Visual but not motor processes predict simple visuomotor reaction time of badminton players

The athlete’s brain exhibits significant functional adaptations that facilitate visuomotor reaction performance. However, it is currently unclear if the same neurophysiological processes that differentiate athletes from non-athletes also determine performance within a homogeneous group of athletes. This information can provide valuable help for athletes and coaches aiming to optimize existing training regimes. Therefore, this study aimed to identify the neurophysiological correlates of visuomotor reaction performance in a group of skilled athletes. In 36 skilled badminton athletes, electroencephalography (EEG) was used to investigate pattern reversal and motion onset visual-evoked potentials (VEPs) as well as visuomotor reaction time (VMRT) during a simple reaction task. Stimulus-locked and response-locked event-related potentials (ERPs) in visual and motor regions as well as the onset of muscle activation (EMG onset) were determined. Correlation and multiple regression analyses identified the neurophysiological parameters predicting EMG onset and VMRT. For pattern reversal stimuli, the P100 latency and age best predicted EMG onset (r?=?0.43; p =?.003) and VMRT (r?=?0.62; p?=?.001). In the motion onset experiment, EMG onset (r?=?0.80; p r?=?0.78; p?相似文献   

The athletes’ visuomotor system – Cortical processes contributing to faster visuomotor reactions

Many sports require athletes to rapidly transform visual information into a targeted motor response, a process referred to as visuomotor reaction. On the behavioural level, athletes have long been established to achieve faster simple visuomotor reaction times when compared to non-athletes. However, although the superior performance in athletes has been attributed to the central nervous system, the underlying neural mechanisms remained poorly studied. More recently, a growing number of neurophysiological and neuroimaging studies systematically addressed the functional and structural modulations in the athletes’ visual and motor systems as well as their contribution to visuomotor performance. This article reviews current research on structural and functional characteristics of the athletes’ cortical visuomotor system associated with simple visuomotor reactions, sports-specific visuomotor performance and visuomotor training. The primary objective is to shed light on the neural mechanisms potentially contributing to superior visuomotor reaction performance in athletes participating in visuomotor demanding disciplines. A more comprehensive understanding of performance-determining neural functions could provide great potential for diagnostics and training to improve athletic performance.     

The science of pedagogy in Soviet Estonia (1944–1991): resilience in the face of adversity

This article examines how education unfolded as a science in Estonia in the period 1944–1991, i.e. from the second Soviet occupation to the fall of the USSR. Historical analysis of the way prominent scholars and institutions succeeded in overcoming the adverse conditions of that period is conducted by viewing their respective contributions through two theoretical lenses: cultural trauma theory to explore the adversities they had to contend with, and resilience theory to explain how those challenges were overcome. Through these means an account is constructed of how individuals and institutions succeeded in preserving the national Estonian and inter-war European legacy of educational philosophy, in the process confronting and countering adverse socio-cultural-political conditions.     

Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum

The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists.     

Understanding teachers as change agents: An investigation of primary school teachers’ self-perception

This study reports on a large-scale survey on primary school teachers’ perceptions of being change agents and the extent to which these perceptions are related to personality and contextual factors. A principal component analysis and confirmatory factor analysis revealed nine characteristics of teachers as change agents. Personality and contextual factors are related to teachers’ perceptions of being a change agent. Four teacher profiles were distinguished according to the varying degrees of teachers’ perceptions of themselves as change agents. This study adds to the further understanding of teachers as change agents, their characteristics and how these characteristics are related to personality and contextual factors.     

A response to David Kirk: personal/professional views from US authors

This paper represents the views of two scholars in the USA with respect to the scholar lecture presented by David Kirk at the 2012 BERA – Physical Education and Sport Pedagogy (PESP) Special Interest Group meeting. We discuss how two unique features of the American universities have an impact on both the corporate nature of our work and our scholarship. These features are described as ‘the notion of outreach scholarship’ and the ‘nature of giving.’ In addition, we discuss our different situations and how they affect our ability to do the best academic work. We can, and by consequence, give our best efforts to resist the hegemony of corporatization.     

Alterations in kinematics and muscle activation patterns with the addition of a kipping action during a pull-up activity

Recently, addition of a gymnastics glide kip to a standard pull-up (SPU) has resulted in the kipping pull-up (KPU). Changes in muscle activation and kinematics were evaluated with eleven athletes performing sets of 5 SPU and 5 KPU. Surface electromyography of upper body and lower body muscles was recorded along with movement kinematics obtained via markers and motion tracking software. Most kinematic variables were significantly higher in the KPU including (KPU minus SPU deg): Max hip angle (48.8° ± 6.8°, p < 0.001) and max knee angle (56.5° ± 11.3°, p < 0.001). The recruitment of core and lower body muscles was significantly higher in the KPU (% MVIC increase): rectus abdominis (28.7 ± 4.7%, p < 0.001), external oblique (21.8 ± 4.1%, p < 0.001), iliopsoas (26.1 ± 5.5%, p = 0.001) and tensor fasciae latae (13.5 ± 2.3%, p < 0.001). Correspondingly, the biceps brachii had lower activation in the KPU (% MVIC decrease): (26.7 ± 0.6%, p = 0.006). Depending on the athlete’s goal, they may elect to perform an SPU for higher upper body muscle activation; or the KPU for more full-body activation with the potential to perform more repetitions through reduced upper body fatigue.     

The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. This study provides initial evidence for the hypothesised relationships of test-based accountability policy with teacher mental health and instructional practices. Implications for research and practice are discussed.     

The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis

ABSTRACT

This study provides a systematic review of the effects of 19 teacher expectation interventions. Prior research on teacher expectations primarily focussed on correlational relationships with student and teacher characteristics, leaving open the questions of whether it is possible to raise teacher expectations and to prevent (too) low expectations from having detrimental effects on student achievement. These questions were the scope of the current review. We distinguished 3 types of interventions: changing teacher behaviour, creating awareness of expectancy effects, and addressing the beliefs underlying the expectations. The results indicated that it was possible to raise teacher expectations and subsequent student achievement. We found summary effects of Hedges’ g?=?0.38 and 0.30, respectively. The narrative review suggested that the intervention type did not affect the effectiveness, but teacher support for the intervention did. However, verification of this suggestion with moderator analysis was not possible due to the limited number of interventions.