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121.
Richard C. Thelwell Christopher R. D. Wagstaff Adam Rayner Michael Chapman Jamie Barker 《Journal of sports sciences》2017,35(1):44-55
The present study aimed to extend research that has focused on the identification of stressors associated with coaching practice by systematically evaluating how such stressors effect athletes, and more broadly, the coach–athlete relationship. A total of 13 professional- and national-level athletes were interviewed to address the three study aims: how they detect when a coach is encountering stressors, how coach experiences of stress effects them as an athlete, and how effective the coach is when experiencing stress. Following content analysis, the data suggested athletes were able to detect when a coach was experiencing stress and this was typically via a variety of verbal and behavioural cues. Despite some positive effects of the coach experiencing stress, the majority were negative and varied across a range of personal influences on the athlete, and effects on the general coaching environment. It was also the broad view of the athletes that coaches were less effective when stressed, and this was reflected in performance expectations, perceptions of competence, and lack of awareness. The findings are discussed in relation to the existing theory and with reference to their implications for applied practice, future research, and development of the coach–athlete relationship. 相似文献
122.
Michael Gard 《Sport, Education and Society》2013,18(6):827-845
A grand convergence looms. It seems at least plausible that health and physical education may soon be lived by students in ways that are radically different from the past and sharply at odds with the imaginings of its founders and generations of academic aficionados. Perhaps in some respects, the differences will be superficial and less important than the continuities. Nonetheless, I draw connections between some recent futurist literature, developments in social theory and trends in health education, physical education and school-based health intervention—fields that I collectively call ‘HPE’—in order to imagine their digital futures. I contend that there is much for these fields to consider as developments in digital technology, the commercialisation of education, the spread of surveillance culture and medicalisation reshape how people think about HPE and its reason for being. But rather than an apocalyptic warning, this is an invitation to others to engage with some important questions that, although already urgent, have gone largely unnoticed. For example, what kind of thing will eHPE be if/when it exists primarily to generate profits and monitor and measure the minutiae of everyday life? At the very least, my argument here is that if it is not already the case, questions of pedagogical process and effectiveness may soon struggle for relevance in HPE's digital future. 相似文献
123.
The present experiment examined the learning effects of participants self-controlling their receipt of knowledge of results (KR) on all or half of their acquisition trials (50%). For participants who were provided 50% self-control, the first half of their acquisition period consisted of receiving KR on all trials, or according to a faded-KR schedule. Participants practiced a sequential timing task. The results showed that independent of practice condition, participants who self-controlled their KR during the acquisition period demonstrated superior performance compared to the respective yoked conditions in the retention and transfer portion of the experiment. These results extend previous research by suggesting that decreasing the proportion of self-control trials does not compromise learning in a self-controlled context. 相似文献
124.
125.
Tracey Wai Man Tsang Michael Kohn Chin Moi Chow Maria Fiatarone Singh 《Journal of sports sciences》2013,31(12):1249-1267
Abstract The Chinese martial arts (Kung Fu) have existed for centuries and are generally accepted as being beneficial for health without much empirical data. The aim of this systematic review was to assess the health effects of “hard” Kung Fu styles by performing electronic and manual searches of the literature. The aspects of health and the Kung Fu style examined varied between most studies; in some cases, the martial art group consisted of practitioners of other martial art styles also. Of 2103 references identified, only nine papers were eligible and reviewed. All were observational studies, observing a range of health aspects possibly related to Kung Fu training or performance. Our findings suggest that there is no evidence that Kung Fu practice is associated with the prevention or treatment of any health condition. However, as a moderate- to high-intensity form of aerobic exercise, it may confer benefits similar to those attributed to other aerobic training modalities. However, this hypothesis remains to be tested in clinical trials. Physiological benefits (e.g., aerobic capacity and bone density) may be associated with long-term Kung Fu practice. Future research in this area should adopt experimental designs, clearly identifying eligibility criteria, testing and training protocols, and include health-related outcomes and documentation of adverse events, to advance knowledge in this field. 相似文献
126.
Sharief Hendricks David Karpul Fred Nicolls Michael Lambert 《Journal of sports sciences》2013,31(12):1215-1224
Abstract The velocity and acceleration at which the ball-carrier or tackler enters the tackle may contribute to winning the contest and prevailing injury free. Velocity and acceleration have been quantified in controlled settings, whereas in match-play it has been subjectively described. The purpose of this study was to determine the velocity and acceleration of the ball-carrier and tackler before contact during match-play in three competitions (Super 14, Varsity Cup, and Under-19 Currie Cup). Using a two-dimensional scaled version of the field, the velocity and acceleration of the ball-carrier and tackler were measured at every 0.1 s to contact for 0.5 s. For front-on tackles, a significant difference (P < 0.05) between the ball-carrier (4.6 ± 1 m · s–1) and tackler (7.1 ± 3.5 m · s–1) was found at the 0.5 s time to contact interval in the Varsity Cup. For side-on tackles, differences between the two opposing players were found at 0.5 s (ball-carrier: 4.6 ± 1.7 m · s–1; tackler: 3.1 ± 1.2 m · s–1) and 0.4 s (ball-carrier: 6.3 ± 2.3 m · s–1; tackler: 3.7 ± 1.6 m · s–1) at Under-19 level. After 0.4 s, no significant differences (P > 0.05) were evident. Also, the ball-carrier's velocity over the 0.5 s was relatively stable compared with that of the tackler. Results suggest that tacklers adjust their velocity to reach a suitable relative velocity before making contact with the ball-carrier. 相似文献
127.
The theory of the multiple intelligences are discussed in relation to working with young children and young children with disabilities. A rationale for the use of the multiple intelligences is discussed as well as practical suggestions on how they can be incorporated into early childhood programs. 相似文献
128.
Evan Glazer Michael J. Hannafin Liyan Song 《Educational technology research and development : ETR & D》2005,53(4):57-67
Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional
learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires
teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their
practices. Learning in a teaching community is a social process that involves ongoing, on-site, and just-in-time support.
Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship,
a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration.
Teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction.
Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers
through modeling, collaboration, and coaching. 相似文献
129.
Michael S. Kofoed 《Research in higher education》2017,58(1):1-39
In the United States, college students must complete the Free Application for Student Federal Aid (FAFSA) to access federal aid. However, many eligible students do not apply and consequently forgo significant amounts of financial aid. If students have perfect information about aid eligibility, we would expect that all eligible students complete FAFSA and no aid would go unclaimed. Using data from the National Postsecondary Student Aid Survey, I estimate a multinomial logit model which controls for all variables that contribute to aid eligibility and other student characteristics that may deter FAFSA completion. I find that students who are lower middle income, white, male and independent from parents are less likely to complete FAFSA even when they are eligible for aid. Using propensity score matching, I find that each year applicants forgo $9,741.05 in total aid (including grant and loan aid) which includes $1,281.00 of Pell Grants, $2,439.50 of the balance subsidized student loans, $1,986.65 of the balance of unsubsidized student loans, and $1,016.04 of institutional grants. These aid totals aggregate to $24 billion annually. 相似文献
130.