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Thomas J. Kaplan 《Educational theory》1977,27(2):120-127
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McKenzie TL Sallis JF Broyles SL Zive MM Nader PR Berry CC Brennan JJ 《Research quarterly for exercise and sport》2002,73(3):238-244
We assessed the relationship between young children's movement skills and their physical activity in early adolescence. Balance, agility, eye-hand coordination, and skinfold thicknesses in 207 Mexican American and Anglo American children (104 boys, 103 girls) were measured at ages 4, 5, and 6 years. Habitual physical activity was assessed at the age of 12 years by two interviewer-administered 7-day recalls. Ethnic differences in movement skills were not found. Young girls were better at jumping and balancing, and young boys were better at catching. Tracking of skills was low, and children's early childhood skills were not related to their physical activity 6 years later. Further studies involving additional movement skills and other populations are recommended to determine if enhanced movement skills in children promote subsequent physical activity. 相似文献
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Robert Thomas Sands Robyn Sandra Wettenhall 《International Journal of Disability, Development & Education》2000,47(4):413-426
This paper examined the effect of a psychological intervention program on attitudes to body image of female wheelchair athletes. A single case, multiple-baseline study was employed to examine the presentation of a brief, six session, cognitive behavioural intervention program on six National female wheelchair basketball players over a period of six weeks. Initially the six wheelchair athletes' satisfaction levels were compared to 20 able-bodied basketball players on four measures: the Physical Self-Perception Profile, Multi-Dimensional Body Image Scale, Social Physique Anxiety Questionnaire, and the Body Parts Questionnaire. Results indicated that as a result of the cognitive behavioural intervention program, physical self-perception increased for the wheelchair athletes and for 50% of the wheelchair athletes on the multi-dimensional components of body image, using the non-parametric split-middle technique. Further analysis revealed a significant effect of self-perceived competence across time indicating post-hoc significant differences between baseline data and Week 6 of the intervention program. With reference to caution due to the nature of case study research, it is asserted that this study shows promise for improving various aspects of body image satisfaction by means of a cognitive-behavioural approach and has potential for wheelchair athletes and other special populations. 相似文献
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Teaching Preservice Science Teachers How to Do Science: Responses to the Research Experience 总被引:1,自引:0,他引:1
Melear Claudia T. Goodlaxson John D. Warne Thomas R. Hickok Leslie G. 《Journal of Science Teacher Education》2000,11(1):77-90
Journal of Science Teacher Education - 相似文献
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This research investigated expertise development among instructional designers by tracking novice designers' unfolding perceptions of instructional design (ID), design‐related self‐perceptions, and other individual differences. It examined development toward ID expertise from multiple aspects: processes, product, and cognition, through a case study approach. Evidence included qualitative data from interviews, design artifacts, and metacognitive essays, along with quantitative data from questionnaires which assessed goals, need for structure, need for cognition, previous design competence, and design self‐efficacy. Findings indicated that it was not one single characteristic, but the interaction of various factors, that most profoundly seem to influence the development of ID expertise. Relevant characteristics included: perceptions about learning, knowledge and ID; individual needs and learning strategies; and background experiences and orientations. Research in this field will help us to better understand the processes that lead to the development of ID expertise, and to develop better approaches to preparing future instructional designers. 相似文献
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Thomas M. Schwen Howard K. Kaiman Michael A. Evans 《Performance Improvement Quarterly》2006,19(2):5-26
This article introduces a strategic argument and examples, in subsequent articles in this special issue, about sociocultural research opportunities for HPT practitioners and scholars. The authors take the view that recent criticisms of Instructional Systems Design have merit when considered from an organizational performance point of view. We see the problem as historic overuse of one theoretical perspective at a microlevel of theory and application. We argue that adding recent sociocultural perspectives and expanding the levels of theory to include groups and complex organizational structures will offer an opportunity for more rigorous and diverse research agenda and create new insights for problem solving in practice. 相似文献