Körperbild und Körperzufriedenheit im Leistungssport

The controversy surrounding the role of competitive sports in the development of eating disorders has increased in recent decades. There are inconsistent findings in the literature concerning the relationship between eating disorders and competitive sports, especially aesthetic sports. The aim of this study was therefore to assess eating disorder-related psychopathology in a sample of competitive figure skaters (FS) representative for competitive aesthetic sports. Special attention is paid to the investigation of body image and body satisfaction. Patients with anorexia nervosa (AN) and a healthy control group (CG) served as comparison groups. None of the FS met the complete diagnostic criteria for an eating disorder. Furthermore no significant differences were observed between the FS and the CG regarding body image and body satisfaction. However, a significant difference was detected compared to the AN patients. Our results underline the necessity for a differentiated analysis and careful diagnostics of sport-specific aspects when considering eating disorder-related psychopathology in competitive sports.     

天才筛选与运动导向：德国二年级儿童运动表现能力对青少年足球运动员早期成功的影响

足球是世界第一运动,在德国拥有广泛的群众基础,那么如何有效地对足球运动员进行科学合理的筛选就成为了一项重要的课题。本文由德国拜罗伊特大学体育系运动训练科学小组完成,目的是为了揭示足球人才在一般运动测试中所表现的中期预后有效性以及从实验结果计算出的足球特定表现分数。在此之前已经对包括体操、滑雪和网球在内的几项人才筛选计划实施了运动诊断分析。然而,与大多数其他运动相比,足球运动对这种早期测试的预测价值尚不清楚。测试对象由参与德国富尔达地区运动表现能力测试（FMC）的U9二年级儿童组成（N=2 965）。FMC是一个对测试者基础运动表现能力的筛查,由两个人体测量学特征参数和德国运动能力表现测试（GMT6-18）的8个测试项目组成,并增加了一个投掷球测试。测试数据来自2011-2014年在德国富尔达地区参与测试的所有儿童,并记录了至2016-2017赛季结束时（2017年9月30日）选择足球（N=316）的儿童的足球比赛表现水平。然后依据比赛表现水平的高低将球员分别分配到4个不同的表现级别中,并使用ANOVA,比值比和判别分析法确定运动测试的预后有效性,并将测试结果与测试儿童在U12~U15年龄段所表现出的足球运动表现水平进行分析,最终得出9项基础运动测试的预后相关性。     

Comparisons of the ski turn techniques of experienced and intermediate skiers

We compared selected kinematic variables for four different ski turn techniques performed by five experienced and five intermediate male skiers. The four ski turn techniques were the upstem turn, the downstem turn, the parallel turn and the parallel step turn. Each turn was divided into the initiation phase and the first and second steering phases. Most of the statistically significant differences (P < 0.05) between the two groups were found for the initiation phases of the four turns. Both the hip axis-hand axis angle and the edging angle of the uphill ski were significantly different between the two groups for the upstem turn at the beginning of the initiation phase. For the downstem turn, significant differences between the groups were found at the start of the initiation phase for the hip axis-hand axis angle, the shoulder axis-fall line angle, and the edging angle of the uphill ski. The standard deviation of the distance between the tips of the two skis over the second steering phase also differed significantly between the two groups. For the parallel step turn, significant differences were found at the start of the initiation phase for the edging angle of the downhill ski and the downhill ski to movement direction angle. Significant differences were also found for the edging angle of the downhill ski in the middle of the second steering phase and the shoulder axis to movement direction angle at the end of this phase. For the initiation phase of the parallel turn, significant differences were found for the timing of setting the ski pole, the uphill knee angle at the start of this phase and the range of the knee angle of the uphill leg from the start to the end of this phase. For this turn, significant differences between the two groups were also found for the edging angle of the downhill ski in the middle of the second steering phase and the shoulder axis to movement direction angle at the end of this phase. One of the reasons it was possible to identify a few significant differences only for the turns analysed, was the variability within the intermediate group: for most of the variables analysed, the standard deviation was much higher for the intermediate than for the experienced group.     

Sind Mädchen im koedukativen Sportunterricht systematisch benachteiligt?

Against the background of the long-debated, controversial issue of mixed-sex vs. single-sex education, this paper empirically analyses whether or not female students are put at a disadvantage by coeducational physical education (P.E.) classes. Drawn on the existing literature on school sport, it is assumed that coeducational P.E. classes, at least as currently practiced, rather conform to the sports-related expectations of boys than of girls. Based on the SPRINT data-set, it is investigated whether coeducation in P.E. is accompanied by more negative affective states, more negative self-ratings of athletic competence as well as poorer grades among female students. Girls in single-sex P.E. classes serve as a control group in these analyses. The findings confirm all of our hypotheses: Girls in coeducational P.E. classes (a) experience more negative affects prior to school sport, (b) have a more negative self-concept of their athletic abilities and (c) achieve significantly lower grades. In P.E., coeducation thus signifies measurable disadvantages for female students. In light of future challenges, like increasing diversity among students and the rising demand for inclusive education, these findings once more gain in importance.     

Vielseitigkeit als Ausbildungsstrategie im leistungssportlichen Nachwuchstraining

This paper presents an excerpt from a comprehensive study on the concepts of long-term athlete development. Following a qualitative research methodology and using a hermeneutic-reconstructive procedure the purpose of this paper was to gain insight into expert youth sports coaches’ understanding of the two main trajectories leading to elite performance: early specialization and early sampling. Analysis of the transcribed interviews suggests that the training strategy is primarily the result of a complex decision making process. Additionally, coaches perceived a trend towards early specialization which conflicts with existing considerations of long-term athlete development. The results of this study provide an opportunity to understand the subject of diversification in youth sports and to raise awareness for the problems of practitioners.     

Exklusive Bildungseinrichtungen in Deutschland. Entwicklungstendenzen und Identifizierungshürden

Point of departure of the contribution are current public debates about the expansion of private educational institutions and multi-located discussions about the feared accompanied increase of educational inequalities. Especially the theses, that increasing refoundations of privately owned educational institutions are coincide with enhanced social segregation, is in the center of attention. The contribution also amplifies the verified phenomena of increasing distinction of educational and founding/supporting landscapes at all levels of the educational system. It also requests apart from debates about the pros and cons of an “elite education” in Germany, how exclusive educational institutions with stratifying impact can be identified. With reference to the national and international research, criteria and dimensions of the study for the different levels of education from the elementary education to higher education are developed.     

Dynamics of mental model construction from text and graphics

When students read for learning, they frequently are required to integrate text and graphics information into coherent knowledge structures. The following study aimed at analyzing how students deal with texts and how they deal with graphics when they try to integrate the two sources of information. Furthermore, the study investigated differences between students from different school types and grades. Forty students from grades 5 and 8 from higher track and lower track of the German school system were asked to process and integrate texts and graphics in order to answer items from different levels of a text–picture integration taxonomy. Students’ eye movements were recorded and analyzed. Results suggest fundamentally different functions of text and graphics, which are associated with different processing strategies. Texts are more likely to be used according to a coherence-formation strategy, whereas graphics are more likely to be used on demand as visual cognitive tools according to an information-selection strategy. Students from different tracks of schooling revealed different adaptivity with regard to the requirements of combining text and graphic information.