An Empirical Study on Multimodal Videotext Learning Strategy to English Audio-visual-oral Ability Improvement

In today's high-speed development in digital and information, human communication activities appear the phenomenon of the integration of various symbols, the phenomenon of multimodal discourse is one of the important characteristics of the use of various texts in human communication today. While the traditional single-mode teaching of audio-visual course cannot effectively improve students' audio-visual-oral skills, this paper studies on videotext learning strategies based on multimodal theory, discusses how to use task-oriented cooperative learning strategy to improve students' audio-visual-oral ability, solve the problem of language learning by the mechanization separated real context output. Conclusion: multimodal videotext teaching mode plays a considerable role to cultivate students' autonomous learning ability, improve the students' master consciousness, the language comprehensive ability, and cultural literacy. It plays a positive role in guiding the practice in the new reform of English teaching. Key wordsMultimode; videotext learning strategy; English

INTRODUCTION
Human civilization originated from the era of reading. The person's cognition also derived from the image symbol or verbal sign. Research shows that about 85% of people are born with preference for visual learners. Along with the continuous development of network technology, a large number of free online video websites such as You Tube, Tudou, Youku, QIY, Sohu, MOOCs provide a large number of free video resources, which provide vivid corpora for language learners. These containing text, images, sound, and other visual effects (Eve, 2009:156) [1] belong to the typical multimodal video discourse that play an irreplaceable role in people's life.
Films and speech video as corpus being very popular to the contemporary college students are becoming the mainstream of cultural form in university campus. It is the burning event how to guide the students effectively to become modern network beneficiaries rather than the victim. But the traditional single-mode teaching which separates audio-visual-oral training cannot effectively improve the students' pragmatic competence. Considering teaching is not only to pay attention to teachers how to teach, but more to students how to learn. Combining with the instruction of the National Medium-and Long-Term Plan for Education Reform and Development (2010-2020), according to the Course Requirements, we decide to start with analysis of multimodal video language learning strategies. Most of the researches are the theoretical analysis of static corpus for language and it is not enough using multidisciplinary theory to research video language learning strategy. It is rather lack of concrete application to audio-visual teaching. This topic through empirical research explores a set of practical, informative and interesting audio-visual teaching methods.

A. Overseas Research
In the early 21st century multimodal theory develops rapidly, which is based on Michael O 'Toole's "The Language of Displayed Art" , which functional linguistics theory is applied to analysis of art, Kress G & van Leeuwen's (1996) "Reading Images: The Grammar of Visual Design" [2], which is established visual grammar image analysis framework theory. The representative Cope and Kalantzis (2000) [3] explore the text teaching in the process of globalization now and the future; Kress G & van Leeuwen T (2001) study multimodal classroom teaching. On multimodal research methods, Baldry and Thibault's (2006) [4] "Multimodal Transcription and Text Analysis", makes up for the multimodal discourse analysis in the field blank. in which the multimodal discourse is introduced the transcription and analysis method in detail, such as teaching materials, web pages, movies, cartoons, etc. Meanwhile, the book also introduces how to use multimodal discourse analysis approach to promote the teaching in network learning environment. The study on multimodal discourse analysis is in full swing in foreign countries.

B. Domestic Research
Domestic multimodal discourse analysis research has just started in recent years, but also made a lot of progress. Theoretical exploration results have basically: Li Zhanzi (2003) by using the theory of system functional language to research multimodal discourse; Professor Zhu yong-sheng (2007) on the introduction of foundational theory of multimodal discourse analysis and research method, discoursing analysis should not be confined to the language itself, should pay attention to the image, sound, color and other meaning forms; Hu Zhuanglin (2007) [5] discussing the difference between multimodal semiotics and multimedia semiotics; Zhang Delu (2009) exploring the theoretical framework of multimodal discourse analysis.
Scholars apply the theory of multimodal discourse analysis to analyze different corpora. But the research in multimodal videotext learning strategy at home and abroad is very lack, so it is necessary for the research which is full of great forward-looking significance.

C. Theoretical basis
This research has its theoretical basis of multimodal discourse analysis, combines task-based cooperative learning strategy which is the latest development results of western language teaching and also the latest development of the communicative approach laying stress on learning by doing. "The purpose of language teaching in the design and use of the task is to develop students' language skills, so the task is to express the significance of activities for the purpose of language use" (Eillis.2003:3) [6]. Willis (1996) [7] identified six main types of tasks, including listing, ordering and sorting, comparing, solving problem, sharing personal experiences and creative task. He claims that the task-based language teaching model meets the four basic conditions: a wealth of real language contact; the real opportunity to use language; encouragement of the learning motivation; the focus of language forms. From the perspective of language learning, Breen (1987) claimed that a task is a basic unit for designing language classroom activity. It has basic features which are specific purpose, proper content, stipulated process and a series of results. In the 80' s and 90' s of the 20th century through a large number of practical test, cooperative learning approach is widely accepted as an effective teaching mode which places the students as the center, from "practice" to study, is thought the knowledge acquired not primarily by teachers to teach students, but by learners in certain situations (i.e., social and cultural background), with the help of others (including teachers and learning partners), using the necessary learning materials by way of meaning construction. Task-based cooperative learning strategy is in the process of task performance, which gives full play to the learners themselves' cognitive ability to participate in, experience, interact, communicate and cooperate in study , arouse their existing resources in the target language, perception, understanding and application in the target language. All of the methods are heavily rooted in linguistic theories, theories of learning or theoretical assumptions on the nature of linguistic communication.

A. Research Aim
This study is based on English audio-visual-oral course in our university as the main body, through the comparative analysis of teaching mode and the effect of multimodal video discourse and traditional mode, discusses the application of cooperative learning strategy in English audio-visual course, puts forward that to take cooperative learning strategy under the " task "construction to encourage and organize students in class is to improve students' audiovisual skills and language communicative ability, cultivate the spirit of cooperation, the effective method to realize the coordinated development of individuals and groups, seek a kind of most effective audio-visual-oral teaching mode. Its teaching effect is mainly measured by the impact on the students' language output level. This paper intends to solve the problems of the key points mentioned below. 1) What is the specific influence in the cultivation of comprehensive quality by investigating the multimodal video discourse connotation of learning strategy, through the application of task-oriented cooperative learning strategies, to improve the student's ability of English audiovisual-oral? 2) What task-based cooperative pattern and evaluation mechanism of teachers and students can get more recognition to achieve the best learning effect according to the characteristics of the multimodal video language learning? 3) Which level of students for the team in cooperative learning strategy is more effective, "advantage", or "vulnerable groups"?

B. Research method
By questionnaire survey, asking individual, classroom observation and result analysis, teachers understand the language training effect of learners to fulfill, and cooperation in the process of learning methods, strategies, cultural knowledge and emotional acquirement, so on and so forth, test and demonstrate the feasibility and significance of task-based cooperative learning strategy in video discourse teaching mode, attempt to put forward effective way in line with the English audio-visual-oral learning mode.

C. Research steps
This research obtains evidence through investigation. Respondents for non-English major with random sample of Wuhan Textile University undergraduate class A and class B, 120 students, 59 as the control group in class A, 61 as the experimental group in class B. Experimental basic procedure is as follows:

1) Pre-test
Taking the output level test before teaching for the control group and experimental group, in January 2012 a freshman's final exam for listening and speaking test which is a unified exam, accounts for 20% of the final score , table 1 shows results no significant differences between the two classes before the experiment exam, especially in listening aspect, so there is a reason to believe that the result of different experiment is caused by different teaching modes.

Table 1 Pretest Data Analysis of Two Groups in the First
Term Fig1 2) Implementation of teaching Experimental group (multimodal video discourse strategy teaching group) According to Willis' three phases for task-based teaching model: a) Pre-task phase, including introduction topics and preparation for the task which outstands teacher's "dominant" function; Teachers provide students with useful input, activate the relevant knowledge and appreciation of movie language skills to help students in a networked environment understand the task of theme, content and goals, mobilize the students interest and enthusiasm, guide students to the preparation of task. To fulfill the task, first we should establish cooperative group. According to Deng Yingling's "homogeneity between groups, heterogeneity in group", teachers guide students to establish cooperative team which are divided by listening and speaking test and class performance, circle of friends according to students' gender and their own willingness and ability of organization and communication, about 4 to 5 students in each group. The group forms diamond structure according to language and comprehensive ability, strong and weak type around 20% students, including one recommended by group to become a leader who plays the role of organization, motivation and contact. This phase includes: rendering tasks; assignment; skill training. b) Task-cycle (the implementation phase of the task), including the participant's activities, plans and reports. Making students' prominent-"principal part" at this stage, the students design and perform the task in which way they like. Teachers select appropriate videotext and activate students' ability of film and television appreciation knowledge, language skills and cultural background by words and phrases. Students in the task driven watch video online before class and prepare the teacher's questions from video content. Task type for cooperative learning according to the difficult index can be divided into mandatory task, speculative task, competitive task, communicative task, investigative task and task of debate and design. Each task score percentages designed according to the different weight ratio. Cooperative learning is based on the two aspects: positive interdependence and individual accountability, which pay attention to the rational division in activity and effective organization. This phase includes: collection of videos, role assignments, film imitation, plot discussion etc. c) Post-task (evaluation phase), constructs "teacherstudent" "students-students" interactive mode, to encourage them to participate in the discussion and analysis actively. Students assess each other from the film language feature, application, communication effectiveness, coordination and other aspects of individual and group activities through comment, learn from each other and improve together. Teacher's comments combine with the characteristics of western culture, language skills and the integrated ability of language use. Teachers may use the combination approaches, "quantitative evaluation" and "qualitative description", to assess students from language skills, culture, and other aspects. Each student makes self & mutual evaluation to himself and team member in language skills, participation, progress, cooperation spirit, comprehensive ability, and evaluates the overall performance of the group. Teachers investigate each group member from the language ability, participation, creation, cooperation and learning effect, etc. Self-evaluation, mutual evaluation in students and teacher's evaluation account for 25%, 25% and 50% respectively. The evaluation mechanism forms 3 d structure including process evaluation and result evaluation, which is full of stability and fairness in the English audio-visual teaching evaluation.
The control group (traditional audio-visual teaching method group) a) Students preview the text before class, recite the corresponding new words b) The textbook is "new horizon college English audiovisual course", according to traditional methods to train students in class based on close to real communicative situations of single mode or dual modal mechanical listening exercises, teachers analyze textbook, students answer the problems related text.

3) Post-test
After two semesters teaching, we test two groups of language ability from depth and width, we employ the data in a unified final exam in the university, take listening and speaking each with 20% as the full mark to measure output of students' foreign language level.  Under the condition of 95% confidence level for double check the difference between the sample mean, establish a hypothesis H0 ： experimental group and control group students have no significant difference in listening and speaking, namely the M1-M2 = 0, | t | < 1.9804, the fall in the acceptable region, therefore assuming H0, namely at the beginning of the experiment, the level of experimental group and control group in listening and speaking is no significant differences. Let's read table 2: |t|>1.9812, the fall in the rejection region, thus assuming H0, namely after the experiment, the experimental group and control group there are significant differences on students in listening and speaking.
In order to fully understand the students' cognition of task-oriented cooperative learning and its influence on English audio-visual-oral teaching, the researchers design questionnaire according to Likert five scale way, integrate most of the students' idea that the videotext by task-oriented cooperative learning strategy can improve the learning interest and motivation (75.8%), language skills (61.3%), and the ability to learn (69.7%), strengthening students' selfconfidence (75.4%), cultivating a strong will (78.5%) and self emotion regulation (55.7%), the biggest advantage is embodied in the social communication ability (87.9%), the cultivation of the spirit of cooperation (93.7%). The cooperative mode reduces the anxiety of the students in the process of learning, enhances the students' self-confidence, eliminates the learners' psychological barriers effectively and achieves the purpose of improving the ability of audiovisual-oral.
The second question for the research is students' recognition of different types of task. The recognition result of the mandatory task and speculative task is about 14.3%, competitive tasks19.7%, communicative tasks and investigative task about 22.3%, debate tasks 27%and design task16.7%. The research shows students do not escape competition in task-based cooperative learning. They like challenging when facing higher request for innovation ability and comprehensive quality. Students have higher recognition in the evaluation mechanism of cooperative learning, at 92.5%. In the self and mutual assessment, these students who were born in the post 90 century have distinct personality, most students have higher self recognition and activity participation, can actively cooperate with the team member, satisfy with their performance. Studies show that evaluation mechanism avoids the traditional disadvantages of only teachers' evaluation, eases the students' test anxiety and nervousness, conforms to the regulation of language teaching, and also enriches the evaluation system.
In response to the third question of task based cooperative learning strategy, which is more effective between the group of "advantage", or "vulnerable group"? We found that the vulnerable group students can get more help in cooperation and improvement. Audio-visual-oral course is to attach importance to "vulnerable group" from cooperative groups at the beginning. It respects the students' self choice and learning rules, reasonable grouping to achieve the best partner. In the practical task, every team member has an equal opportunity to be assigned the task. Mutual evaluation mechanism is also very good solution to the traditional system of ultimate evaluation which is onesided surface impression that may occur.

V. CONCLUSION
This research is on the theoretical basis of Kress G & van Leeuwen's "Reading Images: The Grammar of Visual Design," Baldry and Thibault's "Multimodal Transcription and Text Analysis". By means of multimodal videotext learning strategy which is the task-oriented cooperative learning, it is obviously with the teaching mode that not only the students' audio-visual-oral ability has great improvement, but also their autonomous learning ability, subject consciousness, language comprehensive ability and cultural quality have played a considerable role. It plays a positive role in guiding the practice in the new reform of English teaching. It fully demonstrates that the topic is credible in theory, and it is also possible in practice.


extfieldsofstudy: Psychology Medicine

text:
Somatotype of Competitive Youth Soccer Players From Brazil

The aim of this study was to identify the morphological configuration of youth athletes from professional soccer clubs and to verify their differences according to the tactical position on the field. Overall, 67 male players aged 15 to 17 years were evaluated. The examined anthropometric measurements included body mass, body height, skinfolds (triceps, subscapular, supraspinal and medial calf), girths (flexed and tensed arm and calf) and breadths (humerus and femur). For statistical purposes, analysis of variance and post hoc Bonferroni and Kruskal-Wallis tests were used. We concluded that goalkeepers were heavier and taller than center backs (p = 0.015 and p = 0.001), midfielders (p = 0.005 and p <0.001) and center forward players (p = 0.024 and p <0.001). The average somatotype for defense, forward and goalkeeper positions was a balanced mesomorph. Midfield players showed ectomorphic-mesomorph characteristics. It was concluded that goalkeepers were characterized as being taller and heavier and that somatotype features of athletes were similar between positions, except for midfield players.

Introduction
High-performance sport is constantly searching for ways to improve results, win competitions and break records. The search for as well as the identification and orientation of talents are considered a concern in high-performance sport (Borin and Gonçalves, 2008). Soccer is the most popular sport in Brazil and has thousands of practitioners worldwide.
The physiological, anthropometric and neuromuscular characteristics of sport teams vary according to each discipline (Gobbo et al., 2002). Coaches generally report that technical and tactical aspects are extremely important for performance (Souza and Zucas, 2003); however, great importance has been ascribed to the morphological characteristics of players because they can be considered the basis of technical and tactical development (Chamari et al., 2004). Some factors such as heredity, nutritional aspects and physical training can significantly contribute to the success of an athlete, especially in highperformance sport (Gobbo et al., 2002).
Research has shown that athletes differ from the general population regarding body composition, and these differences are also observed between starting players and substitutes, between playing positions and a competition level (regional, national or international) (Nikolaidis and Karydis, 2011;Hazir, 2010;Moghadam et al., 2012). The study by Journal of Human Kinetics -volume 42/2014 http://www.johk.pl Bandyopadhyay (2007) indicated that while the general population presents a fat content of 16.7%, male athletes have a mean value of 10%. In elite soccer players, differences were identified among goalkeepers, full back, midfield and forward players in terms of mean fat content and body mass values (p <0.001) (Carling and Orhant, 2010). Evaluating 241 players from a Spanish club, Gil et al. (2007) found that forward players were generally thinner and had higher fat free mass, and they performed better in speed, strength, agility and power tests. In contrast, goalkeepers were taller, heavier and had a higher fat content. High-performance teams continuously seek strategies that may be useful in selecting new talents. A tool that can be used in this type of "diagnosis" is the somatotype. Although body shape and size are not the only variables necessary to determine the success of an athlete, they may represent important prerequisites for certain sports (Gualdi-Russo and Zaccagni, 2001). Somatotype identification allows the development of specific training programs for each physical characteristic, which differs between sports, positions and game requirements. It also allows the verification of differences between athletes who practice the same sport, differentiating them based on their adiposity level, robustness and musculoskeletal linearity (Carter and Heath, 1990).
Studies related to the somatotype of juvenile players are poorly explored, and this can be explained, in part, by the difficulty researchers encounter in accessing professional soccer clubs and also by the difficulty of data collection in terms of training schedules, which are usually held in two day shifts, which are not characteristics of amateur teams.
The best performances are observed for individuals who have the anatomical and morphological characteristics more favorable for specific sport, considering the anthropometric characteristics as part of the set of biological variables related to sports performance (Knechtle et al., 2011). Thus, body morphology is an important factor for both the identification of sports talents and the development of professional athletes (Landers et al., 2000). In this context, the objective of this study was to identify the somatotype of juvenile athletes from professional soccer clubs and to verify the somatotype differences according to their playing positions.

Material and Methods
This study on the somatotype analysis of youth athletes from professional soccer clubs was developed from a cross-sectional study entitled "Morphological analysis of professional soccer players", approved by the Ethics Committee on Human Research of the Federal University of Santa Catarina (UFSC), process number 144/09.

Participants
The study population consisted of 67 male youth soccer players aged 15 to 17 years from two professional soccer clubs in southern Brazil. The athletes were in the preparatory period for competitions, practicing six days a week, with training sessions divided into three mesocycles (general stage, specific stage and pre-competitive stage) and subdivided into six microcycles, which lasted two weeks each, totaling 12 weeks of training. During microcycles 1 and 2, aerobic and anaerobic capacity as well as strength endurance were developed, while in microcycles 3 and 4, predominant activities included maximal strength and explosive strength in addition to aerobic power maintenance, speed and speed endurance. Microcycles 5 and 6 were aimed at developing speed and speed endurance as well as the maintenance of maximal strength and speed.

Measures
In a previously prepared room located in the football club's facilities, anthropometric measurements of body mass, body height, skinfolds (SF) (triceps, subscapular, supraspinal and medial calf), flexed and tensed arm girth and calf girth, humerus breadth (biepicondylar) and femur breadth (biepicondylar) were conducted. These measurements were performed according to procedures proposed by ISAK (Marfell-Jones et al., 2006), with two non-consecutive measurements for each location. In case of a measurement difference exceeding 5% in two non-consecutive measurements, a third measurement was performed, and the mean of the two closest measurements was used.
Body mass was measured using a Filizola ® digital scale with accuracy of 0.1 kg and body height was measured with a Sanny ® stadiometer, with accuracy of 0.1 cm. Skinfolds were measured © Editorial Committee of Journal of Human Kinetics with a Cescorf ® scientific caliper with accuracy of 0.1 mm, and girths were measured with a Cescorf ® flexible anthropometric tape with accuracy of 0.1 mm.
Body mass and body height measurements were used to calculate the body mass index (BMI). For the calculation of somatotype components, the equations of Carter and Heath were used (Carter and Heath, 1990).

Procedures
Data collection was conducted in April 2012 on the premises of the soccer clubs in the morning shift, before the start of training. The team of evaluators was composed of 13 physical education students and teachers. Eight evaluators conducted anthropometric measurements (two for skinfolds, two for girths and two for diameters, one for body mass and one for body height). Evaluators who performed the anthropometric measurements were certified by the International Society for the Advancement of Kinanthropometry (ISAK).
Due to a small number of athletes for data analysis, the following playing positions were grouped: backs and defenders formed the defense group, although they had specificities related to their playing position, both could act as defenders; midfielders and forwards formed the midfield group.

Statistical Analysis
Initially, descriptive statistics were used, with data presented as the mean and standard deviation to characterize the sample, according to the playing position. The normality of the data was analyzed using the Kolmogorov Smirnov test. Normal distribution was identified for body mass, body height, BMI, flexed and tensed arm girth and calf girth, triceps SF, femur breadth. Age, subscapular SF, supraspinal SF, medial calf SF, and humerus breadth showed no normal distribution even after log10 transformation. Analysis of variance (ANOVA) and the post hoc Bonferroni test were used to compare anthropometric variables according to the playing position. For age, the Kruskal-Wallis test was used. The significance level was set at 5%. Data were entered into Excel ® and analyzed with the Statistical Package for Social Sciences (SPSS Inc., Chicago, IL) version 15.0. To identify the somatotype differences between positions, Somatotype Attitudinal Distance (SAD) was used, which is characterized as the spatial distance between two somatopoints and identifies significant differences from SAD> 2.0 (Hebbelinck et al., 1975).

Results
The general characteristics of youth soccer players according to the playing position are described in Table 1. Differences were observed for body height (p <0.001) and body mass (p = 0.008); goalkeepers were heavier and taller than defense (p = 0.015 and p = 0.001), midfield (p = 0.005 and p <0.001) and center forward players (p = 0.024 and p <0.001). There were differences in the anthropometric measurements of arm circumference (p = 0.010), triceps SF (p = 0.001) and medial calf SF (p = 0.046). The arm circumference of goalkeepers was greater than that of defense players (p = 0.028) and midfield players (p = 0.007). The triceps skinfold of goalkeepers was higher than that of midfield (p = 0.001) and center forward players (0.014), and that of defense players was higher compared to midfield players. Table 2 shows the mean values for each somatotype component and classification. The mean somatotype for defense and forward positions as well as goalkeepers was a balanced mesomorph.
For best viewing the somatotyping results, the values were plotted in the somatochart, in which diamonds represent the athletes and the circle refers to the location of the mean somatotype in the population investigated. Figure 1 shows that the mean somatotype of juvenile athletes was a balanced mesomorph (2.6 -4.3 -2.9). Figure 2 shows the somatotype of athletes for the following playing positions: goalkeeper, center back, midfield and forward. Only midfield players had a different classification and were characterized as ectomorphic mesomorphs, while all other positions were classified as a balanced mesomorph.

Discussion
Goalkeepers had higher body mass and were taller than midfield and forward players; this result is similar to those of other studies (Gil Journal (Gil et al., 2010). The average somatotype of athletes evaluated in this study was 2.6-4.3-2.9, showing a high mesomorphy value. This was observed in other studies on Gaelic professional players (Watson, 1995), elite Nigerian athletes (Mathur et al., 1985), professional and semiprofessional Brazilian athletes (Castanhede et al., 2003;Ribeiro et al., 2007) as well as Spanish athletes (Casajús and Aragonés, 1991).
Youth soccer players in this study were classified as balanced mesomorphs, featuring a predominance of a muscle skeletal component and a balance of fat and linearity components. Soccer athletes of teams in Rio de Janeiro, participants of the 2001/2002 first division of the Brazilian league also showed the ectomorphicmesomorph characteristic (2.7-4.8-2.3) (Castanhede et al., 2007). The same classification was observed in North American (Galavíz and Fierro, 2007) and South American athletes (Rienzi et al., 2000), although the ages differed between these studies. Based on these results, it can be inferred that there is homogeneity among athletes, despite different playing positions. This can be explained by the fact that athletes undergo a selection process to join clubs, and those who do not have specific physical characteristics for this sport are automatically excluded.
Considering the tactical positions played in the match, the morphological configuration of center back and forward players, as well as goalkeepers, was classified as a balanced mesomorph, while midfield players were classified as ectomorphic mesomorphs, whose skeletal muscle component was dominant followed by the linearity component. The findings of this study differ from those in the literature, which shows that goalkeepers have different somatotype characteristics compared to other positions (Rienzi et al., 2000), presenting higher mean endomorphy values (Casajús and Aragonés, 1991).
In the present study, the only players who showed characteristics different from other positions somatotype were midfield players. The distance traveled by midfield players is significantly higher than that of backs and forwards , suggesting that this playing position requires a higher level of aerobic capacity (Reilly, 1997), which is strongly influenced by fat-free mass (Goran et al., 2000). Furthermore, the position of each specific training should be considered (Gil et al., 2007).
The balanced mesomorph somatotype has been observed for most positions in national and international studies. This could be observed in South American professional athletes, where the somatotype characteristics were the same for all positions except for goalkeepers (Rienzi et al., 2000). Ribeiro et al. (2007) investigated only full back / wing back players in the U20 category of Minas Gerais and found that both professional and semiprofessional athletes were classified as balanced mesomorphs, with somatotype values of 2.4-4.4-3.0 and 2.7-4.5-3.2, respectively. A similar result was found for soccer players in the United States, who, regardless of the playing position, were classified as balanced mesomorphs (Galavíz and Fierro, 2007).
The difference in somatotype according to the playing position analyzed using the SAD, which identifies the dispersal distance between two somatopoints, establishing a significant distance when SAD > 2, was found between goalkeepers and midfield players (SAD = 2.4). Analysis of SAD is not able to discriminate where the difference occurs; therefore, it is only used to indicate that the somatotypes compared are not similar, showing that there are differences between the midpoints plotted in the somatochart for these groups.
The possible selection bias is among the study's limitations because our sample was obtained by convenience, indicating that the somatotype profile of athletes in this study can be specific to the clubs where they train because these characteristics may vary according to the club size, geographical location, among others. Thus, it is noteworthy that the profile of athletes from professional clubs may be different from that of amateur athletes, as they have distinct training and monitoring conditions (specialized training, nutritionists, etc.). However, the lack of data in the literature regarding the somatotype of juvenile athletes limited the comparison of results. In this context, the present study contributes to the existing literature, providing information about the somatotype characteristics of juvenile athletes of a professional soccer club. The analysis was performed according to the playing position.
According to the results of this study, it was concluded that goalkeepers showed higher values for the variables of body mass and height compared to other playing positions. Furthermore, the somatotype characteristics of athletes are similar between positions, except for © Editorial Committee of Journal of Human Kinetics midfield players. This information is useful for coaches and professionals involved in sports, as it can be used in the process of talent selection and the development of training programs because they serve as a reference for athletes of the same sex, age and competitive level.


Concepts of Setting and Utilizing Student Profile

Abstract Student profile data in this study has been collected by Thai teachers for applications in teaching, classroom guidance, and classroom action research. The study's objectives were: (1) to find out qualities of the questionnaire used for evaluating Thai teachers’ concept of setting and utilizing student profile; and (2) to study the preliminary teachers’ understanding of concept of setting and utilizing student profile. In tryout process, the reliability of this survey research was conducted with 130 and 34 teachers, respectively, selected by sampling selection. The content validated by experienced field experts. The findings suggest that most teachers lacked proper understanding of student profile requirements and implementations. In addition, teachers not only lacked the abilities to apply student data to properly meet the objectives of instruction preparation and teaching, classroom guidance and classroom action research, but they also only showed the moderate behaviors in setting and utilizing student profile.

Introduction
Data in student profile in this study has been collected by Thai teachers for applications in instruction preparation and teaching, education guidance, and classroom action research. Student data was continuously collected to analyze and to be used by all educational organizations; furthermore, teachers have controlled the way they use data in their classrooms to support what they believe and to control any change in their classrooms. In their classrooms teachers might adopt the data, which is collected, analyzed, reported and acted on by teachers, to give the possibility to enhance instructional effectiveness and, ultimately, to achieve the positive education reform (Gorlewski, 2011). Although teachers know the importance of student data, they may sometimes ignore to use it.
Thai educational system based on the belief that students have abilities to learn and develop themselves. Therefore, students become the most important resource in the educational system and learning administration should support them to reach their potentials. Unfortunately, the previous study about the student data usages of qualified teachers, having moderate experiences in teaching and classroom action research, suggested that teachers did not well utilize student data and their usages were not in line with their school management's objectives. To identify their teaching plans, the teachers mainly used only student's key examination and pretest scores; but they trivially used student learning profile or preferred mode of learning. For education guidance, the teachers paid attention on student behavior data and neglected student's employability data (Kraivixien & Wongwanich, 2012). All of these aforementioned points support that the concept of setting and utilizing student profile is very interesting and should be further developed and applied in learning process management.

Literature Reviews
The objective of student profile in this study is to apply it to instruction preparation and teaching, education guidance, and classroom action research. Teachers require prior perception on students' capabilities, achievement data and interests to develop qualified and effective instruction and curriculum, and to develop action plans that would have a positive impact on their students (Barneveld, 2008). Teachers could obtain a rich and complete picture of what students knew and were able to do by using performance assessment. With these data, teachers could improve the quality of their lessons by creating appropriate and engaging lessons for the concerning students within their learning assessment process. (Oberg, 2009) In teaching, we concentrated on differentiated instruction as teacher would manage his instructions to suit, correct and fit individual student's needs, readiness and capabilities. Student's data such as the knowledge background, group orientation, learning style, intelligence preference, satisfactions, prominent point, weakness, preferred learning environment, academic progression can help the teachers manage their teaching (Tomlinson, 2001;Zaina and Bressan, 2008;Perdue, 2010). Thus the student profile could help teachers to better understand their students; therefore teachers can properly pick up the teaching method, subject matter and classroom management approach for the students. As a result, teachers can apply differentiate their instructions to better fit their classrooms and finally improve the students' achievement. (Hodge, 1997cited in Subban, 2006Tomlinson, 2001;Koeze, 2007;Ferrier, 2007). To enhance the effectiveness of the learning process, teachers can utilize this information in managing their instructions, organizing classroom environment, choosing the teaching approach and contents that best fit the individual or groups of students with similar profiles (Subban, 2006;Tomlinson, 2001).
The objectives of classroom guidance, commonly handles by class teachers and guidance teachers, are: to promote the student's development and learning experiences, to help students to accomplish their potentials, and to make students understand themselves in the fields of education and career. As a result, students could make correct decisions, solve problems, properly adopt themselves, and have a better life. In Thai elementary schools, classroom guidance must cover 3 areas, namely: 1) education 2) career and 3) personal and social field. (Ministry of Education ,

2011)
Classroom guidance promoted students to positive behaviors and attitudes in their schools, better academic achievements, good preparation for future education and career, and positive educational atmospheres. Moreover, the activities and practices which teachers used in classrooms to promote student interaction, collaboration and active participation during learning were a significant factor for developing students' life skills (Gerler & Anderson, 1986;Lapan, Gysbers & Su, 1997;Chan, Lau & Yuen, 2011). Today school guidance and counseling has been changed to differentiation. Differentiated planning and delivery of classroom guidance aimed at meeting the students' learning needs in the classroom. Teachers providing fundamentally vocational guidance in schools were professionals who utilized the effective way to impact student development (Akos, Cockman & Strickland, 2007).
Teachers utilize action research as a crucial method for promoting students' learning outcomes and solving teaching problems in the classroom (Fareh & Saeed, 2011;Mertler, 2009;Wongwanich, 2553) Classroom action research commonly starts from teacher's observation. Therefore, observant teachers perceived that student's problem behaviors are often a reflection of their unmet needs. (Abromitis, 2010). Classroom research is based on the principles of "naturalistic" inquiry, using collection technique and organizing the student's learning data. In addition to being context-dependent, it is interactive, multiple-focused, interrelated, formative, and concrete (Kochis, 2008).
Although we could not claim that teacher research alone will resolve the problem of teaching practice, teacher action research became a way to connect research, teaching practice, and schooling policy. Teachers acted "as consumers of research, as researchers of their own practice …, as designers of their own professional development, and as informants to scholars and policy makers regarding critical issues in the field" (Rust, 2009). Research involves lots of data, especially student data; therefore the analysis of student profile information would help teachers understand the diversity among students and the possible problems occurring in their classroom.

Research Objectives
This study aimed to show that student profile is an attractive tool for teachers to manage instruction, to provide better education guidance, and to find out any possible student's problem in classroom; and consequently it could increase student developments. Since student profiling is not well-known in Thai learning environment and this is the first phase for searching the needs of setting and utilizing student profile, this research has 2 objectives: 1) to find out qualities of the questionnaire used for evaluating Thai teachers' concept of building and utilizing student profile; and 2) to study the preliminary teachers' understanding of concept of building and utilizing student profile

Research Methodology
In educational system, the profiles commonly used are school profile, teacher profile and student profile. This survey research focused only on the student profile applied for teaching, classroom guidance, and classroom action research; and aimed to demonstrate information related to the students' learning data and behaviors that has been gathered from their teacher evaluation.

design
This is a survey to assess teachers' understanding of concept of setting and utilizing student profile to support teaching preparation, education guidance, and classroom action research. The research procedures consist of 1) studying and synthesizing relating documents 2) setting the criteria for measuring concepts of student profile and applying student data to differentiated instructions, classroom guidance, and classroom action research 3) building the qualified tool for measuring the concepts and 4) evaluating the results.
The instrument used in this research was a questionnaire which consisted of 78 questions. The questionnaire gathered 1) the abilities to apply student profile for teaching preparation, classroom guidance and classroom action research 2) behaviors in setting and utilizing student profile 3) classroom behaviors in utilizing student profile; and 4) behaviors in applying student data to classroom action research.

Samples
The research population was teachers teaching in all standard subjects, which were Thai language; Mathematics; Science; Profession and Technology; Arts; Social Science, Religion and Culture; Linguistic education; and Physical education. The sample size was 130 and 34 teachers selected by sampling technique during the tryout process.

Background data
The samples are mainly female teachers, which is in line with the national teacher database. For the first tryout, the sample size distribution from teaching experience are as follows: above 20 years experience 41.7%; 16-20 years experience 8.7%; 11-15 years experience 12.6%; 5-10 years experience 22.8%; and below 5 years experience 14.2%. Teaching level distribution are; 8.4% of the samples are kindergarten teachers, 46.1% are elementary school teachers, 26.4% are secondary school teachers, and 19.1% are high school teachers. For the second tryout, the sample size distribution from teaching experience are as follows: above 20 years experience 73.6%; 16-20 years experience 8.8%; 5-10 years experience 8.8%; and below 5 years experience 8.8%. Teaching level distribution are as follows: 38.2% are secondary school teachers, and 61.8% are high school teachers.

Qualities of the questionnaire
The content analysis was done by 5 field experts who have good reputation in classroom action research, research methodology, educational measurement and evaluation, student database of learning information and takecare system, and professional teacher receiving Best Teacher of the Year 2011 Award from Council of Thai Teachers and Education Personnel and from Health Systems Research Institute, respectively. The instrument was adjusted under their recommendations and the overall analysis scores were suited to acceptable criteria The reliability of the questionnaire was processed twice because, in the first tryout, the finding of the part 2 was lower than the acceptable standard. Therefore, in part 2 some questions were increased in order to have higher reliability scores as shown in table 2. Finally, the instrument qualified in both content validity and reliability.

Abilities to apply student profile for teaching, classroom guidance and classroom action research
The findings in both tryout processes were similar and showed that roughly 10% of teachers had scores more than half, as shown in table 3 and figure 1; therefore, the findings suggest that most teachers could not properly apply student data to meet the objectives of instruction preparation and teaching, classroom guidance and classroom action research. These findings also implied that most teachers had low abilities to correctly apply student data to teaching, classroom guidance and classroom action research.

Teacher behaviors in setting and utilizing student profile
The findings revealed that, in the second tryout, the mean score of their overall behaviors were equal to 3.136. This score suggested that teachers had moderate behaviors in setting and utilizing student profile for teaching, classroom guidance and classroom action research. This result might indicate that teachers have inadequately understood the concept of setting and utilizing student profile.
For complete information, we should find out the needs required to improve their concept. The needs were calculated by modified Priority Needs Index (PNI modified ) which was developed by Prof. Nonglak Wiratchai and Prof. Suwimon Wongwanich (Wongwanich, 2007). The priority to improve needs were: first, setting and applying student profile; second, utilizing student profile for teaching; third, utilizing student profile for classroom guidance; and last, utilizing student profile for classroom action research. The details were in Table 4.

Teacher classroom behaviors in utilizing student profile
In classroom teacher normally paid attention to teach, but the findings showed that in both tryout teachers mainly used student profile to provide classroom guidance. In the first tryout they used student data to provide classroom guidance, to do classroom action research, to teach, respectively; while in the second tryout they applied student data to provide classroom guidance, to teach, to do classroom action research. The details questionnaire results are in table 5.

Behaviors in applying student data to do classroom action research
This part measured how well teachers use student profile to process classroom action research in different situation. The behaviors results shown in mean scores are in table 6. The findings from both tryouts were similar and suggested that in both tryouts teachers only moderately applied student data to process the research. Table 6. Behaviors in applying student data to do classroom action research

Situations
First tryout Second tryout -to analyze student's learning problems 3.0890 3.2012 -to find out the causes of student's learning problems 2.9630 3.1644 -to develop the student's problem solving 3.1420 3.1953

Discussions
Firstly, the questionnaire qualified in both content validity and reliability. Although the reliability of the first tryout was lower than the suitable criteria, some questions were added to the questionnaire. Finally, the reliability of all parts were higher than 0.7 and consistent with Kerlinger & Lee (2000) who showed that Alpha value of 0.7 and above is claimed as the evidence of reliability. The content was validated by 5 well reputable and experienced field professionals.
Secondly, the findings suggested that most teachers lacked both the abilities to apply student data to properly meet the objectives of instruction preparation and teaching, classroom guidance and classroom action research; and the behaviors in setting and utilizing student profile. Furthermore, teachers only moderately applied student data to process the research. These would support the observation that most teachers had low understanding in the concepts of setting and utilizing student profile. The findings were not in line with the new kind of learning, which applies differentiated instructions and classroom guidance to better fit their classrooms. Therefore, these findings were not consistent with Tomlinson (2001) Ferrier (2007 and Akos, Cockman & Strickland (2007). Both shortfalls would adversely affect the students' achievement.
Thirdly, although classroom research provides essential information that helps teachers solve learning problems, the findings showed that teachers only moderately applied student data to process the research. In addition, teachers also had insufficient abilities to correctly apply student data to classroom action research. As a result, teachers would miss the opportunity to improve to students' achievement as mentions by Fareh & Saeed (2011), Mertler (2009) and Wongwanich (2010. Lastly, when looking at classroom problems for which teachers really needed to have answers, the findings showed that teachers had only moderately applied student data to process the research. It is therefore reasonable to believe that teacher's limitation in utilizing class room information to improve their students' achievement and to improve their teaching effectiveness still remains and will continue; because teachers do not properly apply their in hand data to find out the ways to resolve those problems. These teacher's behaviors were not consistent with the result of Gorlewski (2011) that if teachers keep maintaining their professional status, they must adopt classroom data by collecting, analyzing, reporting, and utilizing it to enhance instructional effectiveness.

Conclusion
Most teachers lacked proper understanding of student profile requirements and implementations. In addition, teachers lacked not only the abilities to apply student data to properly meet the objectives of instruction preparation and teaching, classroom guidance and classroom action research, but they also only showed the moderate behaviors in setting and utilizing student profile. The key areas for improvements are: setting and applying student profile; utilizing student profile for teaching; utilizing student profile for classroom guidance; and utilizing student profile for classroom action research, respectively.

Recommendations
The gathering of student learning information and its application in instruction, classroom guidance and classroom action research has been proven to be effective in improving student academic achievement. To strengthen education system, building the right concepts of student profiling and its application for every teacher would be an excellent method to empower them. The organizations that are responsible for educational system should develop the processes of training, mentoring system or research to support this concept into teacher's learning society and follow up the results.
The next research should collect enough representatives thoroughly in Thailand to receive the correct results of setting and utilizing student profile. If teachers clearly understand the concept of student profile and properly apply student data in their works, it would help them reduce their bounds. The correct results would help related parties develop the plan to increase teacher's concept of student profile.