排序方式: 共有66条查询结果,搜索用时 15 毫秒
41.
Anastasia G Beneka Paraskevi K Malliou Victoria Missailidou Athanasios Chatzinikolaou Ioannis Fatouros Vassilios Gourgoulis 《Journal of sports sciences》2013,31(3):335-343
Abstract To determine the time course of performance responses after an acute bout of plyometric exercise combined with high and low intensity weight training, a 3-group (including a control group), repeated-measures design was employed. Changes in performance were monitored through jumping ability by measuring countermovement and squat jumping, and strength performance assessment through isometric and isokinetic testing of knee extensors (at two different velocities). Participants in both experimental groups performed a plyometric protocol consisting of 50 jumps over 50 cm hurdles and 50 drop jumps from a 50 cm plyometric box. Additionally, each group performed two basic weight exercises consisting of leg presses and leg extensions at 90–95% of maximum muscle strength for the high intensity group and 60% of maximum muscle strength for the low intensity group. The results of the study suggest that an acute bout of intense plyometric exercise combined with weight exercise induces time-dependent changes in performance, which are also dependent on the nature of exercise protocol and testing procedures. In conclusion, acute plyometric exercise with weight exercise may induce a substantial decline in jumping performance for as long as 72 hours but not in other forms of muscle strength. 相似文献
42.
Kaimara Polyxeni Fokides Emmanuel Oikonomou Andreas Deliyannis Ioannis 《Education and Information Technologies》2022,27(4):5397-5416
Education and Information Technologies - Digital educational games (DEGs) constitute an effective teaching approach, particularly when they are used in combination with collaborative learning... 相似文献
43.
Ioannis Votsis 《Metascience》2014,23(1):149-152
44.
Maria Platsidou Ioannis Agaliotis 《International Journal of Disability, Development & Education》2017,64(1):57-75
The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers’ empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignment-related stress factors of primary school teachers serving in general or special education; moreover, it investigated if empathy predicted instructional assignment-related stress. Data were collected from 190 primary school teachers using the Interpersonal Reactivity Index and the Inventory of Job-related Stress Factors. Teachers reported moderately high levels of perspective-taking and empathic concern and lower levels of fantasising and personal distress. Also, they reported moderate to low levels of stress regarding instructional assignment-related factors. General and special education teachers did not differ in their reported scores on empathy or stress-related factors. Finally, it was found that instructional assignment-related stress factors can be predicted by personal distress and fantasising; however, the core empathy skills (empathic concern and perspective taking) were not found to be strong predictors of the stress factors tested. 相似文献
45.
Georgiou Konstantina Nikolaou Ioannis 《International Journal for Educational and Vocational Guidance》2019,19(3):391-409
International Journal for Educational and Vocational Guidance - Past research shows Psychological Capital (PsyCap) to be associated with behaviors and performance at work, but few studies link... 相似文献
46.
The present study explored the perceptions of Greek general and special primary teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). According to the responses of the 466 participants, each school should have a fulltime SENCO, who should have both teaching experience in general schools and specialization in teaching students with SEN, and also be able to deal with all types of SEN. SENCOs’ responsibilities include evaluating and directly teaching students, counselling teachers and parents, contributing to in-service training of staff, and undertaking initiatives for program enrichment and knowledge dissemination. 相似文献
47.
Reading and Writing - The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in... 相似文献
48.
George N. Triantafyllakos George E. Palaigeorgiou Ioannis A. Tsoukalas 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):125-139
The development of educational applications has always been a challenging and complex issue, mainly because of the complications imposed by the cognitive and psychological aspects of student–computer interactions. This article presents a methodology, named We!Design, that tries to encounter the complexity of educational applications development from within the participatory design framework. The methodology enables computer literate students and designers to cooperate in the design of applications that (1) enhance typical educational processes for which students have extensive experience in, such as note taking or assessment, and (2) are well‐suited to the technological, social and cultural particularities of each educational environment. The methodology can be easily applied in real educational contexts and consists of two phases. During the first phase, students participate in short‐duration design sessions where they formulate needs, tasks and interface prototypes for the educational application under examination. In the second phase, the designers systematically analyse and then integrate student suggestions. In order to evaluate the methodology, it was applied in the design of two educational applications: an electronic assessment environment and a course website. A total of 86 undergraduate informatics students participated in 22 4‐hour design sessions. The methodology was evaluated by collecting students' responses through questionnaires and by introspection on the video recordings of the design sessions. The design sessions proved to be a very intriguing experience for the students while the methodology's products managed to respond to their personal needs and expectations in an efficient and effective way. 相似文献
49.
Stavros A. Kavouras Stavros E. Sarras Yiannis E. Tsekouras Labros S. Sidossis 《Journal of sports sciences》2013,31(9):959-966
Abstract The aim of this study was to evaluate the utility of the RT3 accelerometer in young children, compare its accuracy with heart rate monitoring, and develop an equation to predict energy expenditure from RT3 output. Forty-two volunteers (mean age 12.2 years, s = 1.1) exercised at two horizontal and graded walking speeds (4 and 6 km · h?1, 0% grade and 6% grade), and one horizontal running speed (8 km · h?1, 0% grade), on a treadmill. Energy expenditure and oxygen consumption ([Vdot]O2) served as the criterion measures. Comparison of RT3 estimates (counts and energy expenditure) demonstrated significant differences at 4, 6, and 8 km · h?1 on level ground (P < 0.01), while no significant differences were noted between horizontal and graded walking at 4 and 6 km · h?1. Correlation and regression analyses indicated no advantage of vector magnitude over the vertical plane (X) alone. A strong relationship between RT3 estimates and indirect calorimetry across all speeds was obtained (r = 0.633–0.850, P < 0.01). A child-specific prediction equation (adjusted R 2 = 0.753) was derived and cross-validated that offered a valid energy expenditure estimate for walking/running activities. Despite recognized limitations, the RT3 may be a useful tool for the assessment of children's physical activity during walking and running. 相似文献
50.
Prompting students’ context-generating cognitive activity in ill-structured domains: does the prompting mode affect learning? 总被引:1,自引:0,他引:1
Pantelis M. Papadopoulos Stavros N. Demetriadis Ioannis G. Stamelos Ioannis A. Tsoukalas 《Educational technology research and development : ETR & D》2009,57(2):193-210
This study was designed to investigate the impact of question prompts that guide students to focus on context-related issues
when learning through cases in an ill-structured domain. Three groups of undergraduate students studied cases during a lab-session
time period using a web-based environment. The first group studied without any question prompts. The second group studied
the same material while prompted to provide written answers to embedded questions in the cases. The third group studied while
having only to think of possible answers for the question prompts. In this study, we explored how the questioning intervention
affected students’ conceptual knowledge of the domain and their problem-solving ability. Post-tests did not reveal significant
statistical differences in the groups’ performance, indicating that under specific study conditions the prompting impact is
not traceable in the learning outcomes. This result, however, is discussed in the light of a previous study, which showed
that this context-oriented prompting method had a beneficial effect on student learning in a prolonged study-time setting,
where students were able to self-regulate their study activity.
相似文献
Pantelis M. PapadopoulosEmail: |