Yo-Yo IR2 testing of elite and sub-elite soccer players: Performance, heart rate response and correlations to other interval tests

Abstract We examined performance, heart rate response and construct validity of the Yo-Yo IR2 test by testing 111 elite and 92 sub-elite soccer players from Norway and Denmark. VO(2)max, Yo-Yo IR1 and repeated sprint tests (RSA) (n?=?51) and match-analyses (n?=?39) were also performed. Yo-Yo IR2 and Yo-Yo IR1 performance was 41 and 25% better (P??0.05). For top-teams, Yo-Yo IR2 performance (28%) and sprinting distance (25%) during match were greater (P?相似文献   

Differentiating Different Types of Cognitive Load: a Comparison of Different Measures

Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors.     

Teaching evaluation: antecedents of teachers’ perceived usefulness of follow-up sessions and perceived stress related to the evaluation process

This study examines teaching evaluation based on student feedback which is intended to contribute to teachers’ professional development. Although studies have highlighted that teaching evaluation is a potential source of professional development and that follow-up sessions are crucial to this benefit, little attention has been paid to the usefulness of follow-up sessions as perceived by the teachers involved. Based on 217 teacher responses and analysis done with Structural Equation Modelling, this article provides additional insight into teaching evaluation by investigating possible antecedents for teachers’ perceived usefulness of follow-up sessions and for evaluation-related stress. Our results indicate that the perceived developmental purposes of teaching evaluation, recognition of the person conducting follow-up sessions and perceived clear communication from leaders are positively related to teachers’ perceived usefulness of follow-up sessions. Higher levels of perceived control purposes are related to higher levels of reported stress among the evaluated teachers.     

Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct

Inquiry-based instruction is an important teaching strategy in science education that can be implemented to achieve different learning goals (e.g. the learning of science content or of inquiry skills and strategies). Inquiry-based instruction is often combined with guidance attempting to assist students to effectively engage in inquiry activities and, through this engagement, reach the intended goals. In recent research, the type and amount of guidance needed to foster student’s learninghas received considerable attention. One challenge in interpreting the results of this line of research is the manifold meanings of the term ‘guidance’ and its implementation in inquiry-based instruction. Moreover, the effectiveness of a particular type and amount of guidance may also depend on the learning goal that is to be achieved. In this paper, we draw on existing research and theoretical considerations in attempting to disentangle three major dimensions in which the implementation of guidance may vary: (a) the degree of autonomy, (b) the degree of conceptual information, and (c) the cognitive domain of guidance. We discuss how these dimensions can be used to capture and systemise fidings of existing studies as well as to infer desiderata for further research on the role of guidance in inquiry-based instruction.     

School-based prevention: effects on obesity and physical performance after 4 years

Juvenile obesity is increasing worldwide. Preventive strategies are warranted. The school-based Children's Health Interventional Trial (the CHILT Project) combines health education and physical activity for children. The effect on obesity and physical performance was studied after four years in 12 primary schools compared with five control schools. Anthropometric data were recorded. Physical performance was measured by a coordination test for children (balancing backwards, one-legged obstacle jumping, lateral jumping, sideways movements) and a 6-min run (endurance). No difference in the prevalence and incidence of overweight and obesity was found between the intervention and control schools before and after the intervention. Remission of overweight was higher in the intervention schools (23.2 vs. 19.2%), but not significant. An increase in coordination related to lateral jumping and balancing backwards was apparent in the intervention schools (30.6, s = 10.8 vs. 26.1, s = 10.8, P = 0.005; 21.8, s = 11.8 vs. 19.4, s = 11.7, P = 0.007), and the increase in endurance performance tended to be higher in intervention schools (100.8, s = 122.7 vs. 92.8, s = 126.0, P = 0.055), adjusted for age, sex, baseline test result, and body mass index at final examination. Therefore, preventive intervention in primary school offers the possibility to improve physical performance in children. The prevalence and incidence of obesity were not affected.     

Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective

This study focuses on the different ways in which teachers relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a new Swedish curriculum reform. To uphold a dual perspective of teachers’ relation to the curriculum as both collectively and individually experienced and as both an ideal and realistic–practical relation, we term the future as ‘projective experiences’, the presence as ‘practical-evaluative experiences’ and the past ‘iterational experiences’ in relation to agency. Especially, we are interested in the ‘what’ in the curriculum – what the teachers find intriguing, important or impossible and what affects how they relate to the curriculum as part of the multidimensional structures influencing their agency. This approach reveals that the crucial issue of teacher agency is related to the policy discourse on knowledge and equity as standards and the uniformity of assessment and its pedagogical consequences.     

The role of decorative pictures in learning

Three experiments with students from 7th and 8th grade were performed to investigate the effects of decorative pictures in learning as compared to instructional pictures. Pictures were considered as instructional, when they were primarily informative, and as decorative, when they were primarily aesthetically appealing. The experiments investigated, whether and to what extent decorative pictures affect the learner’s distribution of attention, whether they have an effect on the affective and motivational state and whether they affect the learning outcomes. The first experiment indicated with eye-tracking methodology that decorative pictures receive only a bit initial attention as part of the learner’s initial orientation and are largely ignored afterwards, which suggests that they have only a minor distracting effect if any. The second experiment showed that despite the small amount of attention they receive, decorative pictures seem to induce better mood, alertness and calmness with learners. The third experiment indicated that decorative pictures did not intensify students’ situational interest, but reduced perceived difficulty of the learning material. Regarding outcomes of learning, decorative pictures were altogether neither harmful nor beneficial for learning. However, they moderated the beneficial effect of instructional pictures––in essence: the multimedia effect. The moderating effect was especially pronounced when learners had lower prior knowledge. The findings are discussed from the perspective of cognitive, affective and motivational psychology. Perspectives of further research are pointed out.     

A Conceptual Characterization of Online Videos Explaining Natural Selection

Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted into four categories: (a) key concepts (e.g. limited resources and inherited variation), (b) threshold concepts (abstract concepts with a transforming and integrative function), (c) misconceptions (e.g. that evolution is driven by need), and (d) organismal context (e.g. animal or plant). The results indicate that some concepts are frequently communicated, and certain taxa are commonly used to illustrate concepts, while others are seldom included. In addition, evolutionary phenomena at small temporal and spatial scales, such as subcellular processes, are rarely covered. Rather, the focus is on population-level events over time scales spanning years or longer. This is consistent with an observed lack of explanations regarding how randomly occurring mutations provide the basis for variation (and thus natural selection). The findings imply, among other things, that some components of natural selection warrant far more attention in biology teaching and science education research.     

The impact of stereoscopic imagery and motion on anatomical structure recognition and visual attention performance

Gross anatomy is located in a three‐dimensional space. Visualizing aspects of structures in gross anatomy education should aim to provide information that best resembles their original spatial proportions. Stereoscopic three‐dimensional imagery might offer possibilities to implement this aim, though some research has revealed potential impairments that may result from observing stereoscopic visualizations, such as discomfort. However, possible impairments of working memory such as decreased visual attention performance due to applying this technology in gross anatomy education have not yet been investigated. Similarly, in gross anatomy education the impact of stereoscopic imagery on learners’ recognition of anatomical‐spatial relationships and the impact of different presentation formats have only been investigated in a small number of studies. In this study, the performance of 171 teacher trainees working on the anatomy of hearing was examined, either with non‐stereoscopic or stereoscopic imagery. Static and dynamic picture presentations were applied. Overall, benefits for stereoscopic imagery on estimating anatomical‐spatial relations were found. The performance on a visual attention test indicates that the impact of stereoscopic visualizations on the human cognitive system varies more from person to person compared to non‐stereoscopic visualizations. In addition, combinations of temporarily moving pictures and stereoscopic imagery lead to decreased visual attention performance compared to combinations of moving pictures and non‐stereoscopic imagery. Anat Sci Educ 11: 15–24. © 2017 American Association of Anatomists.