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In 1988, two staff members in the design department at Motorola Training and Education Center (MTEC) began a self-initiated project to develop and implement a system to improve the quality of courses being developed for their customers. This article describes how they applied Motorola's six steps to Six Sigma quality to their instructional design activities. While their quality system was not institutionalized throughout the instructional design department, several valuable lessons were learned that might benefit others embarking on a similar endeavor. Lessons learned dealt with: the sample of customers used to determine customer requirements, product-specific customer requirements, a continuous improvement system within the context of an instructional systems design model, the level of organizational readiness, involvement of stakeholders, the role of rewards and recognition, and appropriate metrics. 相似文献
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Marcelo Bigliassi João P. A. Greca Vinícius Barreto-Silva Priscila Chierotti Arli R. de Oliveira Leandro R. Altimari 《Journal of sports sciences》2019,37(5):525-536
The present experiment sought to further understanding of the effects of personalised audiovisual stimuli on psychological and psychophysiological responses during exercise in adults with obesity. Twenty-four participants (Mage = 28.3, SD = 5.5 years; MBMI = 32.2, SD = 2.4) engaged in self-paced exercises on a recumbent cycle ergometer and three conditions (sensory stimulation [ST], sensory deprivation [DE], and control [CO]) were administered. Perceptual (attentional focus and perceived exertion), affective (affective state and perceived activation), and psychophysiological (heart rate variability) parameters were monitored throughout the exercise bouts. A one-way repeated measures analysis of variance was used to compare self-reported and psychophysiological variables (main and interaction effects [5 Timepoints × 3 Conditions]). The results indicate that ST increased the use of dissociative thoughts throughout the exercise session (ηp2 = .19), ameliorated fatigue-related symptoms (ηp2 = .15) and elicited more positive affective responses (ηp2 = .12) than CO and DE. Accordingly, personally-compiled videos are highly effective in ameliorating exertional responses and enhancing affective valence during self-paced exercise in adults with obesity. Audiovisual stimuli could be used during the most critical periods of the exercise regimen (e.g., first training sessions) when individuals with obesity are more likely to focus on fatigue-related sensations. 相似文献
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João Pedro Araújo Naves Ana Cristina Silva Rebelo Lucas Raphael Bento E Silva Maria Sebastiana Silva Rodrigo Ramirez-Campillo Robinson Ramírez-Vélez 《European Journal of Sport Science》2019,19(5):653-660
High Intensity Interval Training (HIIT) can be performed with different effort to rest time-configurations, and this can largely influence training responses. The purpose of the study was to compare the acute physiological responses of two HIIT and one moderate intensity continuous training (MICT) protocol in young men. A randomised cross-over study with 10 men [age, 28.3?±?5.5years; weight, 77.3?±?9.3?kg; height, 1.8?±?0.1?m; peak oxygen consumption (VO2peak), 44?±?11?mL.kg?1.min?1]. Participants performed a cardiorespiratory test on a treadmill to assess VO2peak, velocity associated with VO2peak (vVO2peak), peak heart rate (HRpeak) and perceived exertion (RPE). Then participants performed three protocols equated by distance: Short HIIT (29 bouts of 30s at vVO2peak, interspersed by 30s of passive recovery, 29?min in total), Long HIIT (3 bouts of 4?min at 90% of vVO2peak, interspersed by 3?min of recovery at 60% of vVO2peak, 21?min in total) and MICT (21?min at 70% of vVO2peak). The protocols were performed in a randomised order with ≥48 h between them. VO2, HRpeak and RPE were compared. VO2peak in Long HIIT was significantly higher than Short HIIT and MICT (43?±?11 vs 32?±?8 and 37?±?8?mL.kg?1.min?1, respectively, P?0.05), as well as peak HR (181?±?10 vs 168?±?8 and 167?±?11, respectively, P?0.05), and RPE (17?±?4 vs 14?±?4 and 15?±?4, respectively, P?0.05), with no difference between Short HIIT and MICT. In conclusion, Long HIIT promoted higher acute increases in VO2, HR and RPE than Short HIIT and MICT, suggesting a higher demand on the cardiorespiratory system. Short HIIT and MICT presented similar physiologic and perceptual responses, despite Short HIIT being performed at higher velocities. 相似文献
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The usefulness of terminology in psychoeducational reports is examined. Students, teachers, and psychology interns rated the usefulness of 25 terms frequently found in reports. Psychology interns also rated each term on the frequency with which they used it in their own reports. Significant differences were found in the usefulness ratings of the terms, depending on major, category, and whether or not the rater had taken a special education course. Special education majors were found to be more comfortable with technical terms than were students who had prepared to be regular classroom teachers or students in other majors. Findings suggest that it is necessary to use clear, unambiguous terms in reports, and to explain more technical terms in context. 相似文献
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The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing. 相似文献