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81.
Instructional design, as it is traditionally conceptualized, is being challenged on several fronts, through surveys of design practice, cross-disciplinary studies of design practice, and practical criticism focusing on issues of design models' flexibility and efficiency. Collectively these challenges raise questions about the viability of the instructional design enterprise. This paper reviews these challenges and attempts to respond by offering alternative approaches to instructional design. 相似文献
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CERN: Past performance and future prospects: II. The scientific performance of the CERN accelerators
In a series of three papers, we attempt to evaluate the past scientific performance of the three main particle accelerators at the Geneva-based European Organization for Nuclear Research (CERN) over the period since 1960, and to assess the future prospects for CERN and its users during the next ten to fifteen years.We concerned ourselves in a previous paper (Paper 1 - Martin and Irvine [51] with the position of the CERN accelerators in world high-energy physics relative to those at other large laboratories working in the field. We dealt primarily with the period from 1969 to 1978, and attempted to establish how the experimental output from the three principal CERN accelerators, taken as a whole, compared with that from other major facilities. In undertaking this comparative evaluation, we drew on the method of “converging partial indicators” used in previous studies of three Big Science specialties.In contrast, this paper (Paper II) focuses in detail on the scientific performance of each of the CERN accelerators taken individually. In particular, it asks, first, how the outputs from the CERN 28 GeV (giga or billion electron-volts) Proton Synchrotron compare with those from a very similar 33 GeV American accelerator at Brookhaven National Laboratory over the past two decades? Second, how great have been the experimental achievements of the Intersecting Storage Rings in world terms? And, third, how do the outputs from the CERN 400 GeV Super Proton Synchrotron and from a rival American machine at Fermi National Accelerator Laboratory compare? Attempts are then made to identify the main factors responsible for determining the relative scientific performance of each CERN machine.These factors are of relevance to the subject of a third paper (Paper III - Martin and Irvine [52]) which sets out to assess the future prospects for CERN and in particular for LEP, the large electron-positron collider scheduled for completion in the latter part of the 1980s. What are the construction requirements (financial and technical) associated with LEP, and how easily will they be met? How does the scientific potential of LEP compare with that of other major accelerators under construction around the world? And, in the light of the previous record of the CERN accelerators, to what extent is this potential likely to be realized? The paper concludes with a discussion of the extent to which predictive techniques can be utilized in the formulation of scientific priorities, and of the problems in current science policy-making that such techniques might help address. 相似文献
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The influence of self-determination in physical education on leisure-time physical activity behavior 总被引:1,自引:0,他引:1
Using a multitheory approach, this study was designed to investigate the influence of urban adolescents' perceived autonomy and competence in physical education on their physical activity intentions and behaviors during leisure time. A transcontextual model was hypothesized and tested. Urban adolescents (N=653, ages 11-15 years) completed questionnaires assessing relevant psychological constructs and moderate to vigorous physical activity and then had their cardiorespiratory fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Based on our structural equation modeling analyses and fit indexes, the transcontextual model adequately fit the data. We concluded that the two theoretical frameworks--SDT and theory of planned behavior--can be integrated to provide an enhanced understanding of the influence of physical education on leisure-time physical activity. The results revealed that perceived autonomy and competence in physical education are interrelated and function as a whole for enhancing leisure-time physically active intentions and behavior. 相似文献
87.
This research examines the value-expressive function of attitudes and achievement goal theory in predicting moral attitudes. In Study 1, the Youth Sport Values Questionnaire (YSVQ; Lee, Whitehead, & Balchin, 2000) was modified to measure moral, competence, and status values. In Study 2, structural equation modeling on data from 549 competitors (317 males, 232 females) aged 12-15 years showed that moral and competence values predicted prosocial attitudes, whereas moral (negatively) and status values (positively) predicted antisocial attitudes. Competence and status values predicted task and ego orientation, respectively, and task and ego orientation partially mediated the effect of competence values on prosocial attitudes and of status values on antisocial attitudes, respectively. The role of sport values is discussed, and new research directions are proposed. 相似文献
88.
文化与人格关系研究的若干问题 总被引:5,自引:0,他引:5
以文化学的视角审视,人格是个体在特定文化状态下的生存样态,其实质是一种文化人格,即个体在接受特定文化熏陶时,通过对特定文化的内化及个体社会化所形成的稳定的心理结构和行为方式。文化与人格的研究产生于20世纪初叶,90年代后,文化与人格研究领域呈现出多层面、跨学科的研究态势,跨文化层面、文化间层面和文化内层面上的人格研究同时进行,并均有突破性进展。文化与人性的关系、人格结构的普遍性、文化与人格相互作用的机制、跨文化的普遍性人格特质、文化间的差异与典型人格的关系等问题成为这一研究的重点和热点。 相似文献
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90.
Israel Halperin Dale W. Chapman David T. Martin Chris Abbiss 《Journal of sports sciences》2017,35(5):500-507
Research indicates that instructing athlete’s to focus on bodily movements (internal focus of attention [IFA]) may hinder performance, whereas instructing them to focus on the movement outcome (external focus of attention [EFA]) often enhances performance. Despite the importance of instructions in striking combat sports, limited research has examined the influence of IFA and EFA on performance in well-trained combat athletes. This study investigated the effects of different instructional cues on punching velocity (m · s?1) and normalised impact forces (N · kg?1) among intermediate (n = 8) and expert (n = 7) competitive boxers and kickboxers. Athletes completed three rounds of 12 maximal effort punches delivered to a punching integrator on three separate days. Day one was a familiarisation session with only control instructions provided. In the following two days athletes randomly received IFA, EFA or control instructions prior to each of the three rounds. Athletes punching with EFA were 4% faster and 5% more forceful than IFA (P < 0.05), and 2% faster and 3% more forceful than control (P < 0.05). Furthermore, experts punched 11% faster and with 13% greater force compared with intermediate athletes (P < 0.05). EFA led to a positive effect on punching performance and should be favoured over IFA and control instructions. 相似文献