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51.
Abstract This study examined dissonance in physical activity (PA) between two youth-specific hip-derived intensity cut-points for the Actiwatch (AW), and compared PA between hip and wrist placements using site-specific cut-points. Twenty-four children aged 11.2?±?0.5 years wore the AW on the right hip and non-dominant wrist during a typical school day. Minutes of sedentary behaviour and vigorous activity were greater using Puyau et al. (2002) cut-points, but light, moderate, and moderate-to-vigorous (MVPA) were greater when derived using Puyau et al. (2004) cut-points (P?0.01). Total hip activity counts were lower than wrist. Sedentary minutes were greater at the hip, but minutes of light, vigorous and MVPA were lower (P?0.01). Moderate minutes were greater at the hip, but differed only when applying the Puyau et al. (2004) cut-points (P?0.01). In conclusion, data comparisons between two hip derived AW cut-points and between hip and wrist data are inappropriate. Future researchers using the AW at the hip should present data reduced using both published cut-points. As hip and wrist data differ, the wrist placement is preferable as it will likely increase children's compliance to monitoring protocols due to reduced obtrusiveness compared to the hip. 相似文献
52.
Paul Laursen 《体育科研》2021,42(6):9-14
高强度间歇训练(HIIT)是以≥无氧阈或最大乳酸稳态的负荷强度进行多次持续时间为几秒到几分钟的练习,并且每 2.次练习之间安排不足以使练习者完全恢复的静息或低强度练习的训练方法。进入2 1.世纪以来,HIIT受到了训练科学与实践领域的密切关注,越来越多的教练员在训练实践中开始采用HIIT来提升运动员的竞技表现。然而,HIIT不只是“高强度”和“间歇”这么简单,其效果和价值的发挥需要考虑诸多因素。本文基于《高强度间歇训练的科学与应用:训练安排的解决方案》一书内容,分别从形式和目标类型、应用的整体框架、应用情境、同期化训练、关键指标 5.个方面对HIIT进行了论述,旨在为教练员和科研人员在训练实践当中应用HIIT并发挥HIIT的价值提供参考 相似文献
53.
Katherine I. Martin 《Reading and writing》2017,30(2):279-298
Orthographic knowledge, the general ability to learn, store, and use information about the orthographic form of words (Stanovich & West, 1989), is a crucial skill for supporting literacy. Although the development of first language (L1) orthographic awareness is impacted by the characteristics of a learner’s L1 writing system, relatively little is known about what impact the L1 may have on second language (L2) orthographic awareness. In this study, English language learners from three L1s (French, Hebrew, Mandarin Chinese), plus L1 English speakers, were tested on their English spelling knowledge using a word-pseudohomophone discrimination task. In addition to allowing for the cross-linguistic comparisons, items were designed to examine whether learners had differing performance on pseudohomophones (misspellings) that targeted vowels versus consonants. Consistent with previous research (e.g., McBride-Chang, Bialystok, Cong, & Li, 2004), the L1 Chinese speakers had the highest (L2) accuracy, followed by the L1 Hebrew and the L1 French speakers. The participants from non-alphabetic languages (Hebrew and Chinese) had significantly lower accuracy on items with misspellings involving vowels compared to consonants, and the size of the vowel-consonant accuracy difference varied substantially across L1 groups. The results demonstrate that the characteristics of a learner’s L1 writing system, particularly the existence of vowel and consonant graphemes, impact the development of L2 orthographic knowledge and sensitivity to different types of word misspellings. 相似文献
54.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
55.
56.
Recent studies in the tradition of Schmookler have re-emphasised the potential role of demand in stimulating innovation. Here, we reconsider the role of ‘home’ and ‘export’ market demand in stimulating manufacturing innovation using comparable panel data for two small open economies - Ireland and Switzerland. Our analysis is based on the estimation of reduced form innovation production functions using panel data estimators over the sample period 1994-2005. For a range of innovation indicators, however, we find little evidence of any significant market demand effects, with innovation performance instead determined largely by firm-level capability effects and characteristics. In policy and strategy terms this suggests the continued value of measures to improve innovation capability regardless of market demand conditions. In more methodological terms our results suggest the validity of the usual assumption implicit in modelling innovation outputs that supply-side factors predominate. 相似文献
57.
This paper critically analyses the neo‐liberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North—South study visits is one way of challenging teachers’ worldviews, but these are not always effective. We argue that study visit courses, where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio‐cultural pedagogy. 相似文献
58.
Martin Kutnowski 《About Campus》2005,10(1):23-26
Rote teaching and learning have their place, but not in a music course and an art and design course in which two dozen students at Queensborough Community College enrolled together. Through a shared theme, shared assignments, and a shared commitment to making the content relevant and the process active and engaging, two instructors fashioned a powerful environment for learning. 相似文献
59.
60.
The current study investigates (1) whether academic (e.g. math) self-efficacy and academic self-concept represent two conceptually and empirically distinct psychological constructs when studied within the same domain, (2) the nature of the relationship existing between both self-constructs, (3) their antecedents, and (4) their mediating and predictive qualities for background variables such as gender and prior knowledge and outcome variables such as math performance, math interest, and math anxiety. Results indicate that (1) math self-efficacy and math self-concept do indeed represent conceptually and empirically different constructs, even when studied within the same domain, (2) students' academic self-concept strongly influences their academic self-efficacy beliefs, (3) academic self-concept is a better predictor (and mediator) for affective–motivational variables, while academic self-efficacy is the better predictor (and mediator) for academic achievement. These findings underpin the conceptual and empirical differences between both self-constructs as suggested by Bong and Skaalvik [Bong, M., &; Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15, 1–40.]. 相似文献