Motorische Leistungsfähigkeit von Kindern und Jugendlichen in Deutschland

Motor performance is an important health resource. Review articles revealed a decline of motor performance of approximately 10?% between 1975 and 2006. In the past most of the data available for such comparisons came from ad hoc studies with non-standardized methods. Within the framework of the ”Motorik-Modul“ (MoMo) study as part of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS), it is possible for the first time to directly compare two cohorts in the ages of 4–17 years in a nationally representative database for Germany. The aim of this article is to report changes in motor performance of children and adolescents in the time period 2003–2006 (cohort baseline n = 4528) compared to 2009–2012 (cohort wave 1, n = 2820). Overall, it is clearly shown that the motor performance of children and adolescents in Germany did not decrease within the observational period of 6 years. The comparison of mean values of the baseline cohort compared to those of wave 1 showed that 28 out of 52 mean values of the two cohorts with a high probability did not differ based on 95?% confidence intervals (CI). In 24 out of the 52 mean values positive changes could be noted based on the individual 95?% CI values. There were more positive changes in primary school aged children than in other age groups. Within these positive changes, most effect sizes were small to medium. The results indicate that recent activities aiming at elevating motor performance levels may have started to make an impact and should be expanded, also in secondary schools. The comparative cohort study presented in this article is currently being checked by the ongoing MoMo wave 2 survey of 2014–2017.     

Effects of glucose–fructose versus glucose ingestion on stride characteristics during prolonged treadmill running

Scarce research has examined the effects of carbohydrate composition on running stride characteristics. On two occasions, 14 males and 6 females completed a 120-min sub-maximal run followed by a 4-mile time trial. Participants consumed glucose (GLU) or glucose–fructose (GLU–FRU) beverages supplying 1.3 g/min carbohydrate. Substrate use, psychological affect [Feeling Scale (FS)], and stride characteristics (stride frequency, stride length, and contact time) were assessed. Effects were expressed as Cohen’s d (90% confidence limits [90% CL]). CLs for stride frequency differences at 53 min (90% CL = 0.04–0.21) and 113 min (90% CL = 0.02–0.24) did not cover 0, indicating a positive effect of GLU–FRU. However, effect sizes were small (d = 0.13) and likely-to-very-likely trivial. Energy expenditure differences at sub-maximal end were very likely trivial (d = 0.08; 90% CL = 0.00–0.17), while FS ratings were possibly higher for GLU–FRU at 50 (d = 0.19; 90% CL = ?0.10–0.48) and 110 min (d = 0.16; 90% CL = ?0.13–0.45). During the time trial, stride length was possibly higher with GLU–FRU (d = 0.13; 90% CL = ?0.08–0.33). Glucose–fructose co-ingestion has no significant effect on stride characteristics during constant-velocity running but may result in slightly higher stride length during self-paced running.     

Physical fitness normative values for 6–18-year-old Greek boys and girls,using the empirical distribution and the lambda,mu, and sigma statistical method

The aim of the this study was to establish age- and gender-specific physical fitness normative values and to compare percentiles and Z scores values in a large, nationwide sample of Greek children aged 6–18 years. From March 2014 to May 2014, a total of 424,328 boys and girls aged 6–18 years who attended school in Greece were enrolled. The studied sample was representative, in terms of age–sex distribution and geographical region. Physical fitness tests (i.e. 20?m shuttle run test (SRT), standing long jump, sit and reach, sit-ups, and 10?×?5?m SRT) were performed and used to calculate normative values, using the percentiles of the empirical distributions and the lambda, mu, and sigma statistical method. Normative values were presented as tabulated percentiles for five health-related fitness tests based on a large data set comprising 424,328 test performances. Boys typically scored higher than girls on cardiovascular endurance, muscular strength, muscular endurance, and speed/agility, but lower on flexibility (all p values <0.001). Older boys and girls had better performances than younger ones (p?相似文献   

The role of education in Jewish continuity: a response to Jonathan Sacks

Contrasting explanations of Jewish survival form the backdrop to this article. For Jonathan Sacks (1994 Sacks, J. 1994. Will We Have Jewish Grandchildren?, Ilford: Vallentine Mitchell.  [Google Scholar]) the crucial factor has been the role played by Jewish education; indeed, he claims that the demographic threat currently facing Anglo‐Jewry is largely the result of the community having neglected the Jewish education of its children over the past 200 years. He advocates reinstating this communal responsibility as the sovereign Jewish value in order to deal with the threat. In my view, the influence that Sacks attributes to education and particularly to Jewish schools is overstated. It stems from a misreading of modern Anglo‐Jewish history and from a failure to take fully into account the ways in which Jewish schools impact on their pupils’ ethnic and religious identity. These considerations apart, I contend that prioritising education will not necessarily strengthen the commitment to Jewish continuity that is the sine qua non of survival.     

Can research on science learning and instruction inform standards for science education?

We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation.