Test-Retest Stability of the Task and Ego Orientation Questionnaire     

Andrew M. Lane  Alan M. Nevill  Neal Bowes  Kenneth R. Fox 《Research quarterly for exercise and sport》2013,84(3):339-346

Abstract

Establishing stability, defined as observing minimal measurement error in a test-retest assessment, is vital to validating psychometric tools. Correlational methods, such as Pearson product-moment, intraclass, and kappa are tests of association or consistency, whereas stability or reproducibility (regarded here as synonymous) assesses the agreement between test-retest scores. Indexes of reproducibility using the Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda & Nicholls, 1992) were investigated using correlational (Pearson product-moment, intraclass, and kappa) methods, repeated measures multivariate analysis of variance, and calculating the proportion of agreement within a referent value of +1 as suggested by Nevill, Lane, Kilgour, Bowes, and Whyte (2001). Two hundred thirteen soccer players completed the TEOSQ on two occasions, 1 week apart. Correlation analyses indicated a stronger test-retest correlation for the Ego subscale than the Task subscale. Multivariate analysis of variance indicated stability for ego items but with significant increases in four task items. The proportion of test-retest agreement scores indicated that all ego items reported relatively poor stability statistics with test-retest scores within a range of +1, ranging from 82.7–86.9%. By contrast, all task items showed test-retest difference scores ranging from 92.5–99%, although further analysis indicated that four task subscale items increased significantly. Findings illustrated that correlational methods (Pearson product-moment, intraclass, and kappa) are influenced by the range in scores, and calculating the proportion of agreement of test-retest differences with a referent value of +1 could provide additional insight into the stability of the questionnaire. It is suggested that the item-by-item proportion of agreement method proposed by Nevill et al. (2001) should be used to supplement existing methods and could be especially helpful in identifying rogue items in the initial stages of psychometric questionnaire validation.  相似文献   

Examining the Moderating Effect of Appearance Impression Motivation on the Relationship Between Perceived Physical Appearance and Social Physique Anxiety     

Anthony J. Amorose  Jill Hollembeak 《Research quarterly for exercise and sport》2013,84(4):507-513

We measured the effects of stride rate, resistance, and combined arm-leg use on energy expenditure during elliptical trainer exercise and assessed the accuracy of the manufacturer's energy expenditure calculations. Twenty-six men and women (M age = 29 years, SD = 8; M body weight = 73.0 kg, SD = 15.2) participated. Twenty-two participants performed two tests, one without the arm poles (leg-only) and the other with arm poles (combined arm-leg). The other 4 participants performed one test without the arm poles. Both tests consisted of six 5-min stages (two stride rates, 110 and 134 strides^.min^-1, and three resistance settings: 2, 5, and 8). Steady-state oxygen uptake (VO₂), minute ventilation (VE), heart rate (HR) and rating of perceived exertion (RPE) were measured. Repeated measures analysis of variance determined higher (p < .001) VO₂, VE, and RPE, but not HR, during combined arm-leg versus leg-only exercise at any given intensity. Increases in stride rate and resistance increased VO₂, VE, RPE, and HR with the greatest effect on VE and HR from Levels 5 to 8. The manufacturer's calculated energy expenditure was overestimated during both tests. Although the oxygen cost for elliptical trainer exercise was calculated to be approximately 0.1 ml^.kg^-1 per stride and 0.7 ml^.kg^-1.min^-1 per resistance level, VO₂ varied widely among individuals, possibly due to differences in experience using the elliptical trainer, gender, and body composition. The elliptical trainer offers (a) a variety of intensities appropriate for most individuals and (b) both arm and leg exercise. Due to the wide variability in VO₂, predicting the metabolic cost during elliptical trainer exercise for an individual is not appropriate.  相似文献   

Validity of Activity Trackers in Estimating Energy Expenditure During High-Intensity Functional Training     

Cody E. Morris  Paige A. Wessel  Rachel A. Tinius  Mark A. Schafer  Jill M. Maples 《Research quarterly for exercise and sport》2013,84(3):377-384

ABSTRACT

Purpose: The purpose of this study was to evaluate the agreement of five commercially available accelerometers in estimating energy expenditure while performing an acute bout of high-intensity functional training (HIFT). Methods: Participants (n = 47; average age: 28.5 ± 11.6 years) consisted of recreationally active, healthy adults. Each participant completed a session of HIFT: a 15-minute workout consisting of 12 repetitions each of air-squats, sit-ups, push-ups, lunges, pull-ups, steps-ups, and high-knees; performed circuit-style by completing as many rounds as possible. During this session, each participant wore the Cosmed K4b2 portable metabolic analyzer (PMA) and five different accelerometers (ActiGraph GT3X, Nike Fuelband, Fitbit One, Fitbit Charge HR, and Jawbone UP Move). Results: Four of the five activity trackers reported lower (p < .05) total EE values compared to the PMA during the acute bout of HIFT. The waist-mounted device (ActiGraph, 182.55 ± 37.93 kcal) was not significantly different from, and most closely estimated caloric expenditure compared to the PMA (144.99 ± 37.13 kcal) (p = .056). A repeated-measures ANOVA showed that all activity trackers were significantly different from the reference measure (PMA) (p < .05). Systematic relative agreement between the activity trackers was calculated, exhibiting a significant ICC = 0.426 (F [46,230] = 5.446 [p < .05]). Conclusion: The wrist- and hip-mounted activity trackers did not accurately assess energy expenditure during HIFT exercise. With the exception of the ActiGraph GT3X, the remaining four activity trackers showed inaccurate estimates of the amount of kilocalories expended during the HIFT exercise bout compared to the PMA.  相似文献   

Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?     

Dr. Olga Kunina-Habenicht  Hendrik Lohse-Bossenz  Prof. Dr. Mareike Kunter  Theresa Dicke  Doris F?rster  Jill G??ling  Franziska Schulze-Stocker  Annett Schmeck  Jürgen Baumert  Detlev Leutner  Ewald Terhart 《Zeitschrift für Erziehungswissenschaft》2012,15(4):649-682

In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in university training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for university teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training.  相似文献   

The use and usefulness of a parent questionnaire to help schools identify disability     

Anthony Feiler  Jill Porter  Harry Daniels  Jan Georgeson  Jane Hacker  Sue Martin 《Journal of Research in Special Educational Needs》2012,12(1):22-27

The Equality Act 2010 will be implemented in full in 2011, and schools in the UK will have to provide special aids or services for children with disabilities where this provision is considered reasonable. This paper reports on staff perspectives on the use and usefulness of a parental questionnaire on disability from a sample of 49 schools (mainstream and special) located in 12 local authorities. Most schools found the process of administering the parent questionnaire undemanding; just under half of the sample indicated that they would take some action as a result of the data collected from the parental questionnaire (e.g., to inform plans for targeting or monitoring support for children, and to contact parents and follow‐up issues they had mentioned); and about one‐third of schools recorded unanticipated findings from the parental questionnaire, that is, the identification of children whose disabilities were not previously known to the school. Implications for schools are discussed.  相似文献   

Promotion of research articles to the lay press: a summary of a three‐year project     

Sharon MATHELUS  Ginny PITTMAN  Jill YABLONSKI‐CREPEAU 《Learned Publishing》2012,25(3):207-212

The promotion of scholarly journal articles to journalists and bloggers via the dissemination of press releases generates a positive impact on the number of citations that publicized journal articles receive. Research by John Wiley & Sons, Inc. shows that article‐level publicity efforts and media coverage boosts downloads by an average of 1.8 times and were found to increase citations by as much as 2.0–2.2 times in the articles analyzed in this study. We evaluated scholarly journal articles published in nearly 100 Wiley journals, which were also covered in 296 press releases. The results in this case study suggest a need for greater investment in media support for scholarly journals publishing research that sparks interest to a broad news audience, as it could increase citations.  相似文献   

From pretzels and potato chips to liver and lettuce: A case history     

Jill Witherell 《Early Childhood Education Journal》1978,5(4):15-15

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Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1996,23(2):i-iv

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The Genesis of Argument in Narrative Discourse     

Carol Fox 《English in Education》1990,24(1):23-31

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Comparative Education and Sociolinguistics     

Jill Moore 《比较教育学》1972,8(2):57-61

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