Shaping Future Capabilities." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499972338160556.

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Gerber, Daniela Tsi. "A memorização musical através dos guias de execução : um estudo de estratégias deliberadas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/55626.

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Neste trabalho, investigo as potencialidades no emprego dos guias de execução (GEs) propostos por Chaffin et al (2002), buscando entender os processos de resgate da memória de músicos que executam obras sem a utilização da partitura. Trata-se de um estudo de três casos, com pianistas próximos do estágio de profissionalização. Os três escolheram rememorizar e reapresentar obras do compositor Cláudio Santoro (1919-1989), em um período de 20 meses, durante os quais pude acompanhar e verificar a eficácia do uso desses procedimentos bem como o entendimento de cada um dos participantes com relação ao emprego das estratégias propostas. Após a coleta dos dados, analiso, apresento e discuto os resultados da aplicação dos GEs. Os dados coletados, provenientes das anotações das partituras, questionários e relatos nos diários de estudo obtidos após as execuções memorizadas e coletadas em intervalos distintos, formam a base da discussão apresentada neste trabalho. Com base nesses dados, pude traçar um perfil para cada um dos participantes por meio das categorias predominantes nos GEs utilizados bem como na evolução na aplicação desses guias durante o tempo de duração da pesquisa. O exame dos registros dos resgates de memória pelas tentativas de reescrita das partituras também contribuiu significativamente para a identificação dos GEs empregados e assimilados durante a rememorização do repertório escolhido. This is an investigation of the possibilities afforded by the use of Chaffin‟s performance cues (PCs, 2002) in order to understand retrieval processes of musicians that choose to perform by memory. This study was conducted with three pianists on their way to becoming professional musicians. All three chose to recover and to present previously learned works by Brazilian composer Cláudio Santoro (1919-1989). During a twenty month period, I was able to monitor the efficacy of these procedures and I could also verify not only the application of PCs sets of learning strategies but also the resulting level of understanding with each one of the participants. After each of the memorized presentations data was obtained from score annotations, questionnaires, study journals and attempts at rewriting the score. These activities proceeded at scheduled intervals and the reports provide the basis for the analyses and discussions. Based on the data, it was possible to show how each participant employed diverse categories of PC sets and how each one evolved during the time of this research. An examination of the materials utilized as tools for memory retrieval contributed to reveal each individual profile and the distinct collections of PCs each one of them employed during the relearning and retrieval of the chosen repertoire.

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