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61.
Sharp NC 《Journal of sports sciences》2008,26(11):1127-1133
Since Hugh Montgomery discovered the first of what are now nearly 200 "fitness genes", together with rapid advances in human gene therapy, there is now a real prospect of the use of genes, genetic elements, and/or cells that have the capacity to enhance athletic performance (to paraphrase the World Anti-Doping Agency's definition of gene doping). This overview covers the main areas of interface between genetics and sport, attempts to provide a context against which gene doping may be viewed, and suggests a futuristic legitimate use of genomic (and possibly epigenetic) information in sport. 相似文献
62.
The purpose of this study was to expand our knowledge and increase our understanding of imagery use by athletes in sport-injury rehabilitation using a qualitative approach. The participants were 10 injured athletes who were receiving physiotherapy at the time they were interviewed. During the interviews, the athletes provided extensive information about their use of imagery during injury rehabilitation and it was clear that they believed imagery served cognitive, motivational and healing purposes in effectively rehabilitating an injury. Cognitive imagery was used to learn and properly perform the rehabilitation exercises. They employed motivational imagery for goal setting (e.g. imagined being fully recovered) and to enhance mental toughness, help maintain concentration and foster a positive attitude. Imagery was used to manage pain. The methods they employed for controlling pain included using imagery to practise dealing with expected pain, using imagery as a distraction, imagining the pain dispersing, and using imagery to block the pain. With respect to what they imaged (i.e. the content of their imagery), they employed both visual and kinaesthetic imagery and their images tended to be positive and accurate. It was concluded that the implementation of imagery alongside physical rehabilitation should enhance the rehabilitation experience and, therefore, facilitate the recovery rates of injured athletes. Moreover, it was recommended that those responsible for the treatment of injured athletes (e.g. medical doctors, physiotherapists) should understand the benefits of imagery in athletic injury rehabilitation, since it is these practitioners who are in the best position to encourage injured athletes to use imagery. 相似文献
63.
Acknowledgement
Acknowledgements 相似文献64.
This article presents a two-phase group process that can be utilized to develop self-efficacy in minority youth. The process involves helping minority students to develop realistic educational and precareer goals through group supported analysis of individual strengths, weaknesses, resources, and roadblocks to success. Modeling, role playing, and outside activities are the major components of the group process. 相似文献
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The relations of the CAK-C to the Stanford-Binet and the WRAT were explored for a sample of 155 educable mentally retarded children. Correlational analyses indicated that: (a) The CAK-C is more closely related to MA than to either CA or IQ. (b) Both Reading and Arithmetic are more closely related to MA than to the CAK-C. The results support the position that Piagetian intelligence is somewhat distinct from psychometric intelligence, but suggest that the latter is the better predictor of academic achievement. 相似文献
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Etta R. Hollins Linda R. McIntyre Charles DeBose Arthurlene Towner 《International journal of qualitative studies in education》2013,26(2):247-264
The authors report an investigation of a five-step structured study-group approach to promoting a?self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-group meetings changed to be more positive about the children, to make linkages between themselves and the culture the children bring to school, to enthusiasm for sharing their own strategies and engaging in public reflection, and collaborating in developing new instructional approaches. 相似文献
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Abstract Rural communities need rural teachers who can “ground” traditional school subjects in local realities and dilemmas and at the same time fashion instructional approaches consonant with larger intellectual, ethical, and social purposes. Such teachers are assets rather than burdens to their communities. Only such teachers can cultivate an ethic of responsibility for the health and vitality of the communities of which they and their students are critical components. This essay examines the role of the university in professionalizing rural teachers. It contends that narrowly utilitarian ends prevail in teacher education programs, and that, in the absence of a substantive definition of educations public purpose, this instrumentalism creates teachers who are ill‐prepared to contribute in meaningful ways to the intellectual life of the communities in which they work. Teacher preparation programs should abandon the instrumental focus. Programs that prepare rural teachers, in fact, confront unique challenges and opportunities to include three themes at their centers: Sustainability, Social Justice, and Democracy. 相似文献