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21.
The vision of the International Paralympic Committee(IPC) is "To Enable Paralympic Athletes to Achieve Sport-ing Excellence and Inspire and Excite the World" .This ambi-tious vision remains the keystone to the success of the Para-lympic Games and IPC sanc… 相似文献
22.
García-Manso JM Rodríguez-Ruiz D Rodríguez-Matoso D de Saa Y Sarmiento S Quiroga M 《Journal of sports sciences》2011,29(6):619-625
In this study, we used tensiomyography (TMG) to assess muscle status immediately after an ultra-endurance triathlon. Maximal radial displacement or deformation of the muscle belly, contraction time, delay time, sustain time, and relaxation time were measured for both legs, and dependent t-tests were used to compare means between the beginning and end of the race. The 19 men assessed (age 37.9 ± 7.1 years; height 177.5 ± 4.6 cm; weight: 73.6 ± 6.5 kg) participated in the 2009 edition of the Lanzarote Ironman. Deterioration in the neural response was observed for contraction time (P = 0.008) and relaxation time (P = 0.011), with a moderate decrease in the response time (sustain time) and a loss in muscle stiffness (deformation of the muscle belly). The effect of muscle fatigue on the rectus femoris and biceps femoris was different. Barely any changes in contraction time, relaxation time, sustain time, and deformation of the muscle belly were observed, while only the contraction response time decreased to a significant extent (reduction in delay time; P = 0.003). The considerable loss in contractile capacity induced by a long-distance race was reflected in changes in the neuromuscular response and fluctuations in the contractile capacity of the muscle. These modifications, derived from a prolonged, exhausting effort, can be assessed in a simple, non-aggressive, non-invasive way using tensiomyography. 相似文献
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24.
The authors analyze the role and function of didactics in preservice teacher education as presented in official texts from the ministries of education of Québec and France. They identify the conceptions these texts convey about the ties between didactics and professional education and demonstrate the vulnerable and limited position of didactics in teacher education. In concluding, adopting a comparative approach, they highlight several convergent features of the two systems of teacher education as well as marked differences relating to training in didactics. 相似文献
25.
Yves Benett 《Assessment & Evaluation in Higher Education》1993,18(2):83-94
Recent developments in British higher education have included taking a close look at work‐based learning, in particular its assessment (and its integration within academic programmes of study). However, two questions which are still continuously being asked are (a) to what extent are assessments of work‐based learning valid and reliable, and (b) can they count towards the award of university degrees and diplomas? These questions are becoming increasingly important as there seems to be a growing trend for students to assess their own learning at the workplace (through reflection and analysis and the use of diaries and self‐development journals). This article addresses the above issues by drawing on classical test theory (for an understanding of the fundamentals of validity and reliability) and by examining how the different notions of validity and realiability may be applied in the context of assessments (and self‐assessments) in the workplace. The article concludes that, under certain stated conditions, it is indeed possible to determine whether assessments (and self‐assessments) of work‐based learning are valid, reliable — and comparable. 相似文献
26.
We compare the accuracy of confidence intervals (CIs) and tests of close fit based on the root mean square error of approximation (RMSEA) with those based on the standardized root mean square residual (SRMR). Investigations used normal and nonnormal data with models ranging from p = 10 to 60 observed variables. CIs and tests of close fit based on the SRMR are generally accurate across all conditions (even at p = 60 with nonnormal data). In contrast, CIs and tests of close fit based on the RMSEA are only accurate in small models. In larger models (p ≥ 30), they incorrectly suggest that models do not fit closely, particularly if sample size is less than 500. 相似文献
27.
Melanie A. Robinson Jean-François Soublière Marine Agogué Denis A. Grégoire Tuvana Rua Yves Plourde 《Decision Sciences Journal of Innovative Education》2023,21(3):167-176
Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students’ self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses. 相似文献
28.
Metacognition and Learning - Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These... 相似文献
29.
Filip Boen Karen van Hoye Yves Vanden Auweele Jos Feys Tim Smits 《Journal of sports sciences》2013,31(6):621-628
Abstract The aims of this study were twofold: (1) to determine whether open feedback (i.e. the ability to hear or see the scores of colleague judges after each performance) would lead judges in gymnastics to conform with their colleagues, and (2) to identify the underlying process on which this conformity is based. Twenty-three certified Flemish judges in women's gymnastics were randomly divided into panels of a maximum of five judges. These panels had to rate the same 30 videotaped individual vaults: 15 in phase 1 and 15 in phase 2. Two independent variables were orthogonally manipulated: feedback (or no feedback) during phase 1 and feedback (or no feedback) during phase 2. The results of phase 1 revealed that the variation between the judges' scores was less within panels that had received feedback than within panels that had not received feedback. We therefore conclude that the availability of feedback elicits conformity among gymnastic judges. The results of phase 2 indicated that this conformity continued even when feedback was no longer provided, suggesting that the observed conformity was based on informational influencing (i.e. because of uncertainty about the correct responses) and not on normative influencing (i.e. out of fear of standing out in the group). 相似文献
30.
Yves C Vanlandewijck Christina Evaggelinou Daniel J Daly Joeri Verellen Siska Van Houtte Vanessa Aspeslagh 《Journal of sports sciences》2013,31(7):668-675
The functional classification system for wheelchair basketball is based on an analysis of the players' functional resources through field-testing and game observation. Under this system, players are assigned a score of 1 to 4.5. The aim of this study was to determine if the wheelchair basketball player classification system reflects the existing differences in performance of elite female players. During the World Championship for Wheelchair Basketball in Sydney 1998, eight teams were videotaped for three 40-min games for a total of 120?min per team. Fifty-nine female players (Class I [1 and 1.5 points] n?=?12; Class II [2 and 2.5 points] n?=?20; Class III [3 and 3.5 points] n?=?13; Class IV [4 and 4.5 points] n?=?14) were retained for a detailed performance analysis by means of the Comprehensive Basketball Grading System (CBGS). Two-way analysis of variance showed high point players to perform better compared with low point players for the majority of variables determining the quality of game performance. A lack of significant differences between two adjacent classes was explained on the basis of the methodological approach, the class–position relationship in this sample, and the performance level of women's wheelchair basketball. We conclude that the performance of elite female wheelchair basketball players is dependent on functional ability. 相似文献