A short German Physical-Self-Concept Questionnaire for elementary school children (PSCQ-C): Factorial validity and measurement invariance across gender     

Annette Lohbeck  Maike Tietjens  Andreas Bund 《Journal of sports sciences》2017,35(17):1691-1696

Research on children’s physical self-concept (PSC) is increasingly recognised as an important field of psychology. However, there is a lack of instruments suitable for younger children at elementary school age. In the present study, a short German 21-item Physical Self-Concept-Questionnaire for children (PSCQ-C) was tested measuring seven specific facets of elementary school children’s PSC (strength, endurance, speed, flexibility, coordination, physical appearance, global sport competence). A number of 770 elementary school children aged 8–12 years completed the PSCQ-C. Results showed good psychometric properties and high reliabilities of the seven scales. Confirmatory factor analysis revealed that the presumed 7-factor model fitted the data best compared to a global 1- and 2-factor model. Also, full measurement invariance was strongly established. Correlations among the seven scales were mainly moderate. Gender differences were suggestive of developmental trends that are consistent with prior studies. These results provide support that the PSCQ-C is a confidential instrument with sound psychometric properties measuring seven specific facets of elementary school children’s PSC.  相似文献   

Success in elite cycling: A prospective and retrospective analysis of race results     

Schumacher YO  Mroz R  Mueller P  Schmid A  Ruecker G 《Journal of sports sciences》2006,24(11):1149-1156

The development of peak performances is a main research focus in sports science. It is unclear how many former top junior athletes achieve success in the elite class later. The aim of the present study was to examine the careers of athletes who participated in major junior or adult/elite cycling events using prospective and retrospective analysis of competition results. The official results of major junior (age < or = 18 years) and elite (age > 18 years) cycling races from 1980 to 2004 were analysed. Age-related aspects, career lengths, and success were compared between riders who presented results in both junior and elite races (JUNIOR ELITE) and riders who had no junior race results (ELITE ONLY). Altogether, 27,454 results of 8004 athletes from 108 countries were collected. We found that 29.4% of the elite athletes had participated in junior World Championships, and that 34% of the participants in junior World Championships later participated in major elite competitions. JUNIOR ELITE athletes are significantly more successful in several cycling disciplines and have their first and last elite result at a younger age than ELITE ONLY athletes. No difference was found in career lengths. The data presented here emphasize the importance of long-term training programmes in the development of peak performance in cycling.  相似文献   

Naïve and informed views on the nature of scientific inquiry in large-scale assessments: Two sides of the same coin or different currencies?     

Andreas Nehring 《科学教学研究杂志》2020,57(4):510-535

Many models in the field of epistemic cognition conceptualize students' views as being on a continuum between the poles of naïve and informed views. Against this background, the aim of the present study was to find out whether views on the nature of scientific inquiry (NOSI views) should be conceptualized and quantitatively assessed in a more multiplistic manner, considering naïve and informed views in their own, separate dimensions. Based on a competence model defining three inquiry methods, we developed a Likert-scaled questionnaire containing 10 scales, each assessing one NOSI view. We administered the questionnaire to a sample of 802 students in the lower and upper levels of secondary school. Based on structural equation modeling, the analyses confirmed a 10-dimensional model, distinguishing between each naïve and informed views as the only adequate representation of the data. Latent class analysis and interview data revealed four profiles of NOSI views in the data, which differed with regard to their agreement or disagreement with different naïve and informed views. We interpret these findings as evidence that supports more multiplistic models, with relevance to conceptualizing, measuring, and fostering NOSI views. We derive future directions of nature of science and NOSI research linking basic and applied research using experimental studies.  相似文献   

HISTORY OF PHILOSOPHY     

Andreas  Dorschel  Richard A.  Watson  Tom  Sorell  David M.A.  Campbell  Bernard  Linsky 《Philosophical Books》2003,44(2):162-168

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青少年训练主体概念的重建          下载免费PDF全文

Andreas Hohmann 《体育科研》2016,(1):1-19,34

在原有的运动训练学的背景下,我们在此处描述的对运动训练质的研究设计肯定会被看作是在以自然科学中的量为主导的学科中的一个例外,我们的研究目的在于获得对青少年训练对象的理解。站在教练员的立场,与此项研究相关的方面是错综复杂的,换句话说,此项研究的重点不是研究者的视角,更多的是被研究者的立场观点。本项目的研究内容是青少年训练过程中运动员主观条件的重要性,研究重点是探讨无法进行标准化研究的知识所适用的研究形式。调研几乎涵盖了儿童及青少年训练阶段的全部时间节点,采取了部分标准化、主线鲜明的采访形式,使得调研目的得以完美实现：实事求是地凸显出青少年竞技类运动项目训练体系的内在特征,并且可以对这些特征的合理程度在各种运动项目的对照下进行比较分析。与量化研究方法相比,成功青少年训练的主体概念项目强调了质性研究方法的特征,其采用的调查分析方法体现了探索特性,重建或建设性的特性和形成理论的特性。然而在调查结论中得出了一个成功青少年教练主观理论的逻辑,完全颠覆了针对调研中心思想预先规定的主题结构,有必要通过实验进行更多以客观认知与调查分析为基础的干预性研究,以澄清青少年训练中一些尚不明确的细节问题。此外,在研究成功的青少年训练时,如不考虑教育学、心理学、社会学等方面的因素,我们无法单单从训练科学的角度出发就能足够系统化地分析儿童和青少年在“日常理论”中的训练过程。  相似文献   

Effects on muscle strength,maximal jump height,flexibility and postural sway after soccer and Zumba exercise among female hospital employees: a 9-month randomised controlled trial     

Svein Barene  Andreas Holtermann  Harald Oseland  Ole-Lars Brekke  Peter Krustrup 《Journal of sports sciences》2016,34(19):1849-1858

This 9-month randomised controlled workplace physical activity trial investigated the effects of soccer and Zumba exercise, respectively, on muscle strength, maximal jump height, sit-and-reach flexibility and postural sway among female workers. A total of 107 female hospital employees aged 25–63 were cluster-randomised to a soccer group, a Zumba group or a control group. Training was conducted outside working hours as two to three 1-h weekly sessions the first 3 months and once a week the last 6 months. Tests were conducted at baseline, after 3 and 9 months. The soccer group improved maximal neck extension strength both after 3 (1.2 kg; P < 0.05) and 9 months (1.7 kg; P < 0.01) compared to the control group. The Zumba group improved maximal trunk extension strength (3.1 kg; P = 0.04) after 3 months, with improvements in postural sway velocity moment (?9.2 mm²/s; P < 0.05) and lower limb lean mass (0.4 kg; P < 0.05) after 9 months. No significant intervention effects were revealed in vertical jump height or sit-and-reach flexibility. The present study indicates that workplace-initiated soccer and Zumba exercise may be beneficial for improvement of the neck and trunk strength, which may have preventive effects with regard to future perceived muscle pain in the respective body regions. Furthermore, the Zumba group revealed positive effects on lower limb lean mass and postural sway compared to the control group.  相似文献   

Intersecting discourses of militarism: military and academic gendered organizations     

Andreas Diedrich 《International Journal of Lifelong Education》2013,32(2):230-246

This paper critically discusses the role of the interpreter in the validation of the prior learning of recent immigrants arriving in Sweden by drawing on a perspective from the sociology of translation. The recent immigrants’ difficulties with speaking the local language is usually described as the main problem when it comes to validating their prior learning. As a result, the use of interpreters is proposed to facilitate the assessment process. The current literature largely sees the interpreter’s role in the validation of prior foreign learning as unproblematic. The interpreter is described as a neutral means of transmitting the knowledge, skills and experience of the immigrant in an objective way to the assessor. In this paper I criticise this view of the interpreter as a neutral, objective tool. I argue that the role of the interpreter is not given, but enacted during the validation process. Furthermore, the study shows that, far from transmitting information from the immigrant to the assessor, the interpreter is profoundly implicated in the construction of the knowledge that materialises in the assessment results.  相似文献   

Editorial Themenheft: Aktuelle Entwicklungen im Softwaretest     

Andreas Spillner und Peter Liggesmeyer 《Informatik - Forschung und Entwicklung》2000,15(3):119-120

Ohne Zusammenfassung  相似文献   

The Complexity of Teacher Questions in Chemistry Classrooms: an Empirical Analysis on the Basis of Two Competence Models     

Andreas Nehring  Andreas Päßler  Rüdiger Tiemann 《International Journal of Science and Mathematics Education》2017,15(2):233-250

With regard to the moderate performance of German students in international large-scale assessments, one branch of German science education research is concerned with the construction and evaluation of competence models. Based on the theory-driven definition of competence levels, these models imply a correlation between the complexity of a question or a problem, its difficulty and the cognitive demands that are required to answer or solve it. The aim of the study was to apply two competence models in order to analyse the complexity of questions that chemistry teachers use to promote learning in class as well as to compare the results of this analysis. Two model-based coding schemes were constructed and evaluated on the basis of interrater reliability before analysing the teacher questions in 40 chemistry lessons. The results show that between 60 and 65 % of the questions refer to low complexity levels. Although there is a considerable correspondence between the results (69.2 %), neither model can be considered as redundant. These findings are discussed with regard to the level and the development of students’ skills in science.  相似文献   

Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda     

Shailey Minocha  Andreas Schroeder  Christoph Schneider 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):889-903

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.  相似文献