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The aim of this study was to determine the physiological responses to orienteering by examining the interrelationships between the information provided by a differential global positioning system (dGPS) about an orienteer's route, speed and orienteering mistakes, portable metabolic gas analyser data during orienteering and data from incremental treadmill tests. Ten male orienteers completed a treadmill threshold test and a field test; the latter was performed on a 4.3 km course on mixed terrain with nine checkpoints. The anaerobic threshold, threshold of decompensated metabolic acidosis, respiratory exchange ratio, onset of blood lactate accumulation and peak oxygen uptake (VO2peak) were determined from the treadmill test. Time to complete the course, total distance covered, mean speed, distance and timing of orienteering mistakes, mean oxygen uptake, mean relative heart rate, mean respiratory exchange ratio and mean running economy were computed from the dGPS data and metabolic gas analyser data. Correlation analyses showed a relationship between a high anaerobic threshold and few orienteering mistakes (r = - 0.64, P < 0.05). A high threshold of decompensated metabolic acidosis and VO2peak were related to a fast overall time (r = -0.70 to -0.72, P < 0.05) and high running speed (r = 0.64 to 0.79, P < 0.05 and P < 0.01, respectively), and were thus the best predictors of performance. 相似文献
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Alexander H. Montoye Karin A. Pfeiffer Darijan Suton Stewart G. Trost 《Measurement in physical education and exercise science》2014,18(4):273-285
The responsiveness to change of the Actical and ActiGraph accelerometers was assessed in children and adolescents. Participants (N = 208) aged 6 to 16 years completed two simulated free-living protocols, one with primarily light-to-moderate physical activity (PA) and one with mostly moderate-to-vigorous PA. Time in sedentary, light, moderate, and vigorous PA was estimated using 8 previously developed cut-points (4 for Actical and 4 for ActiGraph) and 5-sec, 15-sec, and 30-sec epochs. Accelerometer responsiveness for detecting differences in PA between protocols was assessed using standardized response means (SRMs). SRM values ≥.8 represented high responsiveness to change. Both accelerometers showed high responsiveness for all PA intensities (SRMs = 1.2–4.7 for Actical and 1.1–3.3 for ActiGraph). All cut-points and epoch lengths yielded high responsiveness, and choice of cut-points and epoch length had little effect on responsiveness. Thus, both the Actical and ActiGraph can detect change in PA in a simulated free-living setting, irrespective of cut-point selection or epoch length. 相似文献
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This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’ 相似文献
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This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills. 相似文献
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Karlsson Sara Fogelberg Karin Kettis Åsa Lindgren Stefan Sandoff Mette Geschwind Lars 《Tertiary Education and Management》2014,20(3):239-251
In this study, four recent self-initiated educational quality projects at Swedish universities are compared and analyzed. The article focuses on how the universities have handled the tension between external demands and internal norms. The aim is to contribute to an improved understanding of quality management in contemporary universities. On the one hand, the projects are found to be built on similar rationales associated with accountability, reputation building and strategic management. This is interpreted as a response to the shared external policy context. They are also found to mirror similar ambitions regarding raising the status of education. On the other hand, the projects are found to differ considerably in their actual design, methodology, implementation, stakeholders and outcomes. This is interpreted as an active adaptation to the unique internal academic norms and cultures that exist in each university. 相似文献
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Vocational education, as part of the Norwegian upper secondary education, includes both school-based learning and workplace learning. While school-based learning is characterized by formal structures and guided by aims in the curricula, workplace learning is often informal, incidental and directed by the daily work-tasks. Assessment in workplace learning is mainly formative and different stakeholders are involved in the assessment; namely students, teachers and workplace instructors. However, the guidelines for assessment are vague and call for a close cooperation between the stakeholders. This is demanding and has resulted in a variety of assessment practices. The study presented in this article is a qualitative study of students’ experiences with assessment in workplace learning periods in their first year in vocational education. The aim of the study is to give voice to students` experiences with assessment and illuminate how assessment supports their learning processes. Data was collected through focus group interviews with two groups of students in the Programme for Health and Social Care. The main findings indicate different assessment cultures in school and workplaces. This is expressed through the students’ perceptions of assessment, assessment criteria, tools for assessment and vocational knowledge. It is recommended that an open dialogue about the discontinuity in assessment between schools and workplaces is one of several measures necessary to bridge the gap between the stakeholders. 相似文献
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This paper introduces the double public good model as a representation of the simultaneous externalities that complicate decision making in the cultural heritage sphere. Social welfare is modeled as depending on both public and private benefits of households' production of individual heritage experience, which in turn depends on the stock of historic assets (a public good) and access effort (a private good). The public benefit of private experience arises from ``shared experience' that fosters cultural identity and social understandings. The model generates marginal efficiency conditions for the amount of physical preservation, amount of access, and intensity of access. The model highlights the need for dual-level policy making in order to avoid unbalanced heritage preservation efforts that have been of some concern in the literature. 相似文献
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