Predicting spectators’ behavioural intentions in professional football: The role of satisfaction and service quality

The present study aimed to examine the relationships among service quality, satisfaction and spectators’ behavioural intentions, in the context of professional football. Using Gronroos’ (1984) theoretical framework, service quality was conceptualized in terms of technical (outcome) and functional (process-related) quality. Outcome quality was measured with two dimensions: game quality and team performance, while five dimensions were used to measure functional quality (tangibles, responsiveness, reliability, access and security). Three hundred and fifty (N = 350) spectators of a professional football game in Greece participated in the study. The results provided support of the two total service quality model used. Furthermore, outcome quality was shown to have a stronger influence on spectators’ satisfaction levels than functional quality; finally, satisfaction was shown to partially mediate the relationship between service quality and spectators’ behavioural intentions. These results contribute to our theoretical understanding of the factors that predict spectators’ loyalty in professional football. Sport marketing implications are also discussed.     

Assessment of energy expenditure in children using the RT3 accelerometer

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.     

Incorporating Poeticality into the Teaching of Physics

This study examines how focusing on the notion of ‘poeticality’ (poetical forms) can provide functional insights with respect to the narrativeness of physics teaching. From this perspective, through both a meaning-making and aesthetic approach, this article explores how vehicles such as verse and rhetorical figures—metaphor, irony, litotes, hyperbole, antithesis and paradox—can create written and oral texts for the teaching of physics, using a language with poetic significance. This standpoint exists in parallel with an increasingly acknowledged fact in the field of science education, i.e., that the context and particularly the modes of representation potentially affect students’ comprehension. In this way, science education is allowed to escape the dominance of the cognitive paradigm and to concentrate on the study of students’ conceptualisations in relation to the modalities used to shape meanings.     

Transactional associations between mother–child conflict and child externalising and internalising problems

The purpose of the present study was to investigate the existing transactional associations between mother–child conflict and the child’s internalising and externalising problems. To this end, longitudinal data were used, covering ages 7–15. The sample consisted of 1,136 mothers and their children who participated in the National Institute of Child Health and Human Development longitudinal study. The current analysis employs the Autoregressive Latent Trajectory (ALT) model that enables the simultaneous investigation of (1) the developmental stability, (2) the developmental change, (3) the longitudinal inter-relations, (4) the time-specific associations and (5) the directionality of the relations among the variables under examination. It was found that mother–child conflict increased across time and externalising problems decreased from childhood to adolescence, while internalising problems showed intra-individual stability. Further, mother–daughter conflict increased at a higher rate than mother–son conflict. The cross-lagged regressions suggested that the association between conflict and externalising problems is bi-directional from age 7 to age 9. However, a child effect was found from age 9 to age 15, in that the child’s externalising problems continually influenced mother–child conflict but not the other way around. In contrast, the association between internalising problems and conflict was limited to cross-sectional and overtime associations suggesting that the association between internalising problems and conflict is mostly due to the co-variation between them.     

奥林匹克教育的理论框架研究

一、古希腊的奥林匹克教育 神圣的奥林匹亚古竞技场遗址至今还可以使到访者感受到道德所寄予奥运会的伟大力量,这块见证历史的古竞技场同时也揭示了另一个真谛,即教育永远是使人类身心得到升华的一条途径.古希腊人把教育等同于社会价值观的培养,而通过奥运会这一特殊的仪式,向运动员、观众传递知识、文化正是古希腊人的教育形式.     

Towards a Framework of Socio-Linguistic Analysis of Science Textbooks: The Greek Case

This study aims at presenting a grid for analysing the way the language employed in Greek school science textbooks tends to project pedagogic messages. These messages are analysed for the different school science subjects (i.e., Physics, Chemistry, Biology) and educational levels (i.e., primary and lower secondary level). The analysis is made using the dimensions of content specialisation (classification) and social-pedagogic relationships (framing) promoted by the language of the school science textbooks as well as the elaboration and abstraction of the corresponding linguistic code (formality), thus combining pedagogical and socio-linguistic perspectives. Classification and formality are used to identify the ways science textbooks tend to position students in relation to the interior of the corresponding specialised body of knowledge (i.e., in terms of content and code) while framing is used to identify the ways science textbooks tend to position students as learning subjects within the school science discourse. The results show that the kind of pedagogic messages projected by the textbooks depends mainly on the educational level and not particularly on the specific discipline. As the educational level rises a gradual move towards more specialised forms of scientific knowledge (mainly in terms of code) with a parallel increase in the students' autonomy in accessing the textbook material is noticed. The implications concern the way both students and teachers approach science textbooks as well as the roles they can undertake by internalising the textbooks' pedagogic messages and also the way science textbooks are authored.