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61.
ANDREW M. LANE PETER C. TERRY MATTHEW J. STEVENS SAM BARNEY SARAH L. DINSDALE 《Journal of sports sciences》2013,31(10):886-897
Competition at elite level can require athletes to perform optimally in extreme environmental conditions. This review focuses on mood responses in such conditions and proposes practical guidelines for those working with athletes. Different environments are considered, including altitude and extreme heat and cold. Performing in extreme heat, cold or at altitude can produce a stress response characterized by increased negative mood and relatively poor performance. Positive adaptations to extreme conditions can be accelerated, but the rate of adaptation appears to be highly individualized. Monitoring mood responses to training under normal conditions provides a basis for identifying the psychological effects of extreme conditions. It is suggested that practitioners carefully monitor the interplay between vigour, fatigue and depressed mood. Reductions in vigour and increases in fatigue are normal responses to hard training, but other aspects of mood disturbance, especially symptoms of depressed mood - however small - may be indicative of a maladaptive response, and practitioners should consider intervening when such symptoms first appear. 相似文献
62.
ANDREW DAVIS 《Journal of Philosophy of Education》1995,29(1):3-21
The paper argues that no criterion-referenced assessment system can achieve both reliability and validity at one and the same time. It shows that the reasons for this are conceptual, and hence that empirical research into the'problem' is a waste of money and effort. Considerable discussion is devoted to ideas of knowledge and understanding, and to proper educational objectives pertaining to these. Much reference is made to the current National Curriculum context in the United Kingdom, and conclusions are drawn for appropriate educational policy in this area. 相似文献
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Through a comparison of the beliefs, goals and teaching methods adopted by primary school teachers working in areas of disadvantage in England and France, this paper considers how the education systems of the two countries resolve the dilemmas involved in providing educational opportunities to children of all social class backgrounds. Traditionally, the centralised French system, strongly influenced by a republican ideological tradition, has adopted a policy of equal entitlement and equal treatment for all, while the English system has enshrined the notion of differentiated teaching according to the perceived needs of the child. In research carried out before recent reforms, significant differences were found in the goals which inner city teachers set themselves in the two countries. Recent follow-up research indicates the continued central importance of teachers' values in the light of strong external pressure to change. 相似文献
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This article presents results from an ongoing research project that investigates the experiences visitors find satisfying in museums. Using a list constructed from interviews with visitors and surveys, data were obtained from visitors in nine Smithsonian museums. Analysis of the results showed that experiences can be classified into four categories: Object experiences, Cognitive experiences, Introspective experiences, and Social experiences. The article points out that the type of most satisfying experience differs according to the characteristics of museums, exhibitions, and visitors. It also proposes an interpretation for these data, and suggests some possible applications. 相似文献