Pre-service physical education teachers' beliefs about competition in physical education

The discourse of competitive sport is, and has been, a defining feature of physical education for many years. Given the privileged and dominant position competition holds in physical education curricula, it is concerning that competitive physical education remains steeped in traditional pedagogies and that these pedagogies are constrained by teachers' everyday philosophies rather than any explicit understanding of pedagogy or the needs of pupils. This in turn affects pupils' experiences of physical education and specifically the type and form of activities that are offered to pupils. Physical education teachers' biographies generally show a profound attachment to sport, and in particular competitive sport, and the value of competitive sport is significant in the lives and identities of physical education recruits. However, there is a paucity of research specifically in relation to in-service and pre-service physical education teacher's beliefs about competition and its place in physical education. It is well documented that the implicit theories that pre-service, beginning and experienced teachers hold influence their reactions to teacher education and their teaching practice, with their beliefs acting as a filter through which a host of instructional judgements and decisions are made. Thus, it is important to understand pre-service physical education teachers' (PSTs') beliefs about competition. Thirty five (16 men, 15 women, 4 unknown) PSTs completed a reflective journal alongside their participation in a University-based module focused on models-based practice. The data generated were analysed using the procedures and techniques of grounded theory which revealed five major themes grouped in the discussion under the sub-categories of: (1) defining competition; (2) learning through competition; (3) competitive physical education and the sporting pathway; (4) competition needs to be got out of children; and (5) a little competition. The discussion challenges how we transform traditional views of competition and the competitive practices that alienate some young people from physical education.     

Determination of football pitch locations from video footage and official pitch markings

The ability to determine a specific location on a football (soccer) pitch from television footage would provide a cost-effective method of obtaining competition-specific information on many professional and international teams. This study presents the accuracy and reliability of a new method of calculating ball location from simulated television coverage and known pitch markings. The coordinates of 99 markers of known location on a football pitch were digitized from video. An intersection point was determined from the equations of two lines that form pitch markings and the relationship from this point to other known pitch coordinates was calculated using a curve-fitting based method. Average error between known and reconstructed measures was 0.21 m for pitch width and 0.11 m for pitch length from a view simulating television coverage. Inter- and intra-rater reliability analyses showed researchers could consistently reconstruct pitch locations to within less than half a metre. The accuracy and reliability of this method will be sufficient for most practical uses in an applied sport environment, although the level of accuracy required will depend on the specific application. This method could be applied to other sports to determine specific locations on a pitch or court or to improve current competition analysis systems.     

Tapering strategies in elite British endurance runners

Abstract

The aim of the study was to explore pre-competition training practices of elite endurance runners. Training details from elite British middle distance (MD; 800 m and 1500 m), long distance (LD; 3000 m steeplechase to 10,000 m) and marathon (MAR) runners were collected by survey for 7 days in a regular training (RT) phase and throughout a pre-competition taper. Taper duration was [median (interquartile range)] 6 (3) days in MD, 6 (1) days in LD and 14 (8) days in MAR runners. Continuous running volume was reduced to 70 (16)%, 71 (24)% and 53 (12)% of regular levels in MD, LD and MAR runners, respectively (P < 0.05). Interval running volume was reduced compared to regular training (MD; 53 (45)%, LD; 67 (23)%, MAR; 64 (34)%, P < 0.05). During tapering, the peak interval training intensity was above race speed in LD and MAR runners (112 (27)% and 114 (3)%, respectively, P < 0.05), but not different in MD (100 (2)%). Higher weekly continuous running volume and frequency in RT were associated with greater corresponding reductions during the taper (R = ?0.70 and R = ?0.63, respectively, both P < 0.05). Running intensity during RT was positively associated with taper running intensity (continuous intensity; R = 0.97 and interval intensity; R = 0.81, both P < 0.05). Algorithms were generated to predict and potentially prescribe taper content based on the RT of elite runners. In conclusion, training undertaken prior to the taper in elite endurance runners is predictive of the tapering strategy implemented before competition.     

Collective efficacy in sport: the future from a social neuroscience perspective

In the last decade, collective efficacy has received increasing attention in the sport psychology literature. However, despite considerable focus on the antecedents and consequences of the construct (e.g., Magyar, Feltz, & Simpson, 2004), no research has considered the specific neuropsychological mechanisms that underpin the levels of collective efficacy perceived by individuals within sports teams. In this respect, neuroscience research outside sport psychology has identified cortical structures linked to socio-cognitive thought processes (e.g., Gallese, Keysers, & Rizzolati, 2004). Therefore, the purpose of this review is to provide evidence for potential neurological processes that underpin collective efficacy perceptions. Specifically, we discuss these processes in relation to how collective efficacy is conceptualized, measured, and analyzed. We then discuss pertinent neuroscience research that indicates both imagery and observation based interventions are suitable for increasing individual collective efficacy perceptions. Finally, based on the neuroscience mechanisms discussed, future directions for research are suggested that aim to increase our understanding of the nature and influence of collective efficacy perceptions upon individual and team behavior.     

Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

The present study aims to challenge primary school science teachers' beliefs about education and teaching efficacy, as well as their teaching practices, through a video-case-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants' beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.     

2011年法网女单决赛李娜VS斯齐亚沃尼之战的技、战术对比分析

采用文献资料、录像观察、数理统计和逻辑分析等方法,对2011年法国网球公开赛女子单打决赛中李娜和斯齐亚沃尼的技、战术指标进行了对比分析,找出她们之间的差异,进而揭示李娜在技、战术运用中的不足之处,为其技、战术的进一步完善以及我国女子网球的发展提供借鉴。     

Research on technology standards: Accomplishment and challenges

In this paper, we organize the fragmented management literature on technology standards according to a meta-theoretical scheme originally proposed by Astley and Van de Ven. We review over 89 relevant papers in influential journals in management, marketing and management-related disciplines. We observe that cumulative research streams on this topic have stayed within a single central perspective, that the development of research across the four central perspectives has been uneven, and that works incorporating multiple central perspectives have been few. We argue for complex models that take into account the two boundary conditions—technological complexity and institutional environment—that have been implicit in the extant literature. We also argue for theoretically grounded works in the collective action and strategic choice views, but the greatest opportunity lies in integrative works that will take us one step closer to a comprehensive view of technology standards.     

中国男单操化内容(A)特征的比较分析--以全国健美操冠军赛为例

该文基于对(2017—2020)周期竞技健美操竞赛规则中艺术评分方面变化的研究,通过文献资料法、专家访谈法、影像资料法、比较分析法和数理统计法等,以2016年、2019年全国健美操冠军赛成年健将组男单前8名成套创编中操化内容(A)为研究对象,分析规则变化对我国男单成套创编中操化内容(A)的影响及发展趋势,为今后竞技健美操发展提供有建设性的参考意见。     

A Bridge to Developing Efficacious Science Teachers of All Students: Community-Based Service-Learning Supplemented with Explicit Discussions and Activities about Diversity

This study explored the effects of community-based service-learning (CBSL), supplemented with discussions and activities about diversity, on the self-efficacy beliefs of preservice elementary teachers regarding equitable science teaching and learning for diverse student groups. The study was conducted with 81 preservice teachers enrolled in four sections of an elementary science methods course over a semester. Employing a mixed-methods research design, data were collected using pretests–posttests with the study sample and semistructured interviews with a subsample. The results support the value of preservice teachers engaging in CBSL experiences, supplemented with discussions and activities about diversity, as a way to improve their self-efficacy beliefs regarding equitable science teaching and learning of all students.     

英语构词词素与快速记忆

记忆英语单词应该按照单词所包含的词素去记。从构词词素　看，词根、前缀和后缀的词源、变体、语义和构词效能四方面与速记的关系密切，引进情　景记忆法，营造联想环境－－词根环境和派生环境，可以使快速记忆达到更好的效果。