Neuromyths Among Teachers and Student Teachers

Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research.     

Classroom dialogue and digital technologies: A scoping review

This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.     

Comparing ActiGraph equations for estimating energy expenditure in older adults

Accurate estimation of energy expenditure (EE) from accelerometer outputs remains a challenge in older adults. The aim of this study was to validate different ActiGraph (AG) equations for predicting EE in older adults. Forty older adults (age = 77.4 ± 8.1 yrs) completed a set of household/gardening activities in their residence, while wearing an AG at the hip (GT3X+) and a portable calorimeter (MetaMax 3B – criterion). Predicted EEs from AG were calculated using five equations (Freedson, refined Crouter, Sasaki and Santos-Lozano (vertical-axis, vectormagnitude)). Accuracy of equations was assessed using root-mean-square error (RMSE) and mean bias. The Sasaki equation showed the lowest RMSE for all activities (0.47 METs) and across physical activity intensities (PAIs) (range 0.18–0.48 METs). The Freedson and Santos-Lozano equations tended to overestimate EE for sedentary activities (range: 0.48 to 0.97 METs), while EEs for moderate-to-vigorous activities (MVPA) were underestimated (range: ?1.02 to ?0.64 METs). The refined Crouter and Sasaki equations showed no systematic bias, but they respectively overestimated and underestimated EE across PAIs. In conclusion, none of the equations was completely accurate for predicting EE across the range of PAIs. However, the refined Crouter and Sasaki equations showed better overall accuracy and precision when compared with the other methods.     

Creativity as a developmental resource in sport training activities

The multidimensional concept of creativity has a much wider scope of application than disclosed by prevailing research on sporting creativity. In this area, creativity is mostly perceived, praised, and approached for its performative, in-game benefits. Pointing to the belief that creativity requires well-developed technical skills, this phenomenon is often treated as a performative end. When targeting creative match performances, the developmental and experiential benefits of creative activities may be neglected, and creativity may be reserved for the best offensive players. To nourish and nuance practical and scholastic dialogues, the purpose of this paper is to conceptualize creativity as a developmental resource in sport training activities. This is accomplished by building on and articulating [Shilling, C. (2005). Body in culture, technology and society. London: SAGE] body-sociology, [Gl?veanu, V. P. (2012). What can be done with an egg? Creativity, material objects, and the theory of affordances. The Journal of Creative BehaviorJournal of Creative Behavior, 46(3), 192–208. doi:10.1002/jocb.13, Gl?veanu, V. P. (2016b). The psychology of creating: A cultural-developmental approach to key dichotomies within creativity studies. In The Palgrave handbook of creativity and culture research (pp. 205–223). London: Palgrave Macmillan UK. doi:10.1057/978-1-137-46344-9_10] socio-cultural notions about creativity, and [Dewey, J. (1916). Democracy and education– an introduction to the philosophy of education. New York, NY: The Free Press.] educational philosophy. Based on these positions, creativity is treated as a dynamic quality of action that is located in the transaction between the player and the specific situation (i.e. affordances, intentions, and norms). Hence, creativity regards the exploratory and playful processes of discovering, exploiting, and originating unusual action possibilities (i.e. acting on unperceived, unexploited, and uninvented affordances). Grounded in these ideas, we argue for the stimulation of creative actions during training, which should not be forgotten when trying to nurture in-game creativity. Essentially, the developmental benefits (e.g. learning and enjoyment) of creativity could apply to all players, at all levels. Among others, creativity may enhance their situated potential (e.g. expanding the boundaries of usual actions; developing the capacity for novel actions). For instance, the exploration of unexploited affordances (i.e. actions normally avoided due to norms) entails broad experiences and may help the players discover novel actions. Moreover, creative activities may develop the players’ capacity to search for, handle, and/or create unexpected, unusual, and novel situations. This is vital for players’ development and performance.     

Non-circular chainring improves aerobic cycling performance in non-cyclists

Non-circular chainrings alter the crank velocity profile over a pedalling cycle. The aim of this study was to investigate the effect of this altered crank velocity profile on the aerobic performance compared to a circular chainring (CC). Ten male non-cyclists performed two incremental maximal tests at 80?rpm on a cycle ergometer: one with a circular (Shimano) and the other with a non-circular chainring Osymetric^® (Somovedi), at least 50?h apart. Each test started with a workload of 100?W lasting 3?min. During the first 12?min, the workload was increased by 30?W every 3?min. Thereafter, the workload was increased by 30?W every 2?min until exhaustion. The power output, the intra-cycle crank angular velocity and the physiological parameters were monitored continuously, averaged over the last 30?s of each increment and at exhaustion, and compared for the two chainrings. Results showed a higher maximal aerobic power attained with the non-circular chainring (362.6?±?37.9 vs. 338.8?±?32.6?W, p?相似文献   

Investigation of high-speed badminton racket kinematics by motion capture

The kinematics of a badminton racket during a smash stroke was observed in this study with the purpose of investigating stroke dynamics and racket behaviour. Motion capture measurements of the racket during several smash strokes performed by three players of different skill levels indicated a clear increase in racket velocity at impact with increasing skill level. Variations between translational and rotational contributions to the impact speed could also be seen between the players. The advanced player produced a much higher peak angular velocity and also relied much less on translation, with a translational velocity of only 8% of the total velocity versus the 20% for the recreational player. It is proposed that, as an alternative to shuttlecock speeds, racket head speed measurements can be used as an indicator of performance, and can also provide some insight into the interaction between the racket and player.