The (in)visibility of gender knowledge in the Physical Activity and Sport Science degree in Spain

This paper draws on research that aimed to explore the construction of gender relations in sport and physical education (PE) through a national study of Spanish university degree curricula. Spain is a useful case study through which to explore gender knowledge within sport and PE degrees, because, unlike many other countries, it has a common, national curriculum framework for its Physical Activity and Sport Science (PASS) degrees. In addition, it has recently passed a new law concerning the introduction of gender knowledge in higher education (HE). Drawing on Bernstein’s (1990) framework of the pedagogic device, this paper examines how this HE gender policy becomes recontextualised as universities and lecturers interpret and translate this into the pedagogical texts that make up the PASS curricula. Purposive sampling was used to select 16 of the 37 universities offering PASS degrees in 2012/2013. The research analysed 16 PASS documents at the degree level and 763 individual subject handbooks. Using discourse analysis, the results showed where and how gender knowledge was incorporated and the extent to which the topic was presented coherently throughout the documents. The analysis revealed five categories of the (in)visibility of gender knowledge within the universities’ instructional discourse. Gender knowledge is largely ignored in PASS curricular documentation, appearing, at best, in highly superficial ways. Despite a national policy requirement on universities to incorporate gender knowledge, this study shows how recontextualisation processes within specific universities’ pedagogic devices operate to marginalise such perspectives within PASS curricula. The research also revealed the significance of individual agents committed to gender equity being situated, and having influence, throughout the pedagogic device. The paper concludes that without a much wider, critical engagement in knowledge about gender equity, PASS degrees will continue to reproduce rather than disrupt the gender relations that have traditionally characterised the field.     

Knee extensor fatigue developed during high-intensity exercise limits lower-limb power production

We investigated the association between changes in vastii electromyography (EMG) and knee extensor fatigue during high-intensity cycling, and the subsequent effect on lower-limb power and intermuscular coordination during all-out cycling. On two separate days, participants completed 30-s all-out cycling or 10-min of high-intensity cycling followed by 30-s all-out cycling. EMG for gluteus maximus (GMAX), rectus femoris (RF), vastii (VAS), hamstrings (HAM) and gastrocnemius (GAS); co-activation for GMAX/RF, VAS/HAM and VAS/GAS; isometric maximal voluntary force (IMVF) and resting twitch (RT) of the knee extensors were measured. VAS EMG increases during high-intensity cycling (6% to 14%, P < 0.05) were negatively correlated (r = ?0.791, P < 0.05) with knee extensor IMVF decreases (?2% to?36%, P < 0.05) following the exercise. Knee extensor IMVF decreases were positively correlated (r = 0.757, P < 0.05) with all-out cycling power reductions (0% to ?27%, P < 0.05). VAS/GAS co-activation did not change (P > 0.05) during all-out cycling while VAS and GAS EMG decreased. Larger increase in VAS EMG during high-intensity cycling was associated with greater knee extensor fatigue and larger power reduction during all-out cycling. High VAS/GAS co-activation potentially limited power reduction induced by knee extensor fatigue during all-out cycling.     

Effects of knowing the task duration on players’ pacing patterns during soccer small-sided games

The aim of this study was to identify the influence of prior knowledge of exercise duration on players’ pacing patterns during soccer small-sided games. Twenty semi-professional male soccer players participated in this study. In the first game scenario, players were not informed how long they would be required to play the small-sided game and the activity was terminated after 20 min (Unknown Condition). In the second game scenario, players were told that they would play the small-sided game for 10 min, but immediately after completing the 10-min game, they were asked to complete another 10 min (Partially Condition). In the third game scenario, players were instructed that they would play the small-sided game for 20 min and then they completed the 20-min game (Known Condition). The results presented a tendency of higher values in all performance variables in the [0′–10′] min compared with the [10′–20′] min. As the players’ previous knowledge about the tasks duration increased, the performance between two moments tended to be similar. Considering the entire 20-min game duration, the Partially Condition of the exercise was the most demanding condition. In conclusion, the knowledge of shorter durations of the exercise seems to lead to an increase of exercise duration demand, and longer exercise durations possibly tend to decrease differences between full knowledge and not knowing the exercise duration.     

Evolution of the personal teaching models of prospective secondary school science teachers as expressed through metaphors

This study analyses the evolution of the personal metaphors of 31 science graduates enrolled in a Master’s degree course in Secondary Education Teaching during the 2012–13 academic year. The instrument used was an open questionnaire that included asking the participants to make drawings representing the roles of the teacher. Four categories of metaphor were considered: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. It was found that most of the prospective teachers were indeed able to conceptualize their roles in the form of metaphors. Comparison of the results before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. Instead, these appeared to be firmly set already at the beginning of the Master’s course, and remained uninfluenced by either the course or the practicum. Only a minority of the participants showed changes in their metaphors—5 with progressive changes, and 5 with regressive changes.     

Academic self‐attributions for success and failure in mathematics and school refusal

The aim of this research is twofold: to analyze the mean differences scores in mathematic self‐attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale‐Revised were administered to 1078 Spanish students (50.8% boys) aged between 8 and 11 years (M = 9.63; SD = 1.12). School refusers based on negative affect or anxiety attributed their failures more to the lack of capacity and effort, whereas students searching for tangible reinforcements outside of the school were more likely to attribute their successes to capacity. In turn, academic attributions acted as both positive and negative predictors of high‐school refusal. Results are discussed considering more adaptive attributional styles.     

应重视参考文献表的编辑加工

针对国内目前期刊论文及论著后参考文献表中的常见问题,提出一些提高参考文献表编辑质量的具体措施:首先应从整体上把握参考文献在著录过程中的准确性,避免大的疏漏,将文中的引用与文后的参考文献一一对应地检查,并仔细检查参考文献的排列顺序,然后逐条对参考文献进行精加工,认真细致地编辑、校对和核查,并充分利用各种数字化资源,以尽可能保证每条参考文献的准确性.     

网络文学创作主体群的心理特征

网络文学创作群体里表现出若干种不同的心理并存倾向:表现自我、完全自恋、突破定势、维护理性、不自律、纯真、为文学而文学等等,这将对文学的发展产生深层次的振荡。     

Efficacité d’un structurant préalable (l’epitome) en fonction des caractéristiques personnelles des etudiants

European Journal of Psychology of Education - La recherche en matière de structurant préalable commence avec Ausubel (1968). Celui-ci propose de faire précéder un apprentissage...