The aim of this study was to examine the impact of emotions on athletic performance within the frameworks of the Individual Zones of Optimal Functioning (IZOF) model and the directional perception approach. Intensity, functional impact, and hedonic tone of trait and state anxiety, self-confidence, idiosyncratic emotions, and bodily symptoms were assessed in high-level Italian swimmers and track and field athletes (N = 56). Three standards of performance (poor, average, and good), derived from retrospective self-ratings across one to three competitions (a total of 90 observations), were used as independent variables in the analysis of variance of intensity, intra-individual, and direction scores of anxiety, self-confidence, idiosyncratic emotions, and bodily symptoms. Subsequently, intra-individual scores were categorized as near to or distant from optimal/dysfunctional zones and entered as the independent variable in the analysis of direction scores. The results provided support for the predictions stemming from both the IZOF model and the directional approach, as well as help in interpreting direction of anxiety and other idiosyncratic emotions within the IZOF framework. Athletes tended to perceive emotional levels approximating an individual's optimal zone as facilitative-pleasant, and emotional levels approximating an individual's dysfunctional zone as debilitative-unpleasant. 相似文献
The aim of this study was to examine physical, physiological, and motor responses and perceived exertion during different soccer drills. In small-sided games, the individual playing area (~ 275 m2, ~ 175 m2, and ~ 75 m2) was varied while the number of players per team was kept constant: 5 vs. 5 plus goalkeepers. Participants were ten male youth soccer players. Each session comprised three small-sided game formats, which lasted 8 min each with a 5-min passive rest period between them. A range of variables was recorded and analysed for the three drills performed over three training sessions: (a) physiological, measured using Polar Team devices; (b) physical, using GPS SPI elite devices; (c) perceived exertion, rated using the CR-10 scale; and (d) motor response, evaluated using an observational tool that was specially designed for this study. Significant differences were observed for most of the variables studied. When the individual playing area was larger, the effective playing time, the physical (total distance covered; distances covered in low-intensity running, medium-intensity running, and high-intensity running; distance covered per minute; maximum speed; work-to-rest ratio; sprint frequency) and physiological workload (percent maximum heart rate; percent mean heart rate; time spent above 90% maximum heart rate), and the rating of perceived exertion were all higher, while certain motor behaviours were observed less frequently (interception, control and dribble, control and shoot, clearance, and putting the ball in play). The results show that the size of the pitch should be taken into account when planning training drills, as it influences the intensity of the task and the motor response of players. 相似文献
Public procurement can be a major source of innovation. The potential benefits of public procurement might be fully exploited through the acquisition not only of appliances which are already available in the market, but also of new appliances which are tailored to the specific needs of the local community and might be exported as well to the international markets. In this way, public procurement might allow to improve the services delivered to the local community and to increase the technological competitiveness of the local industrial and research system. In this context, regional foresight might help identify both long-term societal needs and the patterns of evolution of emerging technologies that can match these needs. The purpose of this paper is to illustrate, trough the recent experience of the regional government of Lombardy, the role of foresight for enhancing public procurement and innovation policy at the regional level. 相似文献
The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19 SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1 SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade. 相似文献
Feature-rich data, such as audio-video recordings, digital images, and results of scientific experiments, nowadays constitute the largest fraction of the massive data sets produced daily in the e-society. Content-based similarity search systems working on such data collections are rapidly growing in importance. Unfortunately, similarity search is in general very expensive and hardly scalable. 相似文献
The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children.
It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However,
it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words),
so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may
also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and
syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli
with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared
with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible
errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid
of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance.
Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical
processing.
Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.