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Thomas A. Wackwitz Clare L. Minahan Trish King Chantelle Du Plessis Mark H. Andrews Phillip M. Bellinger 《Journal of sports sciences》2021,39(1):84-90
ABSTRACT This study aimed to compare mechanical variables derived from torque-cadence and power-cadence profiles established from different cycle ergometer modes (isoinertial and isokinetic) and modelling procedures (second- and third-order polynomials), whilst employing a novel method to validate the theoretical maximal power output (Pmax). Nineteen well-trained cyclists (n = 12 males) completed two experimental sessions comprising six, 6-s maximal isoinertial or isokinetic cycling sprints. Maximal pedal strokes were extracted to construct power–cadence relationships using second- and third-order polynomials. A 6-s sprint at the optimal cadence (Fopt) or optimal resistance (Topt) was performed to assess construct validity of Pmax. No differences were found in the mechanical parameters when derived from isokinetic (Pmax = 1311 ± 415, Fopt = 118 ± 12) or isoinertial modes (Pmax = 1320 ± 421, Fopt = 116 ± 19). However, R2 improved (P < 0.02) when derived from isoinertial sprints. Third-order polynomial modelling improved goodness of fit values (Standard Error, adjusted R2), but derived similar mechanical parameters. Finally, peak power output during the optimised sprint did not significantly differ from the theoretical Pmax in both cycling modes, thus providing construct validity. The most accurate P-C profile can be derived from isoinertial cycling sprints, modelled using third-order polynomial equations. 相似文献
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Clare Martin 《British Journal of Special Education》2021,48(2):175-195
Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. This qualitative case study research investigated the influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. Baseline and end-of-study surveys were undertaken with teachers (n = 13) and support staff (n = 8) who would be working with a visually impaired pupil for the first time. Classroom observations and end-of-study interviews were undertaken with teachers in Key Stage 2 (n = 2) and Key Stage 3 (n = 5). Addressing VI inclusion did not require significant acquisition of specialist knowledge but could be managed successfully through ongoing, small-scale changes. These changes were sufficient to trigger reflection on the choice of pedagogical approaches and challenge teachers’ conceptions of inclusion through changed knowledge and understandings of how some children learn. Findings support the view that what constitutes special in addressing SEND is less a need for specific pedagogical strategies but rather teacher capacity for reflection and reappraisal such that they deepen their understanding of inclusive practice. 相似文献
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Denise O’Leary Paul Coughlan Clare Rigg David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17
Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur. 相似文献
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The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress
Peter Blatchford Paul Bassett Penelope Brown Clare Martin Anthony Russell Rob Webster 《British Educational Research Journal》2011,37(3):443-464
In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need. 相似文献
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Catherine Beavis Thomas Apperley Clare Bradford Joanne O'Mara Christopher Walsh 《English in Education》2009,43(2):162-175
The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well established. Although studies in digital literacies have examined the inclusion of computer games in schools, there has not been an extended study of English teachers incorporating computer games into their teaching and learning through action research projects. This paper outlines the structure and progress of a research project exploring the uses of computer games in English classrooms. We argue that much can be learned about the teaching of both print and digital literacies from examining computer games and young people's engagement in online digital culture in the world beyond school. 相似文献
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