Relevant bibliographies by topics / Coordination skills

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Coordination skills'

Author: Grafiati
Published: 28 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Coordination skills"

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Taylor, Pam. "Improving coordination with ball skills." Practical Pre-School 2007, no. 77 (June 2007): 9–10. http://dx.doi.org/10.12968/prps.2007.1.77.38713.

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Soroka, Andrzej. "The Most Important Motor Coordination Skills in the Goalkeepers’ Training." PHYSICAL EDUCATION, SPORTS AND HEALTH CULTURE IN MODERN SOCIETY, no. 4 (2017): 122–27. http://dx.doi.org/10.29038/2220-7481-2017-04-122-127.

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Sentani, Muchamad Rizki, Tatang Muhtar, and Agus Mahendra. "Pengaruh Motor Cognitive Coordination Training Terhadap Motor Coordination dan Working Memory Pada Atlet Junior." Jurnal Terapan Ilmu Keolahragaan 4, no. 2 (October 14, 2019): 84–90. http://dx.doi.org/10.17509/jtikor.v4i2.18711.

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Tujuan dari penelitian ini untuk mengetahui apakah ada pengaruh dari programpermainan motor cognitive coordination training terhadap motor coordination danworking memory. Metode penelitian ekperimen dengan desain pretest-posttest controlgroup design digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwaprogram latihan motor cognitive coordination training memiliki pengaruh yangsignifikan terhadap motor coordination dan working memory pada atlet junior.Selanjutnya pelatih menggunakan program latihan motor cognitive coordinationtraining untuk meningkatkan performa motor skill dan cognitive skill pada atlet junior.The purpose of this study is to find out whether there is an influence of the motor cognitive coordination training program on coordination motors and working memory. The experimental research method with the design of the pretest-posttest control group design was used in this study. The results showed that the coordination training cognitive-motor training program had a significant effect on coordination motors and working memory in junior athletes. Furthermore, the trainers used the cognitive training coordination training program to improve the performance of motor skills and cognitive skills in junior athletes.
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Ades Fathu Fiyadinallah, Yusmawati, and Wahyuningtyas Puspitorini. "Analysis Of Football Dribbling Skills." Gladi : Jurnal Ilmu Keolahragaan 12, no. 03 (July 31, 2021): 45–51. http://dx.doi.org/10.21009/gjik.123.07.

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This research is motivated by the existence of various forms of soccer dribbling skill errors, namely first touch, coordination, and ball feeling as well as characteristic causes based on observations made by researchers, the facts in the field state that when the teacher delivers soccer dribbling material there are still many students who lack focus about understanding the strategy that the coach gives to students will have an impact on formations that cannot be applied during play. The next factor is that not many teachers/coaches apply various training models to the learning process, so it tends to be monotonous. The reason the author observes this problem is to find out, analyze and correct the form of football dribbling skills errors. The data collection method used in this research is a survey method with the locomotor skills test technique and the skill development phase test. The research sampling technique used a total sampling technique with a total of 40 responses from some class III and IV extracurricular students of Al-Fath BSD Elementary School, South Tangerang City. The research variables were basic first touch skills, coordination, and ball feeling in doing soccer dribbling. Analysis of research data using descriptive percentages. Based on the results of the assessment analysis, it can be concluded that the form of errors in the dribbling skills of the III and IV graders of football extracurricular is first touching 18%, coordination 45%, and ball feeling 15%. The cause of errors that occur in dribbling skills is a lack of coordination ability, this can be seen in the skill test percentage indicator after being analyzed.
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Flesch, J., G. Schoenmakers, and O. J. Vrieze. "Loss of skills in coordination games." International Journal of Game Theory 40, no. 4 (February 4, 2011): 769–89. http://dx.doi.org/10.1007/s00182-010-0268-0.

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Zupančič, Magda. "Competency Management, Coordination and Responsibility in Slovenia." Naše gospodarstvo/Our economy 66, no. 3 (September 1, 2020): 36–47. http://dx.doi.org/10.2478/ngoe-2020-0016.

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AbstractThe purpose of this article is to highlight the importance of investments into competencies. The identification of competencies should belong to the strategic goals of any socially responsible society. The right competencies are a crucial precondition for a functioning labour market in times of digitalisation and technological changes: for good economic performance as well as to ensure lifelong productive and inclusive individuals. Relevant skills and competencies should respond to labour market needs as well as to economic requirements. The approach to this study is linked to the practical deficiencies of ineffective competency management in Slovenia and its consequences. The methodology combines study of theoretical models and specific skill framework in selected countries with chosen policies. The findings confirm that educational paths in Slovenia are not aligned with the economy requirements. Competencies do not correspond to actual industrial policy priorities. The article identifies the reality of competency policy in Slovenia and governance gaps in comparison with EU and OECD countries. It focuses on foreseen skills challenges and skills forecasting needs. The article offers solutions and policies for better skills matching and further reflections on more co-ordination and governance between educational policies and competency requirements in the economy. One limitation of this study is the variety of policies in countries, hindering the transferability. Nevertheless, the article tackles skill and competency challenges, which are common in most of the countries and require actions.
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Ghorbani, Saeed, and Andreas Bund. "Throwing Skills." Perceptual and Motor Skills 124, no. 2 (January 24, 2017): 502–13. http://dx.doi.org/10.1177/0031512517689972.

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Traditionally, motor learning scientists have evaluated the process of learning a new motor skill by considering the skill as a whole. Yet, motor skills comprise various phases, and in the motor learning literature, it is not clear whether new learners show similar or different learning across various phases. We provide exploratory data on learning movement phases by novices, using baseball pitching as the learning task. Eight participants (four male, four female, M age = 23.7 years, SD = 2.4) performed five trials each in the pretest followed by three blocks of 10 trials each in the acquisition phase. Finally, two retention tests of five trials were conducted by each participant 10 minutes and seven days after the last acquisition block, respectively. Intra- and interlimb coordination of upper and lower body segments were measured as dependent variables. We found significant differences between the stride phase and the other phases at pretest, during the acquisition phase, and on both retention tests across all kinematic variables. Participants experienced more trouble coordinating the stride phase than the other phases of pitching, perhaps because the stride phase is the only phase in which the participants had to move their upper and lower body parts simultaneously. We discuss implications for motor learning generally.
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CHAIB-DRAA, B. "INTERACTION BETWEEN AGENTS IN ROUTINE, FAMILIAR AND UNFAMILIAR SITUATION." International Journal of Cooperative Information Systems 05, no. 01 (March 1996): 1–25. http://dx.doi.org/10.1142/s0218843096000026.

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A framework for designing a Multiagent System (MAS) in which agents are capable of coordinating their activities in routine, familiar, and unfamiliar situations is proposed. This framework is based on the Skills, Rules and Knowledge (S-R-K) taxonomy of Rasmussen. Thus, the proposed framework should allow agents to prefer the lower skill-based and rule-based levels rather than the higher knowledge-based level because it is generally easier to obtain and maintain coordination between agents in routine and familiar situations than in unfamiliar situations. The framework should also support each of the three levels because complex tasks combined with complex interactions require all levels. To permit agents to rely on low levels, a suggestion is developed: agents are provided with social laws so as to guarantee coordination between agents and minimize the need for calling a central coordinator or for engaging in negotiation which requires intense communication. Finally, implementation and experiments demonstrated, on some scenarios of urban traffic, the applicability of major concepts developed in this article.
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Nur Cahyono, Eko, Widiastuti, and Hernawan. "ANALYSIS OF PHYSICAL COMPONENTS IN WRESTLING FREESTYLE." Gladi : Jurnal Ilmu Keolahragaan 12, no. 05 (December 30, 2021): 326–38. http://dx.doi.org/10.21009/gjik.125.01.

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Abstract The purpose of this study was to determine the effect of arm power, agility and eye-hand and foot coordination in performing arm slamming skills in wrestling athletes in West Java Province. The population that was reached in this study were all wrestling athletes in the West Java area, which consisted of 30 freestyle wrestling athletes. Determination of the sample using a saturated sample, meaning that the entire affordable population is used as a research sample. The data analysis technique used is descriptive analysis and path analysis with the help of SPSS version 21 computer program with a significant level of 95% or = 0.05. The results showed that: The direct effect given by the arm power variable (X1) on the eye, hand and foot coordination variable (X3) was -0.414. Then the direct effect given by the agility variable (X2) on the eye, hand and foot coordination variable (X3) is -0.357. Then the direct effect given by the arm power variable (X1) on the arm swing skill variable (Y) is 0.546. Then the direct effect given by the agility variable (X2) on the arm swing skill variable (Y) is 0.638. And lastly, the direct effect given by the eye, hand and foot coordination variable (X3) on the arm slamming skill variable (Y) is 0.351. Sobel test calculations (Sobel Test) obtained that the value of one-tailed probability (One-tailed probability) of 0.029 <0.05. So it can be concluded that the arm power variable (X1) has an indirect effect through eye coordination, hands and feet (X3) against arm slam skills (Y). Then the results of the Sobel test calculation (Sobel Test) obtained that the one-tailed probability value is 0.0730 > 0.05. So it can be concluded that the agility variable (X2) has no indirect effect through eye, hand and foot coordination (X3) on arm slamming skills (Y). Keywords: Arm Power, Agility, Eye, Hand and Foot Coordination, Arm Kick Skills, Wrestling
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Dr. S. Gunasekaran, Dr L. Bapitha. "An Experimental Study Skills To Enhance Reading Skill." Psychology and Education Journal 57, no. 9 (January 5, 2021): 6087–89. http://dx.doi.org/10.17762/pae.v57i9.2673.

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Reading, Knowledge, Motivation Reading is not only one of the most important skills in language teaching, but also one of the main objectives of learning English in general. Many factors such as students’ background knowledge, motivation, interest, organization of the texts and study skills may affect reading skill. The purpose of this study was to investigate whether teaching study skills would increase students’ reading comprehension ability or not. To achieve this goal an experiment was carried out at Anna University College of Engineering, Ramanathapuram, Tamilnadu, India during the second semester of 2016-2017. The results of the study supported the argument that skills in reading depend on the precise coordination of a number of special reading skills and there is a significant relationship between the knowledge of study skills and reading comprehension.
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Dissertations / Theses on the topic "Coordination skills"

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Borshchov, V. "Basic management skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/66275.

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Speaking about basic management skills it is very important to mention that all they are applied all over the world. In general overview they might be divided in planning, organizing, directing, coordinating and reporting. All skills to be used in professional field need respect, understanding and involvement.
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Minagawa, Tadashi, and Koji Yoneda. "Job Destruction and Coordination Failures in Labor Turnover." 名古屋大学大学院経済学研究科附属国際経済政策研究センター, 2014. http://hdl.handle.net/2237/21070.

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Borshchov, V. "Basic management skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65311.

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Speaking about basic management skills it is very important to mention that all they are applied all over the world. In general overview they might be divided in planning, organizing, directing, coordinating and reporting. All skills to be used in professional field need respect, understanding and involvement.
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Finazzo, Constance Lea. "Increased coordination skills for the third through sixth grade special day class: A dance curriculum unit." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1453.

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This project is a dance curriculum unit designed for teachers working with students who have learning handicaps. It is specifically designed for students in grades three through sixth. It can be used in coordination with the performing arts curriculum or the physical education curriculum.
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Miller, Pamela Ruth. "The effect of frequent computer play on eye-hand coordination skills of young children with spina bifida." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3046518.

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Tsiotra, Georgia D. "Motor coordination among Greek children : from assessment to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109165.

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Background: Developmental Coordination Disorder (DCD) describes children with a difficulty to acquire age-specific motor skills. Although there is a significant body of literature addressing developmental and cognitive issues in children with DCD, few studies have actually examined the associations between DCD, physical activity and physical fitness. Therefore, the aim of the present research work was to assess these associations in a series of four successive studies which were set: a) (study 1) to estimate DCD prevalence rates in Greek children and investigate whether these children exhibit different obesity and cardiorespiratory fitness levels than an overseas sample, b) (study 2) to provide evidence on the association between DCD and physical fitness levels, c) (study 3) examine whether a motor skills and exercise training intervention programme affects motor proficiency in a cohort of elementary school children with and without DCD, and d) (study 4) to test the hypothesis that DCD is associated with CVD risk, identify modes of physical activity that mediate such an association and to evaluate the CSAPPA scale as a potential tool for identifying Greek children for DCD. Methods: The total of 574 Greek (Age: 11.46 ± 1.54 years; BMI: 19.96 ± 3.53) children were assessed for anthropometry, physical fitness (flexibility, hand strength, leg explosive power, speed and cardiorespiratory fitness), motor competence (i.e., short form of the Bruininks-Oseretsky Test of Motor Profiency- BOTMP-sf) and subjected to two self assessments for: i) perception of adequacy for physical activity (CSAPPA scale), and ii) children’s participation in physical activity (Participation Questionnaire - PQ). Results: Study 1: Greek children demonstrated significantly higher DCD prevalence rates (p<0.05), higher body fat (p<0.05) and were inferior in both cardiorespiratory fitness (p<0.05) and motor competence (p<0.05) compared to an overseas sample. Study 2: Greek children with DCD demonstrated significantly higher BMI values (p<0.01) and lower leg explosive power (p<0.01), speed (p<0.01) and hand strength (p<0.01) than those without DCD. Study 3: Results showed a significant main effect of time [F(14, 115) = 3.79, p< 0.001; η2 = 0.32] for motor competence (p<0.001) between children with and without DCD. Significant main effects of group (i.e intervention and control groups) [F(42, 351) = 4.01, p< 0.001; η2 = 0.33] were observed for BMI (p<0.01), motor competence (p<0.01), cardiorespiratory fitness (p<0.01), hand strength (p<0.05), leg explosive power (p<0.05), speed (p<0.01), and free time play activities (p<0.05). Study 4: Chi-square comparisons and ANOVA, revealed significantly increased body mass (p<0.05), BMI (p<0.05) and inactivity (p<0.05), as well as significantly decreased cardiorespiratory fitness (p<0.05), motor competence (p<0.05), CSAPPA indices, and participation in free play (p<0.05) in children with DCD. Furthermore, BMI and cardiorespiratory fitness were significantly associated with motor competence (p<0.05) with inactivity as the mediating factor (p<0.05). ROC curve analyses for CSAPPA indicated an optimal cut-off at 62 points. Conclusions: 1) the relatively high DCD and obesity prevalence rates together with the low cardiorespiratory fitness suggest greater health risk for Greek children with the studied condition, 2) children with DCD tend to perform worse in selected physical fitness parameters compared to their normal peers, 3) motor skills and exercise training interventions for children with DCD may improve health and skills related fitness, and 4) inactivity mediates the relationship between DCD and CVD risk in children with DCD. Finally, the CSAPPA scale may serve as a practical and a cost-effective proxy assessment for identifying Greek children with DCD, however as this is not a standardised test for use with children, its use should be treated with caution until further validation work.
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Van, Dyk A. P. "The effects of a sports vision training programme on selected visual-motor skills in a non-fatigued and fatigued cardiovascular condition." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4284.

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Philosophiae Doctor - PhD
The aim of the study was to determine the effects of a sports vision training programme on peripheral awareness, eye-hand coordination, eye-body coordination, visual reaction time and visual-motor response time of physically active males when in a non-fatigued condition and when in an induced-fatigue condition that simulates levels experienced when playing field-based sports. Scheduling challenges made it necessary to use a sample of convenience rather than random sampling to divide the 49 participants into a treatment group (n=16) and a control group (n=33). A pre-test was administered according to assessment protocols for five selected visual skills performed in both a nonfatigued and fatigued condition. The treatment group participated in an eight-week visual training intervention programme. The purpose of this visual training programme was to train the five selected visual skills (peripheral awareness, eye-hand coordination, eyebody coordination, visual reaction time and visual-motor response time and to practice these skills during fatigued cardiovascular conditions. The post test was administered immediately after the intervention period. Interaction effects were found for three variables: peripheral awareness, eye-hand coordination and visual reaction time, so conclusions could be drawn only for eye-body coordination and visual-motor response time. No significant differences were found for visual-motor response time in the non-fatigued condition. It can be concluded that the sports vision training programme, as implemented in this study, resulted in a significant improvement in visual-motor response time of the treatment group as compared to the control group, when performing under fatigue conditions.
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Markgraaff, Christine. "A programme to improve gross motor and selected visual perception skills of children who show signs of developmental coordination disorder." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4246.

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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The purpose of this study was to determine the impact of participation in a small group-based perceptual-motor training programme on the gross motor and visual-motor integration skills of children who show signs of Developmental Coordination Disorder (DCD). Two physical education teachers selected 22 children for assessment as potential participants for this study. The Movement ABC (M-ABC) was then administered to this group and the eight children who scored the lowest were invited to volunteer for this study. These children all volunteered and then completed the assessment of their visual-motor integration skills as measured by the Developmental Test of Visual Perception (DTVP-2). The study followed an evaluative case study design in which changes in the gross motor and visual-motor integration skills of each participant were reported and interpreted individually. The six-week intervention programme was focused on developing the perceptual-motor link between throwing, catching and balancing skills with challenges to visual skills development, especially eye-hand coordination. A comparison of pre-test, post-test and retention test scores in the M-ABC revealed that the programme had a positive effect on six of the children. The results for the seventh child were inconsistent on each test occasion, leading to the conclusion that he may have a co-morbid disorder related to attention. Improvements in static balance were noted and some children also experienced improvements in their ball skills (aiming and coincident timing) which brings the researcher to the conclusion that the programme was effective for gross motor development. DTVP-2 results showed improvements in eye-hand coordination in five of the seven children. According to the VMI quotient score, only one child improved, one deteriorated and the rest showed no change which brings the researcher to the conclusion that the intervention programme was not effective for visual-motor integration.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die impak te bepaal van deelname in „n klein-groep gebaseerde perseptueel-motoriese oefenprogram op die groot motoriese en visueel-motoriese integrasievaardighede van kinders met tekens van die Ontwikkelingskoördinasie-afwyking (DCD). Twee Lewensoriëntering-onderwysers het 22 kinders geïdentifiseer vir assessering as potensiële deelnemers aan die studie. Hierdie groep het die Beweging-ABC toets (M-ABC) ondergaan en die agt deelnemers met die laagste uitslae is uitgenooi om aan die studie deel te neem. Hierdie agt kinders het ingestem en daarna is die assessering voltooi deur hulle visueel-motoriese integrasievaardighede te meet deur middel van die Ontwikkelingstoets vir Visuele Persepsie (DTVP-2). Die studie het „n evaluerende gevallestudie-ontwerp gevolg waarin die veranderings tussen die groot motoriese en visueel-motoriese integrasievaardighede van elke deelnemer individueel geïnterpreteer en gerapporteer is. Die ses week-intervensieprogram het gefokus op die ontwikkeling van die perseptueel-motoriese skakel tussen gooi-, vang- en balans-vaardighede met uitdagings vir die ontwikkeling van visuele vaardighede, veral oog-hand koördinasie. „n Vergelyking tussen die voor-, na- en opvolgtoetse van die M-ABC se toetstellings het getoon dat die program „n positiewe effek op ses van die kinders se groot motoriese vaardighede gehad het. Die uitslag van die sewende kind was teenstrydig tydens elke toetsgeleentheid en dit het gelei tot die gevolgtrekking dat hy moontlik aan „n addisionele afwyking mag ly wat verband hou met „n aandagprobleem. Verbeterings in statiese balans is waargeneem en sommige kinders het ook „n verbetering in balvaardighede getoon (akkuraatheid en reaksietyd). Volgens die DTVP-2 resultate was daar verbeterings in oog-hand koördinasie by vyf van die sewe kinders. Volgens die VMI-kwosiënttelling het slegs een kind verbeter, een het versleg en die ander vyf het geen verandering getoon nie. Die navorser kom dus tot die gevolgtrekking dat die intervensieprogram nie effektief is vir visueel-motoriese integrasie nie.
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Breytenbach, Riana. "A motor skills development programme for 10 to 12 year-old children." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80092.

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Thesis (M Sport Sc)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Many children experience developmental problems without being aware thereof. In a school setting these developmental delays mostly remain unnoticed and are scarcely remediated sufficiently, if at all. Children with developmental deficits often experience movement difficulties and are labelled as clumsy, sloppy or having two left feet. The development of, and proficiency in specific motor skills have been found to play a critical role in the participation of physical activity in children, as well as the maintenance of health and well-being later in life, when entering adulthood. There are, however, countless other factors that affect the optimal development of motor skills and physical activity participation. One such factor is ascribed to instances where children experience problems associated with their environment or the circumstances in which they grow up. Poor socio-economic circumstances and a culturally poor environment, lacking sufficient developmental opportunities, may hinder a child‟s motor skills development and skill learning to such an extent that they cannot reach their full developmental potential. Research suggests that the school environment can provide ample opportunity for the development of motor skills and that all schools should consider implementing motor skills development programmes during the Physical Education (PE) time slots. The mastery of motor skills may influence and benefit the participation in various school sports and may also enhance the ability of children to learn and master new and more complex movement skills within and outside the classroom environment. Thus, due to the fact that children spend a great part of their day at school and in the classroom setting, teachers, especially those facilitating PE, have the opportunity to play a vital role in the acquisition and mastery of important motor skills and subsequently affect the physical activity and developmental future of children. The purpose of this study was to design and implement a motor skills development programme to improve the balance and bilateral coordination of children between the ages of 10 and 12 years in the Stellenbosch region. Two existing classes, from a previously disadvantaged school, were recruited and randomly selected as an experimental (n=35) and control group (n=32). The children completed the Short Form as well as all the Long Form activities for the balance and bilateral coordination subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). This was done to provide an overview of the overall motor proficiency and more specifically the level of balance and bilateral coordination. A 12-week motor skills development programme, with a specific focus on balance and bilateral coordination, was designed and implemented by the researcher. The effect of this programme was determined by statistically analysing and comparing the pre- and post-test results with the use of Statistica 2010. The main findings of this study indicated that the intervention programme had a positive, although not statistically significant, effect on the overall motor proficiency and balance and significantly improved bilateral coordination. This study suggests that some of the children, between the ages of 10 and 12, from a previously disadvantaged school in the Stellenbosch region and with access to an established school PE programme, experienced movement difficulties. Consequently, there is great room for improvement and motor skill development in these children. This study can, therefore, be a stepping stone into future research regarding further motor skills research in primary school children, the implementation of expanded motor skills intervention programmes and to improve all the motor skills as opposed to selected motor skills as in this study.
AFRIKAANSE OPSOMMING: Ontwikkelingsprobleme word, sonder dat ʼn mens daarvan bewus is, deur vele kinders ervaar. In die skool-omgewing bly hierdie ontwikkelingsagterstande meestal ongesiens en word min kinders, indien enige, voldoende geremedieer. Kinders met ontwikkelingsagterstande ervaar gereeld bewegingsprobleme en word as lomp, slordig of as iemand met twee linkervoete beskryf. Daar word beweer dat die ontwikkeling van, en vaardigheid in, spesifieke motoriese vaardighede van kinders ʼn kritieke rol in hul deelname aan fisieke aktiwiteit, asook die onderhoud van gesondheid en welstand tydens volwassenheid, speel. Daar is egter talle ander faktore wat die optimale motoriese ontwikkeling en fisieke aktiwiteit deelname van kinders kan beïnvloed. ʼn Voorbeeld van so ʼn faktor word toegeskryf aan gevalle waar kinders probleme, wat met hulle omgewing of die omstandighede waarin hul grootword geassosieer word, ervaar. Swak sosio-ekonomiese omstandighede en ʼn kultureel-arme omgewing, wat tekort skiet aan voldoende ontwikkelingsgeleenthede, mag die motoriese ontwikkeling en die aanleer van nuwe vaardighede tot so ʼn mate inhibeer dat kinders nie in staat is om hulle volle ontwikkelingspotensiaal te bereik nie. Navorsing dui daarop dat die skoolomgewing vele geleenthede vir die ontwikkeling van motoriese vaardighede kan bied en dat daar onderneem moet word om motoriese vaardigheid-ontwikkelingsprogramme tydens Liggaamlike Opvoeding (LO) periodes te implementeer. Die bemeestering van motoriese vaardighede mag die deelname aan verskeie skoolsporte beïnvloed en bevoordeel, asook die vermoë om nuwe en meer komplekse bewegingsvaardighede binne en buite die klasomgewing aan te leer en te bemeester, bevorder. Dus, aangesien kinders ʼn groot gedeelte van hul dag by die skool en in ʼn klasomgewing deurbring, het onderwysers, veral die wat LO fasiliteer, die geleentheid om ʼn noodsaaklike rol in die aanleer en bemeestering van belangrike motoriese vaardighede, en vervolgens fisieke aktiwiteit, asook die toekomstige ontwikkeling van kinders te beïnvloed. Die doel van hierdie studie was om ʼn motoriese vaardigheid-ontwikkelingsprogram, wat balans en bilaterale koördinasie bevorder, vir 10 tot 12-jarige kinders in die Stellenbosch omgewing te ontwerp en implementeer. Twee bestaande klasse vanuit ʼn voorheenbenadeelde skool was gewerf en lukraak verkies as ʼn eksperimentele- (n=35) en kontrolegroep (n=32). Kinders het die kort vorm- asook al die lang vorm-aktiwiteite vir balans en bilaterale koördinasie sub-toetse van die Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) voltooi. Hierdie toetse is afgelê om ʼn oorsig van die algehele motoriese vaardigheidsvlak, en meer spesifiek die vlak van balans en bilaterale koördinasie, te bepaal. ʼn 12-week motoriese vaardigheid-ontwikkelingsprogram, met ʼn spesifieke fokus op balans en bilaterale koördinasie, is deur die navorser ontwerp en geïmplementeer. Die effek van hierdie program is bepaal deur die pre- en post-toets resultate met behulp van Statistica 2010 statisties te analiseer en vergelyk. Die primêre bevindinge van hierdie studie dui daarop dat die intervensieprogram ʼn positiewe, alhoewel nie statisties beduidende, effek op die bevordering van algehele motoriese vaardigheidsvlak en balans, asook ʼn statisties beduidende effek op bilaterale koördinasie gehad het. Hierdie studie dui daarop dat kinders, tussen die ouderdomme van 10 en 12, vanuit ʼn voorheenbenadeelde skool in die Stellenbosch omgewing en wat toegang tot ʼn gevestigde LO program het, steeds bewegingsprobleme ervaar. Dus, is daar groot ruimte vir die verbetering en ontwikkeling van motoriese vaardighede by hierdie kinders. Hierdie studie kan dus as ʼn beginpunt vir toekomstige navorsing in verdere motoriese vaardigheids-navorsing van laerskool kinders, die implementering van uitgebreide motoriese intervensieprogramme, asook die bevordering van alle motoriese vaardighede in vergelyking met geselekteerde motoriese vaardighede soos in die huidige studie dien.
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Scott, Jessie Lynne. "The effect of a metronome-based coordination training programme on the fundamental gross motor skills of children with motor development delays." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4227.

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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study investigated the effect of a coordination-training programme on selected fundamental motor skills of children (ages 9 to 12) who were identified as having motor development delays. The group of participants identified included seven boys and one girl. The study followed an A-B-A reversal design. The intervention was a rhythm-based training programme. The dependent variables were the motor abilities of bilateral coordination, balance and upper-limb coordination, assessed using the BOT-2. The results of an ANOVA for dependent groups indicated a significant improvement in bilateral coordination and no change in balance. The improvement in upper-limb coordination was attributed to a familiarisation or learning effect on the test. A descriptive analysis of each child’s results revealed high variability in the effect of participation in the programme. The results of this study supported the conclusion that a rhythm-based coordination-training programme may help children with coordination problems improve their bilateral coordination, which will have a positive impact on the performance on many fundamental gross motor skills.
AFRIKAANSE OPSOMMING: Hierdie studie het die effek van ‘n koördinasie-inoefeningsprogram op die geselekteerde fundementele motoriese vaardighede van kinders (9-12 jaar) ondersoek wat geïdentifiseer is met vertraagde motoriese ontwikkeling. Die geïdentifiseerde groep deelnemers sluit sewe seuns en een dogter in. Die studie het ‘n A-B-A omgekeerde ontwerp gevolg. Die intervensie was ‘n ritmies-gebaseerde inoefeningsprogram. Die afhanklike veranderlikes was die motoriese vaardighede van bilaterale koördinasie, balans en boonste ledematekoördinasie wat geassesser is deur middel van BOT-2. Die resultate van ‘n ANOVA vir afhanklike groepe dui ‘n beduidende verbetering aan in bilaterale koördinasie en geen verandering in balans nie. Die verbetering in boonste ledemate-koördinasie kan toegeskryf word aan vertroudheid met of leereffek van die toets. ‘n Beskrywende analise van elke kind se resultate het ‘n hoë veranderlikheid aan die lig gebring op die effek van deelname in die program. Die resultate van hierdie studie ondersteun die gevolgtrekking dat ‘n ritmies-gebaseerde koördinasie-inoefeningsprogram kinders met koördinasieprobleme kan help om hulle bilaterale koördinasie te verbeter wat ‘n positiewe impak sal hê op prestasie tydens verskeie fundamentele groot motoriese vaardighede.
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Books on the topic "Coordination skills"

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Moore, Tina, and Sheila Cunningham. Nursing Skills in Control and Coordination. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900.

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Cermak, Sharon A. Developmental coordination disorder. Albany, NY: Delmar Thomson Learning, 2002.

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Dawne, Larkin, ed. Developmental coordination disorder. Albany, NY: Delmar Thomson Learning, 2002.

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1956-, Wright Helen C., ed. Motor coordination disorders in children. Thousand Oaks, Calif: Sage Publications, 1998.

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Broad, Angela Ruth. What is the evidence that sensory integration therapy is effective in facilitating occupational performance in children diagnosed with developmental co-ordination disorder?. Oxford: Oxford Brookes University, 2003.

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Orlady, Harry W. Cockpit resource management training: Proceedings of a workshop sponsored by NASA Ames Research Center and the U.S. Air Force Military Airlift Command and held in San Francisco, Calif., May 6-8, 1986. Moffett Field, Calif: Ames Research Center, 1987.

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G, Wade Michael, Whiting, H. T. A. 1929-, North Atlantic Treaty Organization. Scientific Affairs Division., and NATO Advanced Study Institute on "Motor Skill Acquisition in Children", eds. Motor development in children: Aspects of coordination and control. Dordrecht: Distributors for the U.S. and Canada, Kluwer Academic Publishers, 1986.

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Boudreau, Joseph Paul R. The Development and coordination of prehension skills in 6-7 and 9-10 month-old infants. [s.l: s.n.], 1989.

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Kurtz, Lisa A. Understanding motor skills in children with dyspraxia, ADHD, autism, and other learning disabilities: A guide to improving coordination. London: Jessica Kingsley Publishers, 2008.

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Understanding motor skills in children with dyspraxia, ADHD, autism, and other learning disabilities: A guide to improving coordination. London: Jessica Kingsley Publishers, 2008.

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Book chapters on the topic "Coordination skills"

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Chapman, Arthur E., and David J. Sanderson. "Muscular Coordination in Sporting Skills." In Multiple Muscle Systems, 608–20. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4613-9030-5_39.

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Levitt, Joel D. "Planning, Coordination, and Scheduling." In Leadership Skills for Maintenance Supervisors and Managers, 121–27. First edition. | Boca Raton, FL : CRC Press, 2021.: CRC Press, 2020. http://dx.doi.org/10.1201/9781003097952-22.

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Moore, Tina. "Causes of alterations to level of consciousness." In Nursing Skills in Control and Coordination, 21–30. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-4.

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Moore, Tina. "Neurological assessment." In Nursing Skills in Control and Coordination, 33–43. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-5.

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Moore, Tina. "Caring for the unconscious patient." In Nursing Skills in Control and Coordination, 45–58. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-6.

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Moore, Tina, and Sheila Cunningham. "Introduction and overview." In Nursing Skills in Control and Coordination, 3–4. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-2.

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Cunningham, Sheila. "Pain." In Nursing Skills in Control and Coordination, 61–73. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-7.

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Cunningham, Sheila. "Sleep." In Nursing Skills in Control and Coordination, 77–89. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-8.

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Cunningham, Sheila. "Overview of the nervous system functions." In Nursing Skills in Control and Coordination, 5–17. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-3.

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Moore, Tina, and Sheila Cunningham. "Introduction to the Skills in Nursing Practice series." In Nursing Skills in Control and Coordination, 1–2. New York: Routledge, 2021. | Series: Skills in nursing practice: Routledge, 2021. http://dx.doi.org/10.4324/9781351065900-1.

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Conference papers on the topic "Coordination skills"

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Mayorga-Toledano, María Cruz, and Antonio Fernández-Morales. "COORDINATION, TRANSVERSALITY AND PROFESSIONAL SKILLS IN ACTUARIAL EDUCATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1601.

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Damian, Daniela, and Arber Borici. "Teamwork, coordination and customer relationship management skills: As important as technical skills in preparing our SE graduates." In 2012 First International Workshop on Software Engineering Education based on Real-World Experiences (EduRex). IEEE, 2012. http://dx.doi.org/10.1109/edurex.2012.6225704.

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Looze, Céline De, Brian Vaughan, Finnian Kelly, and Alison Kay. "Providing objective metrics of team communication skills via interpersonal coordination mechanisms." In Interspeech 2015. ISCA: ISCA, 2015. http://dx.doi.org/10.21437/interspeech.2015-309.

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Chung Hyuk Park, Jae Wook Yoo, and Ayanna M. Howard. "Transfer of skills between human operators through haptic training with robot coordination." In 2010 IEEE International Conference on Robotics and Automation (ICRA 2010). IEEE, 2010. http://dx.doi.org/10.1109/robot.2010.5509160.

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Candra, O. "The Contribution of Eye-Hand Coordination to Basketball Lay Up Shoot Skills." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.192.

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Syaifullah Irwan, Muhammad, and Ms Lismadiana. "The Effect of Exercise Methods and Coordination towards Students' Extracurricular Basketball Skills." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.51.

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Zhmakina, N. L., and K. S. Zdorovenko. "THE THEORETICAL STUDY OF THIRD-GRADERS’ COGNITIVE UNIVERSAL LEARNING SKILLS FORMATION TO SOLVE PROBLEMS IN MATH LESSONS." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/48.

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This article shows the theoretical basis of third-graders’ cognitive universal learning skills formation to solve problems. It describes the structure of problem-solving skills, classification of problems, solutions of problems, techniques that are used by primary school teachers, coordination between cognitive universal learning skills, and stages of problem-solving.
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Kusimo, Abisola C., and Sheri Sheppard. "Manufacturing Vulnerability: How Resource Scarcity Hinders Team Coordination During Manufacturing in Nigerian Factories." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97820.

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Abstract The purpose of this research is to learn how less-skilled workers (LSWs) and highly-skilled workers (HSWs) coordinate in Nigerian factories, where the formal education gap between these two groups can be quite significant. The study takes place in two factories and two universities across four Nigerian states over the summer of 2018. Drawing on methods of ethnography (i.e. a collection of qualitative methods to closely observe social interactions and practices as to interpret and build theory), it was discovered that resource scarcity hinders team coordination through the occurrence of four obstacles: (1) unclear role boundaries and work processes, (2) poor attitude towards work, (3) under- and overutilization of employees, and (4) worker demoralization and feelings of being undervalued. This paper builds upon previous work on factory coordination in cross-occupational functional groups in Silicon Valley. Theoretically, this paper reveals how the studied manufacturing firms in Nigeria currently perform team coordination and the challenges that prevent them from reaching high efficiency. Additionally, it offers premises for future field experiments to test the generalizability of the findings and interventions to enhance coordination effectiveness and the product development process in Sub-Saharan African manufacturing firms. Implications for the literature on engineering for global development is discussed. Ultimately, this research is a small step towards enabling independent African firms to have the skills, tools, and resources to design and create their own unique solutions for challenges faced in-country.
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Osadchaya, Victoria V. "Kinesiology and interhemispheric interaction in speech therapy work with older preschool children." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-330-336.

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The author of the article offers a system of games and exercises used in speech therapy work with children of older preschool age, based on kinesiology and neuropsychology. These games and exercises allow preschoolers to develop communication skills, visual and motor memory, concentration and stability of attention, observation, hand coordination, and motor skills.
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Kim, Inki, Scarlett R. Miller, and Andris Freivalds. "Motion Analysis as an Evaluation Framework for Eye-Hand Coordination: A Case Study in Ultrasound-Guided Catheter Insertion." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34575.

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Helping resident surgeons quickly and accurately develop expertise in clinical skills is crucial for improving patient safety and care. Because most surgical skills require visually aided device manipulations, developing effective eye-hand coordination is a crucial component of most surgical training. While eye-hand coordination has typically been evaluated on the basis of time to complete a task and number of errors, growing evidence suggests that task performance can be distinguished by detecting eye gaze patterns and movement planning. However, few studies have explored methods for collecting and evaluating gaze patterns without significantly impeding the user (e.g. goggle eye trackers), reducing the utility of this approach. Therefore, the current study was developed to propose and test a framework for evaluating the quality of eye-hand coordination using a novel motion analysis technique. To validate the framework, three expert and three novice resident surgeons were video-taped during ultrasound-guided central-venous catheter insertion procedures and compared. Our method was able to show that experts demonstrate distinguished patterns in adjusted accuracy, movement trajectories and time allocation. The results also showed that expert performance in eye-hand coordination appears to be characterized by goal-oriented adjustment. This research framework can be used to characterize individual differences and improve surgical residence training and can also be applied in other domains where eye-hand coordination needs to be studied without impeding user performance.
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Reports on the topic "Coordination skills"

1

Zelf Mohammed. Significance of Post-Game-Specificity Skills Coaching on Rhythmic Coupling Coordination Case Players Handball Positions. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, September 2017. http://dx.doi.org/10.14526/03_2017_230.

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Morgan, Miranda, Alastair Stewart, and Simone Lombardini. Making Market Systems Work for Women Farmers in Zambia: A final evaluation of Oxfam's Gendered Enterprise and Markets programme in the Copperbelt region of Zambia. Oxfam GB, December 2019. http://dx.doi.org/10.21201/2019.5389.

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Gendered Enterprise and Markets (GEM) is Oxfam GB’s approach to market systems development. The GEM approach facilitates change in market systems and social norms, with the aim of ensuring more sustainable livelihood opportunities for marginalized women and men. The GEM DFID AidMatch Programme (June 2014–February 2018) worked within the soya, milk and vegetable value chains targeting women smallholder farmers in areas of poverty. The programme aimed to benefit 63,600 people (10,600 smallholder households) living in Zambia, Tajikistan and Bangladesh through increases in household income, women having greater influence over key livelihood decisions within their households and communities, and engaging in livelihoods more resilient to shocks, such as natural disasters and market volatility. In Zambia, the GEM programme has been implemented in four districts of the Copperbelt Province in coordination with implementing partners Heifer Programmes International and the Sustainable Agricultural Programme (SAP). The GEM programme in the Copperbelt seeks to directly improve the livelihoods of an estimated 4,000 smallholder farmers (75 percent women) in the dairy and soya value chains through improved production skills, resilience to climate risks, access to market opportunities, greater engagement with market players and strengthened ability to influence private sector and government actors. The evaluation was designed to investigate if and how the GEM programme might have contributed to its intended outcomes – not only in the lives of individual women smallholder farmers targeted by the programme but also to changes in their communities and the larger market system. It also sought to capture any potential unintended outcomes of the programme.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Perera, Duminda, Ousmane Seidou, Jetal Agnihotri, Mohamed Rasmy, Vladimir Smakhtin, Paulin Coulibaly, and Hamid Mehmood. Flood Early Warning Systems: A Review Of Benefits, Challenges And Prospects. United Nations University Institute for Water, Environment and Health, August 2019. http://dx.doi.org/10.53328/mjfq3791.

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Floods are major water-related disasters that affect millions of people resulting in thousands of mortalities and billiondollar losses globally every year. Flood Early Warning Systems (FEWS) - one of the floods risk management measures - are currently operational in many countries. The UN Office for Disaster Risk Reduction recognises their importance and strongly advocates for an increase in their availability under the targets of the Sendai Framework for Disaster Risk Reduction, and Sustainable Development Goals (SDGs). However, despite widespread recognition of the importance of FEWS for disaster risk reduction (DRR), there’s a lack of information on their availability and status around the world, their benefits and costs, challenges and trends associated with their development. This report contributes to bridging these gaps by analyzing the responses to a comprehensive online survey with over 80 questions on various components of FEWS (risk knowledge, monitoring and forecasting, warning dissemination and communication, and response capabilities), investments into FEWS, their operational effectiveness, benefits, and challenges. FEWS were classified as technologically “basic”, “intermediate” and “advanced” depending on the existence and sophistication of FEWS` components such as hydrological data = collection systems, data transfer systems, flood forecasting methods, and early warning communication methods. The survey questionnaire was distributed to flood forecasting and warning centers around the globe; the primary focus was developing and least-developed countries (LDCs). The questionnaire is available here: https://inweh.unu.edu/questionnaireevaluation-of-flood-early-warning-systems/ and can be useful in its own right for similar studies at national or regional scales, in its current form or with case-specific modifications. Survey responses were received from 47 developing (including LDCs) and six developed countries. Additional information for some countries was extracted from available literature. Analysis of these data suggests the existence of an equal number of “intermediate” and “advanced” FEWS in surveyed river basins. While developing countries overall appear to progress well in FEWS implementation, LDCs are still lagging behind since most of them have “basic” FEWS. The difference between types of operational systems in developing and developed countries appear to be insignificant; presence of basic, intermediate or advanced FEWS depends on available investments for system developments and continuous financing for their operations, and there is evidence of more financial support — on the order of USD 100 million — to FEWS in developing countries thanks to international aid. However, training the staff and maintaining the FEWS for long-term operations are challenging. About 75% of responses indicate that river basins have inadequate hydrological network coverage and back-up equipment. Almost half of the responders indicated that their models are not advanced and accurate enough to produce reliable forecasts. Lack of technical expertise and limited skilled manpower to perform forecasts was cited by 50% of respondents. The primary reason for establishing FEWS, based on the survey, is to avoid property damage; minimizing causalities and agricultural losses appear to be secondary reasons. The range of the community benefited by FEWS varies, but 55% of FEWS operate in the range between 100,000 to 1 million of population. The number of flood disasters and their causalities has declined since the year 2000, while 50% of currently operating FEWS were established over the same period. This decline may be attributed to the combined DRR efforts, of which FEWS are an integral part. In lower-middle-income and low-income countries, economic losses due to flood disasters may be smaller in absolute terms, but they represent a higher percentage of such countries’ GDP. In high-income countries, higher flood-related losses accounted for a small percentage of their GDP. To improve global knowledge on FEWS status and implementation in the context of Sendai Framework and SDGs, the report’s recommendations include: i) coordinate global investments in FEWS development and standardise investment reporting; ii) establish an international hub to monitor the status of FEWS in collaboration with the national responsible agencies. This will support the sharing of FEWS-related information for accelerated global progress in DRR; iii) develop a comprehensive, index-based ranking system for FEWS according to their effectiveness in flood disaster mitigation. This will provide clear standards and a roadmap for improving FEWS’ effectiveness, and iv) improve coordination between institutions responsible for flood forecasting and those responsible for communicating warnings and community preparedness and awareness.
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6

Translating Evidence Into Impact: Research and Analyses for Scientific Transformation and Advancement (RASTA). Population Council, 2021. http://dx.doi.org/10.31899/ri1.1006.

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Since its creation in 2017, RASTA’s collaborative research platform has continued to evolve and grow, promoting evidence use, enhancing coordination across a range of partners, and strengthening analytical skills of young Indian researchers to advance family planning and reproductive health (FP/RH). With a large body of research guided by questions developed in close collaboration with decision makers from government and other key stakeholders, RASTA has helped to fill critical evidence gaps and inform program, policy, and investment decisions, including around adolescent health and FP/RH access in the context of COVID-19.
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7

Strengthening the evaluation and research unit of the Zimbabwe Family Planning Council (1995–1998). Population Council, 1999. http://dx.doi.org/10.31899/rh1999.1020.

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The Evaluation and Research Unit (ERU) plays a crucial role in supporting the research activities of the Zimbabwe National Family Planning Council (ZNFPC). Research activities are conducted in addition to analysis of service statistics and compilation of quarterly and annual reports. With a staff capacity of five and inadequate research skills existing in other units, the ERU finds it difficult to manage and monitor the diverse activities of the organization. To address these problems, a buy-in was signed between the Zimbabwe Government and USAID in May 1995. The objectives were to assist the ZNFPC in conducting operations research studies and strengthening the ERU’s research capacity. The ERU’s traditional role of implementing research had to be revised to research management. The ZNFPC requested that the Population Council’s Africa OR/TA II Project provide technical assistance to implement this new role. The ZNFPC convened a meeting of cooperating agencies, donors, government, and municipal departments to explore ways of improving the coordination and implementation of population activities in Zimbabwe. As noted in this document, recommendations from the meeting were developed and the Africa OR/TA Project used these as guidelines for designing future programs for strengthening the ERU’s research capacity.
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