The present study examined the influence of momentum sequence (positive vs. negative) and environmental climate (hot–wet vs. neutral) on supporters’ (i.e. virtual observers’) reported levels of perceived psychological momentum (PM) during a simulated cycling competition. Participants supported one of two competing cyclists involved in a race that was displayed on a screen in a lecture hall. The race scenario was manipulated so that the supported cyclist appeared to undergo either a positive or negative momentum sequence. In addition, participants were either exposed to a hot–wet environmental climate or to a neutral environmental climate while observing the race scenario. According to the results, reported levels of PM were higher in the positive momentum sequence condition than in the negative momentum sequence condition, consistent with the notion that supporters’ PM is influenced by a positivity bias, and reported levels of PM were also found to be higher in the hot–wet climate condition than in the neutral climate condition, consistent with the notion that environmental climate is a contextual factor that influences PM through the operation of a causal augmenting mechanism. 相似文献
This study investigated the immediate effects of reducing the shoe drop (i.e. the difference between the heel and the forefoot height) on the kinematics and kinetics of the lower extremities of children tennis players performing a tennis-specific movement. Thirteen children tennis players performed a series of simulated open stance forehands wearing 3 pairs of shoes differing only in the drop: 0 (D0), 6 (D6) and the control condition of 12?mm (D12). Two embedded forceplates and a motion capture system were used to analyse the ground reaction forces and ankle and knee joint angles and moments of the leading lower limb. In D6 compared with D12, the peak impact force was reduced by 24% (p?=?.004) and the ankle was less dorsiflexed at foot strike (p?=?.037). In D0 compared with D12, the peak impact force was reduced by 17% (p?=?.049), the ankle was less dorsiflexed at foot strike (p?=?.045) and the knee was more flexed at foot strike (p?=?.007). In addition, 4 out of 13 participants (31%) presented a forefoot strike pattern for some of the trials in D0. No difference was observed across shoe conditions for the peak knee extensor moment (p?=?.658) or the peak ankle plantarflexor moment (p?=?.071). The results provide preliminary data supporting the hypothesis that for children tennis players, using a 6-mm lower shoe drop might reduce heel impact forces and thus limit potentially impact-related injuries. 相似文献
Reading and Writing - The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e.,... 相似文献
The French orthographic code is complex, and its acquisition is laborious (Catach, 2008; Fayol & Jaffré, 2008). Three hypotheses attempt to explain orthographic knowledge acquisition (OKA). For some, exposure to the code leads to OKA through a self-learning process (Share, 2004). For others, OKA benefits from graphophonological processes (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Finally, some authors suggest that OKA is possible thanks to visual specific processes (Ans, Carbonnel, & Valdois, 1998). The main goal of this study was to test these hypotheses in a classroom context with comparable samples. In total, 143 2nd-grade children participated in this quasi-experimental study with a pretest, immediate posttest, and delayed posttest design. We assigned participants to one of four conditions. For three conditions, we created three teaching procedures based on each of the hypotheses: frequency of contacts with target words; explicit teaching of graphophonological properties of words; explicit teaching of visual properties of words. The fourth served as a control group. ANOVA analyses indicated that all three experimental conditions favored OKA, showing that the different teaching procedures led to spelling development. However, the visual condition was the most favorable. Three main conclusions can be drawn from this study: (a) models of OKA should account for the different paths that can lead to spelling acquisition; (b) visual properties of words and their acquisition need additional research, and (c) applied research in real classroom contexts is not only relevant for informing teaching practices but also for better understanding how learning takes place.
For many years now, most countries of the world have increasingly valued the headteacher as a powerful force in facilitating school and staff development. Such recognition has resulted in widespread training programmes—even in the poorest countries. In Spain, however, there has been, until very recently, considerable ambiguity over the role of the headteacher. This uncertainty is manifested in the appointment system of headteachers and the lack of commitment to training. This paper seeks to show the reasons for this situation, through an evaluation of recent legislation, the impact of Franco's legacy on education and the current preoccupation with democratic government at all levels. The paper highlights important changes of attitude towards the role of the head now taking place, mainly at local levels, and encourages the government to ensure that examples of effective training, emanating from these ideological shifts, are recognised and contained within national programmes.相似文献
The authors describe a method for preparing novice counselors for professional environments by using classroom meetings of semester‐long courses to simulate college student affairs divisions, community agencies, school counseling offices, and other work settings. 相似文献