Modelling training response in elite female gymnasts and optimal strategies of overload training and taper     

Anthony M. J. Sanchez  Olivier Galbès  Frédérique Fabre-Guery  Luc Thomas  Aymeric Douillard  Guillaume Py 《Journal of sports sciences》2013,31(14):1510-1519

Abstract

The aim of the study is the modelling of training responses with a variable dose-response model in a sport discipline that requires highly complex coordination. We propose a method to optimise the training programme plan using the potential maximal performance gain associated with overload and tapering periods. Data from five female elite gymnasts were collected over a 3-month training period. The relationship between training amounts and performance was then assessed with a non-linear model. The optimal magnitude of training load reduction and its duration were investigated with and without an overload period using simulation procedures based on individual responses to training. The correlation between actual and modelled performances was significant (R ² = 0.81 ± 0.02, P < 0.01). The standard error was 2.7%. Simulations revealed that taper preceded by an overload period allows a higher performance to be achieved compared to an absence of overload period (106.3 ± 0.3% vs. 105.1 ± 0.3%). With respect to the pre-taper load, the model predicts that optimal load reductions during taper were 48.4 ± 0.7% and 42.5 ± 1.0% for overloading and non-overloading strategies, respectively. Moreover, optimal durations of the taper period were 34 ± 0.5 days and 22 ± 0.5 days for overloading and non-overloading strategies, respectively. In conclusion, the study showed that the variable dose-response model describes precisely the training response in gymnasts.  相似文献   

Intermanual transfer of shapes in preterm human infants from 33 to 34 + 6 weeks postconceptional age     

Lejeune F  Marcus L  Berne-Audeoud F  Streri A  Debillon T  Gentaz E 《Child development》2012,83(3):794-800

This study investigated the ability of preterm infants to learn an object shape with one hand and discriminate a new shape in the opposite hand (without visual control). Twenty-four preterm infants between 33 and 34 + 6 gestational weeks received a tactile habituation task with either their right or left hand followed by a tactile discrimination task in the opposite hand. The results confirmed that habituation occurred for both shapes and both hands. Infants subsequently held the novel shape longer in the opposite hand. The results reveal that preterm infants are capable of intermanual transfer of shape information. In spite of the immaturity of the corpus callosum in preterm infants, its development seems to be sufficient to allow some transfer of information between both hands.  相似文献   

Active science as a contribution to the trauma recovery process: Preliminary indications with orphans from the 1994 genocide in Rwanda     

Frédéric Perrier  Jean-Baptiste Nsengiyumva 《International Journal of Science Education》2013,35(9):1111-1128

Constructivist, hands-on, inquiry-based, science activities may have a curative potential that could be valuable in a psychological assistance programme for child victims of violence and war. To investigate this idea, pilot sessions were performed in an orphanage located in Ruhengeri, Rwanda, with seven young adults and two groups of 11 children aged from 9 to 16 years. Despite a number of imperfections in this attempt, significant observations have been made. First, a sound communication was established with all, even with the young adults who at the beginning were not as enthusiastic as the children. Furthermore, some children, originally isolated, silent and sad, displayed a high degree of happiness during the activities, and an overall increasing positive change of attitude. In addition, they appropriated well some principles of experimental science. This suggests that a joint development of science literacy and joy may be an interesting approach, both in education and therapy.  相似文献   

Postponement in the completion of the final dissertation: an underexplored dimension of achievement in higher education     

Serge Dupont  Gaëlle Meert  Benoît Galand  Frédéric Nils 《European Journal of Psychology of Education - EJPE》2013,28(3):619-639

Research on academic achievement at a university has mainly focused on success and persistence among first year students. Very few studies have looked at delay or failure in the completion of a final dissertation. However, this phenomenon could affect a substantial proportion of students and has considerable costs. The purpose of the present study is to identify factors which predict postponement in the completion of the final dissertation. Several potential predictors (e.g., background, personality, social support, motivational beliefs, and engagement) were selected through an integrative review of the literature on achievement in higher education. A questionnaire assessing these variables was administered to 341 students a few months before the deadline for their final dissertation. Results indicate that perceived peer support, perceived relatives support, role conflict, and age have an independent and significant effect on whether or not the final dissertation is completed on time. In addition, self-efficacy and behavioral engagement appeared to be mediators of the relationship between the social support and the final dissertation completion.  相似文献   

Coping by Copying? Higher education institutions’ student recruitment strategies     

Frølich  Nicoline  Brandt  Synnøve  Hovdhaugen  Elisabeth  Aamodt  Per Olaf 《Tertiary Education and Management》2009,15(3):227-240

Growing national and international competition for students puts pressure on higher education institutions (HEIs) to develop marketing and student recruitment strategies; these are also driven by financial stress caused by performance-based funding mechanisms. In this paper we explore Norwegian HEIs’ student recruitment strategies. What type of student recruitment strategies do HEIs develop? How are the strategies linked to the institutions’ student market position? We combine qualitative research strategies including in-depth interviews and document analysis with quantitative analyses of the student market positions of different types of institutions in Norway.

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New perspectives for didactical engineering: an example for the development of a resource for teaching decimal number system     

Frédérick Tempier 《Journal of Mathematics Teacher Education》2016,19(2-3):261-276

Many studies have shown the difficulties of learning and teaching the decimal number system for whole numbers. In the case of numbers bigger than one hundred, complexity is partly due to the multitude of possible relationships between units. This study was aimed to develop conditions of a resource which can help teachers to enhance their teaching of this concept, and learners to overcome some of its difficulties. “Didactical engineering for development” is a methodology that consists in cycles of conception of a resource and experiment with teachers, with a comparison of the a priori and a posteriori analysis. Overall choices for the design of the resource are described and the two main tasks designed with the support of a fundamental situation too. The type of collaboration between teachers and researchers evolves during the cycles of experiments in order to reach the conditions outside the research context. The analysis serve both to study how ordinary teachers appropriate the proposals made in the resource and to identify what is essential to disseminate to teachers. The results show how the situations can potentially help students to learn place value concepts, but they also indicate some resistance from the teachers when dealing with the decimal (base ten) principle of the numeration system. This is related to the influence of manipulative in teaching place value and to some characteristics of regular teaching practices. These results indicate the limitations of a resource in changing teachers’ practices, and they show that further teacher training about the decimal principle of the number system is needed.  相似文献   

The dynamics of narrative writing in primary grade children: writing process factors predict story quality     

Janne von Koss Torkildsen  Frøydis Morken  Wenche A. Helland  Turid Helland 《Reading and writing》2016,29(3):529-554

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Higher education learning outcomes – Ambiguity and change in higher education          下载免费PDF全文

Joakim Caspersen  Nicoline Frølich  Johan Muller 《European Journal of Education》2017,52(1):8-19

The emerging interdependent world order poses new challenges for States and citizens alike. For States, interdependence has meant a new concern with integration, whilst for citizens and authorities alike, greater mobility has raised new concerns about recognition of competences, qualifications, quality and transparency. The introduction of learning outcomes is one of the principal instruments to achieve this in higher education. This article analyses how the implementation of higher education learning outcomes (HELOs) can be seen as ambiguous governance and management tools, manifested as parts of international policy development and policy trends. These ambiguous tools intertwine with different disciplinary and stakeholder networks. The desire to implement HELOs in a more or less uniform way across as diverse contexts (countries, disciplines, institutions) as possible has led to a design strategy that favours generic definitions of learning outcomes. In the implementation process, these generic HELOs are experienced as ambiguous, meaning that they are characterised by an openness to different interpretations. This opens up a space of discretionary and interpretational latitude, either because HELOs are assimilated to traditional path dependencies, or because they allow institutional agents (such as institutional leaders and others) the space to introduce change. The ambiguity of HELOs simultaneously provides the flexibility for contextually‐diverse implementation, ensures less comparability than initially envisaged, and opens up the possibility for change, although change is contingent on structures and processes that are external to the policy process itself. HELOs are thus a paradigm case of the centrality of context in policy implementation studies.  相似文献   

Writing in the content areas: a Norwegian case study     

Frøydis Hertzberg  Astrid Roe 《Reading and writing》2016,29(3):555-576

Since 2006, literacy skills have been mandated as an integral part of all subject areas at all levels (grades 1–13) in Norwegian schools. With the exception of reading, evaluation reports show that teaching in general seems to be little affected by this reform. During the last few years, however, there has been a noticeable growth in interest in writing in the content areas. The article presents quantitative and qualitative data from a network of secondary schools that have established cross-curricular school-based writing projects. Teachers in these schools meet regularly, sharing experiences about students’ writing and ways of organizing writing sessions. While they had to deal with differences in subject-specific text norms, they discovered similarities across subject areas they could work collectively on. A major effect for the participants was the development of a broader instruction repertoire and more goal-related use of scaffolding strategies in the classroom, most of which was in accordance with a process approach to writing. We discuss these data in the light of similar studies in Norway and abroad, and we highlight some reflections about implications for practice.  相似文献   

A comparison of lactate indices during ramp exercise using modelling techniques and conventional methods     

Thomas V  Costes F  Chatagnon M  Pouilly JP  Busso T 《Journal of sports sciences》2008,26(13):1387-1395

The aim of this study was to compare the lactate indices provided by single- and double-breakpoint models with lactate thresholds obtained with conventional methods. Arterial samples for the determination of lactate concentrations were drawn from eight participants at rest and every minute during a ramp test (15 W x min(-1)) on a cycle ergometer. Lactate thresholds were determined from a blood lactate concentration equal to 4 mM (LT(4)), from an increase of 1 mM above the resting level (Delta1 mM), and from indirect methods using ventilatory parameters. Other indices were computed from the modelling of the lactate curve using an exponential function (LSI), a polynomial function (Dmax), a semi-log model (SLog), a parabola plus delay model (Mod P), and a two-breakpoint model (Mod M). Mod P and Mod M showed poor agreement with the other methods. LT(4), Dmax, LSI, and respiratory exchange ratio equal to 1 were correlated with each other (0.81 相似文献