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11.
Preparatory heart rate deceleration occurs in tasks with an external focus of attention and is often assumed to facilitate balance performance. However, its effects upon sport-related complex balance movements have not been studied. Heart rate patterns during the preparation period of an acrobatic element (flic-flac) on the balance beam were studied in 14 female gymnasts (M age 13.2 years). A significant heart rate deceleration was found in attempts with a fall in the consecutive acrobatic element, but not in attempts without a fall. These data suggest that preparatory heart rate deceleration may be detrimental to the performance of complex movements on the balance beam. 相似文献
12.
Across the Western world, membership in the established organized churches is on the decline with a concomitant reduction in the need for churches and church halls. As redundant and unused churches are the focus of vandalism and decay, owners and heritage managers are looking for options to adaptively re-use such buildings. This article reviews the literature on the re-use of churches in the Netherlands, which has long history of innovatively addressing the problems. The options available range from re-use for religious purposes by other denominations or faiths, to community use (multi-purpose, sport, music etc.), and private use, which can be either commercial or residential. The attitudes of the community and the original property owners play a major part in successful adaptive re-use. Because of its long history, the Dutch experience in adaptive re-use of religious buildings has much to offer heritage managers in other countries faced with this emergent management issue. 相似文献
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Margot Callewaert Jan Boone Bert Celie Dirk De Clercq 《European Journal of Sport Science》2015,15(3):213-219
AbstractThis study aimed to determine indicators of sailing performance in 2 (age) groups of youth sailors by investigating the anthropometric, physical and motor coordination differences and factors discriminating between elite and non-elite male optimist sailors and young dynamic hikers. Anthropometric measurements from 23 optimist sailors (mean ± SD age = 12.3 ± 1.4 years) and 24 dynamic youth hikers (i.e. Laser 4.7, Laser radial and Europe sailors <18 years who have to sail the boat in a very dynamic manner, due to a high sailor to yacht weight ratio) (mean ± SD age = 16.5 ± 1.6 years) were conducted. They performed a physical fitness test battery (EUROFIT), motor coordination test battery (Körperkoordinationstest für Kinder) and the Bucket test. Both groups of sailors were divided into two subgroups (i.e. elites and non-elites) based on sailing expertise. The significant differences, taking biological maturation into account and factors discriminating between elite and non-elite optimist sailors and dynamic hikers were explored by means of multivariate analysis of covariance and discriminant analysis, respectively. The main results indicated that 100.0% of elite optimist sailors and 88.9% of elite dynamic hikers could be correctly classified by means of two motor coordination tests (i.e. side step and side jump) and Bucket test, respectively. As such, strength- and speed-oriented motor coordination and isometric knee-extension strength endurance can be identified as indicators of sailing performance in young optimist and dynamic youth sailors, respectively. Therefore, we emphasise the importance of motor coordination skill training in optimist sailors (<15 years) and maximum strength training later on (>15 years) in order to increase their isometric knee-extension strength endurance. 相似文献
15.
Dirk Van Damme Doris Zahner Olivia Cortellini Teresa Dawber Kelly Rotholz 《European Journal of Education》2023,58(3):369-386
Generic skills such as critical thinking, problem solving, and communication are essential for students' success in higher education and their careers. This article presents findings from an international study of students' (n ≈ 120,000) generic skills from six countries using a performance-based assessment. Results indicate that higher education students, on average, gain generic skills between entry and exit. However, learning gain is less marked than could be expected and varies significantly among country samples. Various background variables such as gender, ethnicity, parental level of education, and primary language are also explored. The authors conclude that it is feasible to reliably and validly measure generic skills in a cross-cultural context and that assessment of these skills is an essential component of best practices in higher education. 相似文献
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To determine what knowledge of genetics is needed for decision-making on genetic-related issues, a consensus-reaching approach was used. An international group of 57 experts, involved in teaching, studying, or developing genetic education and communication or working with genetic applications in medicine, agriculture, or forensics, answered the questions: “What knowledge of genetics is relevant to those individuals not professionally involved in science?” and “Why is this knowledge relevant?” The answers were classified in different knowledge components following the PISA 2015 science framework. During a workshop with the participants, the results were discussed and applied to seven cases in which genetic knowledge is relevant for decision-making. The analysis of these discussions resulted in a revised framework consisting of nine conceptual knowledge components, three sociocultural components, and four epistemic components. The framework can be used in curricular decisions; its open character allows for including new technologies and applications and facilitates comparisons of different cases. 相似文献
18.
This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers’ pedagogical content knowledge (PCK) by the use of the interconnected model of teachers’ professional growth (IMTPG).The teachers (n = 12) participated in a one-year action research project focused on their individual concerns related to teaching science. The use of the IMTPG revealed that teachers use different pathways of learning to develop different aspects of their PCK. For each PCK component, three distinct pathways could be identified, two of which clearly were associated with professional growth. When examining these two pathways in detail, it was found that (1) teachers learned about new instructional strategies and assessment methods mostly through literature reviews and discussions with peers and (2) teachers who analyzed and reflected on student learning as it happened in their classrooms developed understandings that helped them to select and apply instructional strategies to further promote student learning. Both the analytical method as well as the identification of the different developmental pathways help to better understand teacher development in the context of classroom practices. 相似文献
19.
Dirk Schneckenberg Ulf Ehlers Heimo Adelsberger 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):747-762
This paper discusses the potential of learning technologies to foster competence development of students. It aims to improve understanding of pedagogical conditions that have to be met to establish a competence orientation in e‐learning. We review the literature to summarise recent changes in e‐learning, identify attributes of web 2.0 technologies, revisit the concept of competence and specify implications for the competence‐oriented design of learning environments. By referring to Kolb's learning cycle, we illustrate this view with a case study on the use of Google Apps as collaborative learning environment and recommend how competence‐oriented e‐learning activities can be created. Our findings reinforce the position that web 2.0 tools enable a shift from a distributive to a more collaborative mode in e‐learning. In particular, the ease of use and intuition of web 2.0 technologies allow creating learning environments, which realise activity‐rich pedagogical models and facilitate competence development of students. The paper concludes that, despite the demand of firms for versatile graduates and the obvious potential of learning technologies to foster competence development of students, universities need to establish institutional strategies to make this pedagogical change happen. 相似文献
20.
Dirk T. Tempelaar Sybrand Schim van der Loeff Wim H. Gijselaers Jan F. H. Nijhuis 《Research in higher education》2011,52(4):395-419
Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study,
we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to
what extent are they malleable? Answers to both questions are especially important when aiming to influence motivations. Malleability
of motivation is studied by designing structural equation models that explain achievement motivation out of the most stable
student characteristics one can think of: gender, and personality traits. Subject matter variability is studied by estimating
these models for five main subject areas in a business program. The motivation construct we use is based on the expectancy-value
model and distinguishes four different facets: cognitive competence, difficulty, task-value and affect. We find evidence for
strong subject-specificity and considerable non-malleability of achievement motivation; part of that last aspect is a remarkably
constant over-confidence gender gap present in the data of the calibration of competency beliefs and performance in all subject
areas. 相似文献