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Greig R.M. Logan Scott Duncan Nigel K. Harris Erica A. Hinckson Grant Schofield 《Journal of sports sciences》2016,34(21):2047-2053
This study investigated the effects of epoch length and cut point selection on adolescent physical activity intensity quantification using vertical axis and vector magnitude (VM) measurement with the ActiGraph GT3X+ accelerometer. Four hundred and nine adolescents (211 males; 198 females) aged 12–16 years of age wore accelerometers during waking hours. The GT3X+ acceleration counts were reintegrated into 1, 5, 15, 30 and 60 s epoch lengths for both vertical axis and VM counts. One cut point was applied to vertical axis counts and three different cut points were applied to VM counts for each epoch length. Significant differences (P < 0.01) in mean total counts per day were observed between vertical axis and VM counts, and between epoch lengths for VM only. Differences in physical activity levels were observed between vertical and VM cut points, and between epoch lengths across all activity intensities. Our findings illustrate the magnitude of differences in physical activity outcomes that occur between axis measurement, cut points and epoch length. The magnitude of difference across epoch length must be considered in the interpretation of accelerometer data and seen as a confounding variable when comparing physical activity levels between studies. 相似文献
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Nigel Blake 《Cambridge Journal of Education》1997,27(2):223-234
The relevance gap between educational practice and research is often seen as a methodological problem. But communicative and social issues are also vitally important. The idea of tacit capability, from recent work in economics on research and development, characterises the knowledge which can be acquired by and attributed to an organisation as a conversational whole. (Schön's idea of reflective practice is unhelpfully monological.) I interpret and validate this idea in the light of Habermas’ account of communicative action. I use it to explore social problems in the relation between educational practice and research and suggest solutions modelled on enlightened industrial practice in Europe. 相似文献
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Nigel Hall 《Literacy》1984,18(3):178-183
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Kathy Seddon Nigel C. Skinner Keith C. Postlethwaite 《Education and Information Technologies》2008,13(1):17-34
This paper considers factors that influenced long-term engagement in an online community. It draws on a case study of a 6 year
online collaboration amongst a group of European teachers. The email interchange between these teachers was, with their agreement,
saved and used as research data; intensive group interviews were also conducted, involving all the participants in the online
group. Dynamic motivation models and Csikszentmihalyi’s concept of motivational flow were used to create a theoretical framework
to analyse the email interchanges and group interview data so as to build an understanding of the teachers’ commitment to
the online community. As a result of the analysis, the existing theoretical models were modified to produce a new combined
model. This incorporates ideas grounded in the participants’ reasons for their sustained engagement in the collaboration.
This combined model could provide a basis for planning future virtual interactions and for assessing their sustainability. 相似文献
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Susan C. Duncan Terry E. Duncan Lisa A. Strycker Nigel R. Chaumeton 《Research quarterly for exercise and sport》2013,84(4):457-463
Purpose: The aims of this study were to analyze the intensity of emotions (positive, negative, or ambiguous) produced when players took part in traditional games with a different social structure and to examine the explanations given by those participants for these emotional experiences. Method: Participants (N = 556) were recruited from 4 Spanish universities. After taking part in each of the games, they were asked to complete the Games and Emotions Questionnaire to indicate the intensity of their emotional experiences and to explain what, in their view, had led to the strongest emotion felt. Results: The application of a mixed-methods approach identified statistically significant differences in relation to 3 variables. These were (a) the type of emotion, (b) motor domain, and (c) type of result (win, loss, and noncompetitive). The intensity of positive emotions was higher in cooperative games and lower in individual games. Comments referring to negative emotions were more frequent as the social structure of games became more complex (minimal presence of individual games and predominance of cooperation-opposition games). Winning was associated with the highest intensity ratings of positive and ambiguous emotions, whereas being defeated produced the highest values for negative emotions. The intensity ratings for negative emotions were lower in noncompetitive games than in games where players lost. Conclusion: The results confirm that traditional games can play a key role in relation to the emotional facets of physical education. 相似文献