Improved children’s motor learning of the basketball free shooting pattern by associating subjective error estimation and extrinsic feedback

This study aimed at assessing the interaction between subjective error estimation and frequency of extrinsic feedback in the learning of the basketball free shooting pattern by children. 10- to 12-year olds were assigned to 1 of 4 groups combining subjective error estimation and relative frequency of extrinsic feedback (33% × 100%). Analysis of performance was based on quality of movement pattern. Analysis showed superior learning of the group combining error estimation and 100% feedback frequency, both groups receiving feedback on 33% of trials achieved intermediate results, and the group combining no requirement of error estimation and 100% feedback frequency had the poorest learning. Our results show the benefit of subjective error estimation in association with high frequency of extrinsic feedback in children’s motor learning of a sport motor pattern.     

Animalympics,Or How I Became a Sport Scholar

Abstract

While at first unintentional, the author’s path to becoming a sport historian has incorporated her academic trajectory of sport and German/European history along with working in the sport industry. These experiences have benefited both her scholarly research and her teaching and experiential learning opportunities for students in sport management programs.     

智能手机时代高职生英语自主学习模式的探析

智能手机在资源和功能等方面为高职生利用手机自主学习英语提供了条件保障。高职生可以充分利用手机学习英语,提高兴趣,改良习惯,丰富知识,提高技能。在利用手机学习英语时要注意充分发挥自主性,自定目标,自选内容,有效自学,同时利用手机将自主学习与听课衔接起来,加强交互式协作学习。利用手机学习英语要制定切实可行的学习方案,其效果可以通过形成性评价方式进行自测。     

Embodied learning and school-based physical culture: implications for professionalism and practice in physical education

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, that physical education has ground to make up connecting theory with practice and practice with theory. We advocate that aspects of existentialism and phenomenology can provide a theoretically sound basis on which to argue that embodied learning should be the foundational cornerstone of physical education programmes. To avoid embodied learning becoming overly learner centric and insular, we advance Merleau-Pontian informed ideas on how learning could flourish when an individual and embodied focus merges with a school-wide physical culture agenda which is underpinned by social and moral theorizing. In developing our focus on merging embodied learning and physical culture, we draw upon MacIntyrean views on the goods which are internal to practice and extend thinking on how these goods could merge with the diverse aims and intentions informing the culture and ethos in schools. In pursuing these ambitions, we outline the constructive activist-based benefits of teachers working within subsidiarity-based school communities where pedagogical decisions are made at a level consistent with realizing whole schools aims. This is in spite of our acknowledgement that the lack of career-long professional learning adds to the difficulty of achieving these aims. In conclusion we argue that if physical education is to become a pivotal component of realizing a diverse range of whole school aims there is a need for greater professional engagement with pedagogical approaches that attempt to derive greater meaning from learners movement experiences and which help learners to understand better both their own identity and the ethos of the school context and environment they share with others.     

An analysis of the value of multiple mentors in formalised elite coach mentoring programmes

Background: Within the context of sports coaching and coach education, formalised mentoring relationships are often depicted as a mentor–mentee dyad. Thus, mentoring within sports coaching is typically conceptualised as a one-dimensional relationship, where the mentor is seen as the powerful member of the dyad, with greater age and/or experience [Colley, H. (2003). Mentoring for Social Inclusion. London: Routledge].

Aim: The aim of this study was to explore the concept of a multiple mentor system in an attempt to advance our theoretical and empirical understanding of sports coach mentoring. In doing so, this paper builds upon the suggestion of Jones, Harris, and Miles [(2009). “Mentoring in Sports Coaching: A Review of the Literature.” Physical Education and Sport Pedagogy 14 (3): 267–284] who highlight the importance of generating empirical research to explore current mentoring approaches in sport, which in turn can inform meaningful formal coach education enhancement. The significance of this work therefore lies in opening up both a practical and a theoretical space for dialogue within sports coach education in order to challenge the traditional dyadic conceptualisation of mentoring and move towards an understanding of ‘mentoring in practice’.

Method: Drawing upon Kram’s [(1985). Mentoring at Work: Developmental Relationships in Organisational Life. Glenview, IL: Scott Foresman] foundational mentoring theory to underpin a multiple mentoring support system, 15 elite coach mentors across a range of sports were interviewed in an attempt to explore their mentoring experiences. Subsequently, an inductive thematic analysis endeavoured to further investigate the realities and practicalities of employing a multiple mentoring system in the context of elite coach development.

Results: The participants advocated support for the utilisation of a multiple mentor system to address some of the inherent problems and complexities within elite sports coaching mentoring. Specifically, the results suggested that mentees sourced different mentors for specific knowledge acquisition, skills and attributes. For example, within a multiple mentor approach, mentors recommended that mentees use a variety of mentors, including cross-sports and non-sport mentors.

Conclusion: Tentative recommendations for the future employment of a multiple mentoring framework were considered, with particular reference to cross-sports or non-sport mentoring experiences.     

The Cultural Attitudes Towards Cooperative Learning: What Proverbs Can Offer

ABSTRACT

Cooperative Learning (CL) is acclaimed for its effectiveness, but is not widely used, partly because the role of culture in its implementation is overlooked. To fill this gap and to introduce an alternative methodology for the study of culture, this interdisciplinary paper examines Iranian proverbs to see how Iranians' culture feels about group work and what psychosocial factors contribute to their attitudes. The findings suggest Iranians’ culture, notwithstanding its potentiality for cooperation, is relatively non-cooperative. This ambivalence was observed to originate culturally from distrust, egoism, antipathy towards reciprocal altruism, and diffusion of responsibility. These findings substantiate the functionality of this alternative methodology.     

高职院校学生实践技能学习质量评价指标体系的构建——以宁夏民族职业技术学院机电一体化专业为例

文章以机电一体化专业为例,依据人才培养目标进行专业建设,在明确机电一体化专业职业岗位能力的基础上,构建了以工作过程考核为原则的学生实践技能学习质量评价体系,以求实现教师的教学与学生职业能力的培养达成实效,促进学生职业技能水平的提高。     

基于负样本多通道优化SSD网络的钢铁厂提取

准确提取钢铁厂对去产能监测和环境保护具有重要意义。传统的人工目视解译方法效率低、成本高,无法满足开展大区域钢铁厂监测的需求。以深度学习目标检测网络SSD为基础,构建面向遥感影像钢铁厂提取的深度学习目标检测网络,提出maxout模块,将负样本通路优化为多分支结构,突出难分负样本特征并提升网络对无用特征的抵制效果。利用国产GF-1数据对京津冀地区的钢铁厂进行快速自动提取实验。与人工解译的钢铁厂点位数据的对比表明,该目标检测方法的提取精度达到80%以上。     

基于深度学习的SSD模型尾矿库自动提取

针对华北地区尾矿库自动提取问题,将基于深度学习的SSD目标检测模型应用于遥感图像尾矿库提取。首先标记华北地区2 000个样本,随机挑选1 500个作为训练样本,剩余样本作为测试样本,验证模型的检测精度。分析卷积层对应感受野与图像中尾矿库尺寸关系,发现原始SSD模型漏检误检大型尾矿库。改进SSD模型结构,提出增加额外卷积层的策略,提高对大型尾矿库目标的检测精度。实验表明,在置信度阈值为0.3时,改进的SSD模型相比原始模型,检测精确率提高10.0%,召回率提高14.4%,提高了大型尾矿库检测精度。验证了基于深度学习的SSD目标检测模型自动提取尾矿库的可行性以及改进算法的有效性。