运动损伤的心理学

1　根据你们的经验和现有的科学资料信息 ,是否存在与运动损伤有关的重要心理因素或性格类型 ?Gould博士 :很少发现运动员的个性特点与运动损伤的发生有关。然而 ,已经证明心理压力的存在可预示运动损伤发生的增加。从一些生活中的较大事情 (比如失去亲人等 ) ,以及日常小事的争吵中形成的压力 ,与运动损伤风险的增加有关。当然 ,一般情况下 ,心理因素本身并不引起损伤。而当其它不利的身体条件 ,比如肌肉协调性下降 ,或当运动员处在很可能受伤的情况下 ,心理因素就会增加运动损伤的风险。人们认为 ,压力增大运动损伤的风险性 ,是因为压力…     

Library Space: Assessment and Planning through a Space Utilization Study

The objective of this article is to describe the recent space and furniture utilization study conducted through direct observation at the small, academic-centered Schusterman Library. Student workers from the library’s reference desk monitored two semesters of use and went on to observe a third semester after electrical power upgrades were installed. Extensive use details were collected about where library patrons sat during which parts of the day, and certain areas of the library were ultimately identified as much more active than others. Overall, the information gathered proved useful to library planning and will be valuable to future space initiatives. This article further demonstrates feasible means for any library to implement a similar study with minimal resources.     

Positively Different: Art and Design in Special Education

This article explores issues of ‘difference’ in terms of identity for disabled pupils, including those with special educational needs in the context of art and design education. By focusing on body image and fashion, positive and negative views of those with a different identity, in relation to inclusion and visibility, in society and formal schooling are addressed. Inclusive values for those in a special school are identified and promoted with reference to a particular project in art and design.     

Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties

This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap.