Holistic Development Research Articles

Integrating scientific recommendations for the development and promotion of junior elite athletes in Germany – an analysis of sports policy documents

ABSTRACT This study examines the integration of holistic talent development goals into the sports policy documents of governmental and non-governmental sports organisations in Germany. More specifically, it analyses (1) the extent to which talent development and promotion goals of key actors involved in junior elite sport reflect scientific recommendations, and (2) how these goals differ between key actors. Different goal dimensions of holistic talent development were explored namely long-term sporting development, competitions, dual career, personal development and wellbeing. To this end, document analysis was conducted for 30 sports policy documents published by 22 key actors (federal and state ministries, sports confederations and sports federations) involved in talent development and promotion in Germany and analysed using quantitative content analysis. The results indicate that political institutions in Germany recognise and respect the autonomy of sports to specify their operational goals in talent development policies. The sports organisations’ documents present a fragmented picture in terms of the integration of scientifically recommended goals. While the German Olympic Sports Confederation (DOSB) largely aligns with holistic goals, no comprehensive and systematic knowledge transfer seems to have taken place to regional confederations and sports federations, in which organisational perspectives appear to be influential. This study extends the literature on knowledge transfer of sports science to a policy perspective and offers valuable insights into the integration of scientifically recommended goals in talent development and promotion policies, both for science and practice.

Reviving the Vedic Education System: Exploring Its Relevance in the Context of NEP 2020

The Vedic education system offers valuable insights that can enrich the educational reforms outlined in NEP 2020. By embracing the principles of holistic development, multidisciplinary learning, and experiential education, India can create a robust educational framework that prepares students for the challenges of the 21st century. In this paper we will discuss about the Vedic education system objectives with reference to NEP 2020 and also discuss the features, process of education and relevance of Vedic education system

The Locomotor Movement Abilities of Children Aged 5-6 Years in Terms of Geographical Aspects (Coastal and Mountain Areas)

This study examines the differences in locomotor abilities of children aged 5-6 years in two locations, namely coastal and mountainous areas in Kebumen City, Indonesia. This is important because children's locomotor outcomes are still poor and there has been no identification of locomotor abilities judging from previous studies that only examined manipulative movement abilities. Overall, this study contributes greatly to future research by providing important insights into how environmental and geographical factors interact with children's physical development, which in turn can aid in the creation of more effective policies and interventions to support holistic child development. Using descriptive research methods, the population was 40 schools specifically for coastal and mountainous areas, then sampling was carried out in 2 stages, namely using cluster random sampling techniques and then purposive sampling. The sample size was 130 with details of 65 children in coastal areas and 65 in mountainous regions. This instrument has been validated and reliable on 135 children in Indonesia with a validity result of 2.27 > t table 1.65 and reliability of 0.765. The statistical test results showed a p value = 0.013 which means that there is a relationship between children's locomotor abilities with geography in the two different locations, namely mountains and coasts. The average child's locomotor ability in coastal areas was found to be superior compared to mountainous areas.

Relevance and quality of the Gipuzkoan extracurricular youth sports program: an evaluation from a positive youth development perspective.

Physical activity and sport (PAS) programmes are an important part of organized extracurricular activities for children and young people. They appear as potentially inclusive environments where students could be provided with holistic development based on active and healthy lifestyles. The aim of this study was to evaluate and describe the Gipuzkoa School Sport Programme (GSSP) from the positive youth development (PYD). The research was carried out based on CPAR (Critical Participatory Action-Research) methodology: a "CPAR group" was created -including researchers and policymakers- to carry out the evaluation of the GSSP in which we analyzed (a) the social environment or PYD climate and (b) life skills. The evaluation and description of the GSSP confirmed that it meets most requirements for providing positive development contexts and opportunities for PYD. The choice of prioritizing multisport and deliberate play and putting early specialization aside seem key conditions to ensure PYD-promoting environments. This work could serve as a referent for decision-makers in organizations dedicated to designing, developing, implementing, and evaluating PYD-focused extracurricular youth sport programmes.

Integrating ecosystems: The synergistic effects of digital innovation hubs on start-up growth

Background: South Africa faces significant socio-economic challenges, with unemployment rate. This highlights the need for economic strategies to generate employment, and start-ups are crucial in this context, as they foster innovation, create jobs and increase competitiveness.Aim: The study aims to investigate how digital innovation hubs (DIHs) influence start-up growth, focusing on their roles and functions.Setting: The research is set within the context of DIHs in Africa, specifically examining the 12 DIHs established under the AEDIBNET programme.Methods: A qualitative methodology was employed, using semi-structured interviews with six DIH managers and 28 entrepreneurs or start-up founders.Results: Supporting start-up growth, holistic development support and integrated ecosystem enhancement by DIHs emerged as key themes. These factors foster a conducive environment for innovation and sustained growth.Conclusion: Digital innovation hubs play a crucial role in supporting start-up growth by providing comprehensive and integrated support systems. Their functions collectively enhance start-up growth.Contribution: This study fills a critical gap in the existing literature on DIHs, offering empirical insights into their impact on start-up growth within the African context. The findings provide valuable implications for policymakers, practitioners and researchers aiming to foster the growth of start-ups. Additionally, the study integrates and expands upon knowledge spillover theory, institutional theory and cluster theory. It demonstrates how DIHs facilitate knowledge sharing, provide formal support structures, foster informal networks, and create and sustain entrepreneurial clusters.

Da Exclusão à Expressão: Arte como Ferramenta de Inclusão e Empoderamento para Alunos com Necessidades Especiais

This study explores the profound relationship between art and inclusion in the education of students with special needs. Art transcends its role as a curricular discipline, becoming a powerful tool for the holistic development and empowerment of these students. By challenging stereotypes and promoting full participation, art offers a space for expression, communication, and learning for all, regardless of their needs. The research highlights the importance of adapting materials, activities, and environments, as well as the ongoing training of teachers, to make art accessible and meaningful for all students. Through flexibility, creativity, and sensitivity, teachers can create a welcoming and stimulating learning environment where every student feels valued and encouraged to explore their creative potential. Theories such as constructivism, the Social Model of Disability, and the Theory of Multiple Intelligences provide a solid theoretical foundation for the construction of inclusive pedagogical practices. The methodology adopted in this study is qualitative bibliographic research, which seeks to analyze and synthesize the knowledge produced on the relationship between art and inclusion in theeducation of students with special needs. The study concludes that art, when used intentionally and adapted, can be a powerful tool for promoting inclusion, holistic development, and empowerment of students with special needs. Art reveals itself as a path towards building a fairer, more equitable, and creative education, where every individual has the opportunity to flourish fully and contribute to the construction of a more humane and supportive world.

An Analysis of the Synergistic Impact of Leadership and Stakeholder Involvement: School-Based Quality Improvement Management

This research aims to analyze the synergistic impact between school leadership and stakeholder involvement in efforts to improve the quality of education at the Al Hijrah Integrated Islamic Middle School, Deli Serdang. A descriptive quantitative approach was used as a research method, and data was collected using questionnaires from respondents, namely the school principal and all school stakeholders. The results of the research show that school leadership that is synergistic and involves school stakeholders has a great influence on the management of improving school quality. Strong leadership and active stakeholder involvement have a significant positive impact on school-based quality improvement management. Visionary and learning-oriented leadership plays a key role in formulating a shared vision and strategy to improve the quality of education. The involvement of stakeholders, including teachers, parents, and the community, provides support, input, and active participation in the implementation of quality improvement programs. The synergy between effective leadership and involving stakeholders can create a collaborative and supportive learning environment. This leads to achieving the goals of better quality education, improving the quality of learning, and holistic development of student potential.

Cyber Pragmatic Analysis of Impoliteness Strategies Used by Detractors and Supporters of Presidential Candidates in Online Conflicts

This research aims to analyze the synergistic impact between school leadership and stakeholder involvement in efforts to improve the quality of education at the Al Hijrah Integrated Islamic Middle School, Deli Serdang. A descriptive quantitative approach was used as a research method, and data was collected using questionnaires from respondents, namely the school principal and all school stakeholders. The results of the research show that school leadership that is synergistic and involves school stakeholders has a great influence on the management of improving school quality. Strong leadership and active stakeholder involvement have a significant positive impact on school-based quality improvement management. Visionary and learning-oriented leadership plays a key role in formulating a shared vision and strategy to improve the quality of education. The involvement of stakeholders, including teachers, parents, and the community, provides support, input, and active participation in the implementation of quality improvement programs. The synergy between effective leadership and involving stakeholders can create a collaborative and supportive learning environment. This leads to achieving the goals of better quality education, improving the quality of learning, and holistic development of student potential.

Nursery Rhyme, Rhythm and Narrative Thinking in Early Childhood Education

The contribution focuses on the effectiveness of nursery rhymes, music, and storytelling in early childhood education. Various research studies carried out over the past twenty years have demostrated the way in which the use of rhythm, music, and storytelling can facilitate the development of a child’s overall personality. This study examines the impact of incorporating silent books into early childhood education to enhance a child’s language skills, social interaction, and cognitive development. Over the course of one month, teachers assessed the progress of young children in various domains, including vocabulary acquisition, narrative fluency, and peer interaction. The results highlight the importance of providing diverse opportunities for play with stories, images, and music in supporting holistic development in young children. By integrating these rich experiences into early education practices, educators can effectively nurture linguistic, social, and emotional competencies, laying a solid foundation for lifelong learning and growth.

Focus on reflective competence: A triangulation to examine youth soccer coaches' reflective competence

Introduction & Purpose Coaching is recognized as a complex socio-educational interaction (Jones, 2007), a view supported by the German Football Association (DFB). The DFB emphasizes reflection in the development of football coaches, seeing it as essential for the quality of coaching and the holistic development of youth players. Reflective competence (RC) is seen as a key component of professionalization (DFB, 2022), defined as the ability and willingness to comprehensively deal with one’s own knowledge and actions in breadth and to achieve a certain depth in the reflexive and transformative engagement with issues (Krieg & Kreis, 2014). Studies show that coaches learn primarily through observation and experience (Cushion, et al., 2012), which risks perpetuating outdated behaviors. Against this background, our study asks: What (breadth) and how (depth) do youth coaches reflect on their knowledge and coaching practice? Method Seven coaches from DFB selection centers in Bavaria participated in the study. Their training sessions were videotaped and used for reflection in stimulated recall interviews (Dempsey, 2010). Coaches were asked about their understanding of reflection using narrative prompts and to reflect independently on their training sessions using the video sequences. Analysis included categorizing the understanding and relevance of reflection, as well as the breadth and depth of reflection, taking into account individual differences. Result Coaches understood reflection as “thinking about oneself” or “looking back” to consciously justify or improve practices. They showed a high level of willingness to reflect, especially valuing peer feedback. In terms of breadth, coaches mostly reflected on corrective feedback behaviors, error patterns, or training alternatives. However, the depth of reflection was limited; coaches often moved to transformative reflection without deeply analyzing issues, lacking detailed descriptions against related assumptions, previous experiences, or theoretical explanations. Discussion Coaches focused primarily on optimizing practices rather than examining issues in depth. The breadth of reflection is consistent with the DFB's shift from coach-dominated to player-dominated training practices. Conclusion Our study highlights the critical role of reflection in the professional development of youth soccer coaches at DFB selection centers in Bavaria. While coaches show a significant willingness to engage in reflective practices, there is a notable deficiency in the depth of their reflection. This highlights the need for enhanced reflective training programs that encourage deeper, more comprehensive engagement with coaching practices and theoretical knowledge. By fostering such reflective competence, coaches can contribute to a more nuanced and effective coaching methodology, ultimately benefiting the holistic development of youth players.

Subsidiary Learning Opportunities for the Sustainability of Early Child Development.

Dear Sir / Madam In our fast-paced, ever-changing world, the key to a sustainable future is increasingly recognized as nurturing the potential of the youngest members of society.(1). New estimates are that 250 million children (43%) younger than 5 years in low-income and middle-income countries are at risk of not reaching their developmental potential (2). Early child development is the cornerstone upon which a sustainable future is built.(3) Subsidiary learning opportunities are found in the way a caregiver engages in conversation during mealtime, play, bedtime stories, and the wonder of discovering nature in a walk-through park.(4) Key Points Holistic Development: It fosters well-rounded children by encompassing cognitive, physical, social, and emotional development, ensuring they are academically proficient and possess crucial life skills like problem-solving, empathy, and resilience.(5). Early Exposure to Sustainability: this introduces children to sustainability, conservation, and responsible living through activities like gardening, recycling, and exploring nature, fostering an early appreciation for the environment. Cultural and Social Awareness: A global perspective fosters tolerance, understanding, and empathy towards different cultures and backgrounds. Parental Engagement: Subsidiary learning opportunities strengthen the bond to provide a stable, nurturing environment for their children’s growth, contributing to their overall development. Lifelong Learning: Children who are encouraged to explore and ask questions during these years are more likely to become curious, self-motivated learners throughout their lives. In conclusion, subsidiary learning opportunities are the unsung heroes of early child development, laying the groundwork for sustainable futures.

Integrating Indian Knowledge Systems in Secondary Education: A Pathway to Holistic Development

Integrating Indian Knowledge Systems in Secondary Education: A Pathway to Holistic Development

Mapping research trends in physical education pedagogies: a bibliometric analysis using scopus database

This study aims to provide a comprehensive and systematic review of research trends in applying pedagogical models in physical education (PE) pedagogy. Furthermore, there are ongoing challenges facing teaching and learning in PE to deliver effective learning and achieve current learning objectives. This study used a bibliometric analysis approach by examining publication growth patterns, distribution of publication growth, distribution of authors, countries, affiliations, and network analysis based on the appearance of keywords. A search for articles in the Scopus database with specific keywords related to PE pedagogy yielded 419 relevant articles analyzed using CSV and VOSViewer applications. The results revealed a positive trend of increasing the number of published articles starting in 2018 and peaking in 2022. Keith Davids is a famous and influential author with the most publications and the highest citations. His article titled Algorithmic Skin: Health-tracking Technologies, Personal Analytics and the Biopedagogies of Digitized Health and Physical Education, written by Ben Williamson, was the most popular article with 123 citations. China has the most productive authors, and the United Kingdom is the country of origin for the most popular authors with the highest citation rates. The current and emerging trends demonstrate the integration of innovative teaching practices, alternative pedagogical approaches, and the promotion of holistic student development to cope with the development of PE. At the same time, the co-word analysis presents further research streams that include technology utilization and integrative approaches to transformative PE. In conclusion, this study has practical and theoretical implications in the research and practice of physical education pedagogies to identify integration and strategies and PE pedagogies. Keywords: physical education pedagogy; the trend of research; the integration of innovative and alternative pedagogical approaches; technology utilization and integrative approaches

Evaluating the K-13 Versus Merdeka Curriculum : Impacts on Primary, Junior, and Senior High School Education in Indonesia

This study aims to evaluate the impacts of the 2013 Curriculum and the Merdeka Curriculum on primary, junior, and senior high school education in Indonesia. The 2013 Curriculum was introduced to enhance critical thinking, creativity, and character education, while the Merdeka Curriculum emphasizes greater flexibility, independence, and student-centered learning approaches. This study used a mixed-methods with a comparative analysis to assess educational outcomes, teacher and student adaptability, and overall satisfaction within these distinct curricular contexts. Data was collected via surveys, interviews, and academic performance metrics from a representative sample of schools across different regions of Indonesia. Quantitative data from surveys were analyzed using descriptive statistics and inferential statistics, including t-tests and ANOVA, to compare student engagement levels and academic performance under both curricula. Qualitative data from interviews and observations were coded and analyzed thematically to capture the nuanced experiences and perceptions of teachers and students. Research findings show that the 2013 Curriculum and the Merdeka Curriculum have their strengths and weaknesses, the latter is generally viewed more favorably by teachers and students for its emphasis on flexibility, learner autonomy, and holistic development. The Merdeka Curriculum has shown promise in fostering student engagement, critical thinking skills, and creativity, yet challenges persist in terms of implementation, teacher training, and resource allocation. A novel finding of this research is the significant improvement in holistic assessment practices under the Merdeka Curriculum, which better captures student competencies beyond standardized testing. Additionally, the study highlights the critical role of equitable resource allocation and continuous professional development for teachers in the successful implementation of curriculum reforms.

International nursing students and clinical learning environments: A convergent mixed-methods study

AimTo acquire a comprehensive understanding of the international nursing students' clinical learning environments, comparing and contrasting qualitative and quantitative insights. BackgroundThe influx of international nursing students has increased in Italy and across Europe. These students, diverse in culture and language, encounter significant challenges to their education in clinical learning environments. Designconvergent mixed-methods research. MethodsQualitative and quantitative data were collected concurrently and independently, with equal emphasis, following a QUAL-QUANT structure. Qualitative analysis used descriptive content analysis, while quantitative data were based on descriptive and correlation analyses on surveys using the CALD scale. ResultsOverall 96 international nursing students participated in 24 focus groups. The CALD scale mean scores ranged from 2.7 to 4.5. The qualitative analysis presented two overarching themes: factors that promote a successful clinical learning environment and factors that inhibit a successful clinical learning environment in international students. The integration of qualitative and quantitative data generated four concordant and one discordant meta-inferences about the learning environment. ConclusionsCulturally sensitive clinical learning environments are imperative for the holistic development of international nursing students. Nurse educators must cultivate transcultural competencies and pedagogical skills to enhance the competencies and skills of this student population effectively.

“What Is the ROI on That?”: Examining the Lack of Transition Support for Collegiate Athletes

While athletic role engulfment is positively correlated to athletic success, collegiate athletes also experience harmful effects from this role. As the socialization process to develop a salient athletic identity initially takes years, collegiate athletes typically face various challenges transitioning out of their athletic role. Although working within the contested and problematic context of intercollegiate athletics, athletic development staff are, ostensibly, employed to assist in the holistic development of collegiate athletes and occupy an integral role in mitigating athletes’ transitions and athletic role engulfment. Accordingly, the present study sought to examine the experiences and programmatic elements currently utilized by athletic development staff. Through in-depth interviews with 10 senior athletic development staff members at nine Atlantic Coast Conference member institutions, findings illustrate the difficulties in attempting to combat athletic role engulfment due to contradictory logic between intra-institutional members. We conceptualize that such competing institutional logic serves as the primary detriment of collegiate athletes’ preparedness for post-athletic transition.

Octopus HRD: Multidiciplinary Approach to Higher Education Human Resources Development

This study examines human resource development techniques at Raden Rahmat Islamic University in Malang, Indonesia, using a multidisciplinary approach that integrates systems theory, economics, psychology, organizational development, anthropology, sociology, and communication. Employing a qualitative, exploratory descriptive design, data was collected through structured interviews, field observations, and supporting documentation analysis. Informants were selected through purposive and snowball sampling methods, and data was analyzed using an interactive approach, involving data collection, reduction, presentation, and conclusion drawing. Triangulation ensured research validity and reliability. The findings reveal that the university adopts a holistic human resource development strategy, combining various disciplines to enhance employee skills and performance. This approach not only helps the institution achieve its performance goals but also contributes to advancements in human resource development theory and practice

Connecting Education and Nature: The Benefits of Direct Contact with the Natural Environment for the Holistic Development of Ninth-Grade Students at the Municipal School Prof. Dr. Amaro Fernandes de Oliveira Sobrinho

This study examined the benefits of direct contact with nature for ninth-grade students at Escola Municipal Prof. Dr. Amaro Fernandes de Oliveira Sobrinho. It emphasized hands-on experiences, such as visits to farms, the establishment of vegetable gardens, and the revitalization of existing gardens. These activities were designed to enhance academic learning and promote the holistic development of students. Interaction with the environment provided a deeper understanding of ecosystems and sustainable practices, enabling students to directly engage with concepts such as natural cycles and environmental impacts. In addition to the academic advantages, outdoor experiences have been shown to improve students' emotional well-being by reducing stress and fostering a sense of overall wellness. The activities also cultivated social skills, including communication and collaboration, by involving students in group projects. Immersion in nature contributed to a more collaborative and inclusive atmosphere, while sustainability practices heightened environmental awareness. The findings underscore the importance of integrating natural experiences into the school curriculum to facilitate more meaningful learning and prepare students to become responsible and well-rounded citizens in an increasingly urban and digital world.

Paradigm shift from rote learning to critical thinking, experiential learning, and holistic development in the indian education system

Paradigm shift from rote learning to critical thinking, experiential learning, and holistic development in the indian education system

Insights into coaching effectiveness: Perspectives from coaches and players in South African Women's Rugby

Sports coaching involves navigating ambiguity and uncertainty in stakeholders’ perspectives and managing a dynamic micro-political environment. This study explores the relationship between coaching efficacy and effectiveness in South African Women's Rugby. It examines how a coach's belief in their ability to influence athlete learning and performance (coaching efficacy) correlates with the actual impact on athletes (coaching effectiveness). By aligning coaches’ perceived competence with tangible athlete outcomes, the study provides insights into factors influencing coaching practices and athlete development. The study involved 28 women players (mean age: 24.8 ± 4.0 years) and 8 coaches (mean age: 41 ± 3.8 years) who participated in semi-structured online interviews. The interview script, derived from the Coaching Effectiveness Survey (CES) tool, was analysed using Braun and Clarke's 6-step process of thematic content analysis. Under the four efficacy dimensions, sub-themes emerged as follow: 1) motivation (climate created by the coach and a motivational climate experienced by the players), 2) technique (coaching physical, technical, and tactical aspects of rugby), 3) game strategy (guiding players to successful outcomes), and 4) character-building efficacy (cultivating a positive environment for sportswomanship and holistic development). The findings incorporate feedback from players and coaches, highlighting firsthand experiences of coaching effectiveness. This approach enables experts to identify effective coaching strategies and those needing refinement within Women's Rugby. The study's findings promise to inform future coach development frameworks and foster a comprehensive understanding of coaching effectiveness in the dynamic landscape of Women's Rugby worldwide.