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排序方式： 共有105条查询结果，搜索用时 250 毫秒
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Strength training and power output: transference effects in the human quadriceps muscle 总被引：2，自引：0，他引：2
The effects of strength training of the quadriceps on peak power output during isokinetic cycling has been investigated in group of 17 young healthy volunteers. Subjects trained by lifting near-maximal loads on a leg extension machine for 12 weeks. Measurements of maximal voluntary isometric force were made at 2-3 week intervals and a continual record was kept of the weights lifted in training. Peak power output was measured at 110 rev min-1 and at either 70 or 80 rev min-1 before and after the 12 week training period. Measurements of maximum oxygen uptake (VO2max) were made on 12 subjects before and after training. The greatest change was in the weights lifted in training which increased by 160-200%. This was accompanied by a much smaller increase in maximum isometric force (3-20%). There was no significant change in peak power output at either speed. The VO2max remained unchanged with training. The role of task specificity in training is discussed in relation to training regimes for power athletes and for rehabilitation of patients with muscle weakness. 相似文献
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The relationship between affect and achievement in science was examined in two stages. First, a model was developed and tested for science-related affect, the complex of students' attitudes toward, interests in, and perceptions about science at school. The LISREL approach to path analysis was used to demonstrate the fit of the model to data collected from grade 8 students in two different schools on two different occasions. In the second stage of the research, multiple linear regression was used to examine the direction of the relationship between science related affect and achievement and to apportion variance common between previous and subsequent achievement and the components of science-related affect. It was found that affect is related more strongly to previous than subsequent achievement and that much of the common variance can be attributed to students' perceptions of their competence in science. 相似文献
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Monique A. Dijks Leonie Brummer Danny Kostons 《Assessment & Evaluation in Higher Education》2018,43(8):1258-1271
Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and personal preferences. To alleviate these biases, anonymous peer feedback was investigated in the current research. Research suggests that the expertise of the reviewer influences the perceived usefulness of the feedback. Therefore, this research investigated the relationship between expertise and the perceptions of peer feedback in a writing assignment of 41 students in higher education with a multilevel analysis. The results show that students perceive peer feedback as more adequate when knowing the reviewer perceives him/herself to have a high level of expertise. Furthermore, the results suggest that students who received feedback from a peer who perceives their expertise as closer to the reviewee’s own perceived expertise was more willing to improve his or her own assignment. 相似文献
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Many tertiary institutions in South Africa have implemented schemes to help redress the unfair school educational system.
This paper describes one such initiative to increase access and success of educationally disadvantaged students in science.
The background of the College of Science and the success of its first intake of students is described with an emphasis on
the physics component of the physical sciences course. Sixty six percent of the students passed all three courses in their
first year with the most educationally disadvantaged showing the greatest gains.
Specializations: physics education, language and communication. in science.
Specializations: meta-cognition and conceptual development in physics, qualitative research in physics education. 相似文献
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