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Ursina Meyer Dominique Ernst Silvia Schott Claudia Riera Jan Hattendorf Jacqueline Romkes 《Journal of sports sciences》2015,33(16):1702-1709
The purpose of this study was to assess the validity of accelerometers using force plates (i.e., ground reaction force (GRF)) during the performance of different tasks of daily physical activity in children. Thirteen children (10.1 (range 5.4–15.7) years, 3 girls) wore two accelerometers (ActiGraph GT3X+ (ACT), GENEA (GEN)) at the hip that provide raw acceleration signals at 100 Hz. Participants completed different tasks (walking, jogging, running, landings from boxes of different height, rope skipping, dancing) on a force plate. GRF was collected for one step per trial (10 trials) for ambulatory movements and for all landings (10 trials), rope skips and dance procedures. Accelerometer outputs as peak loading (g) per activity were averaged. ANOVA, correlation analyses and Bland–Altman plots were computed to determine validity of accelerometers using GRF. There was a main effect of task with increasing acceleration values in tasks with increasing locomotion speed and landing height (P < 0.001). Data from ACT and GEN correlated with GRF (r = 0.90 and 0.89, respectively) and between each other (r = 0.98), but both accelerometers consistently overestimated GRF. The new generation of accelerometer models that allow raw signal detection are reasonably accurate to measure impact loading of bone in children, although they systematically overestimate GRF. 相似文献
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A training program was developed of the basis of psychological decision theories in order to support student career choices.
The goal of the training program was to equip the trainees with techniques and knowledge that allow the decision process to
be optimised. The training program took five to six hours, was realized with groups of 10–12 participants and consisted of
several modules. Each module considered a specific stage of the decision process. The training program has been realised with
a sample of 64 high-school attendants in the 10th grade in Switzerland. The acceptance of the training was evaluated with
half-standardised questionnaires. The effects were evaluated with an experimental design. Results showed that the training
was very highly accepted by the participants and judged as helpful in making career decisions. The most significant effect
measured was the clarification of the participants’ personal goals.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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ABSTRACTLanguage policy in German-speaking Swiss kindergartens recently has been subject to change. While dialect traditionally was spoken to kindergartners, the use of High German has been established to promote the integration of migrant children and equality of opportunity. In this contribution, we look at how kindergarten teachers translate the new diglossic language policy into language practices. Drawing on data from an ongoing ethnographic study, we examine four logics of language use concerning when to speak dialect or High German. As teachers’ use of language differs not only according to situations and pedagogical sequences but also due to children’s social and migrant backgrounds, we ask – drawing on the theoretical concept of (un-)doing difference – how different linguistic addressing reflects (and affects) children’s positions in the social order. 相似文献
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