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Isaac Estevan Xavier García-Massó Javier Molina García Lisa M. Barnett 《Journal of sports sciences》2019,37(12):1356-1364
This study aims to develop profiles in children according to physical fitness, actual and perceived motor competence, and to examine the level of engagement in physical activity and weight status according to these profiles. In the study, 156 typically developing Spanish children (47.4% girls) of primary school age (5–11 years-old) participated voluntarily. Children’s perceived and actual motor competence, physical fitness, physical activity participation and weight status were assessed. A Self-Organising Map and K-means cluster analysis were used to classify and visualise the values. Four profiles were found: profile 2 was aligned – high capacity, high perception, profile 1 was partially aligned – medium capacity and perception, profile 3 and 4 were both non-aligned – low capacity, medium perception and medium capacity, low perception; respectively. Children in profile 2 were more active than children in profile 3 and 4 (P < .05). In profile 2 there was a lower frequency of overweight/obese children than normal-weight children. On the contrary, in profiles 1, 3 and 4 a similar distribution of normal-weight and overweight/obese children was found. High capable children with high perception exhibited higher physical activity participation and were more likely to be of normal-weight compared to those with low capacity and/or perception. 相似文献
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Isaac B. Berkson 《Journal of Jewish Education》2013,79(4):198-208
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David Isaac Backer 《Educational Studies A Journal of the American Educational Studies Association》2015,51(3):193-208
Data-driven teaching and learning is common sense in education today, and it is common sense that these data should come from standardized tests. Critiques of standardization either make no constructive suggestions for what to use in place of the tests or they call for better, more scientifically rigorous, reliable, and authentic forms of testing. This article aims to critique the underlying logic of testing within neoliberal education by a return to the question of the ontology of testing as such. We do this by distinguishing the practices and technologies used in current testing from the fundamentally educational and philosophical aspect of human experience that critical theorist Avital Ronell (2005) calls the “test drive.” Posing the test drive against the current testing regime will allow us to reclaim health, personality, and taste from the high-stakes notion of testing that prevails today. 相似文献
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Isaac O. Oshungade 《Teaching Statistics》1989,11(2):52-53
This article describes a means of introducing the elementary concepts of sampling with practical class based discussions to a group of first year students in a four year degree programme in Statistics and in other Science courses at the University of Ilorin, Nigeria. This class is equivalent to the Advanced level course and the students are usually of ages between 17 and 19 years. 相似文献