Radial and tibial bone indices in athletes participating in different endurance sports: a pQCT study†     

Tanja Oosthuyse  Joanne A. McVeigh  Lisa K. Micklesfield 《European Journal of Sport Science》2017,17(2):231-240

Low magnitude bone-loading sports may benefit bone structure and strength in the exercised limbs. This study compared peripheral quantitative computed tomography measures of radial and tibial diaphyseal strength (strength–strain index, SSI), structure (total area (ToA) and cortical area (CoA), density (CoD) and thickness (CT), and circumferences), muscle cross-sectional area (MCSA) and strength (one-repetition maximum, 1-RM) in male endurance athletes taking part in (i) non-weight-bearing and non-impact sports: swimmers (SWIM, n?=?13) and road cyclists (RC, n?=?10), (ii) non-weight-bearing, impact sport: mountain bikers (MB, n?=?10), (iii) weight bearing and impact sport: runners (RUN, n?=?9). All athlete groups were also compared to sedentary controls (CON, n?=?10). Arm MCSA, 1-RM and radial bone size and strength tended to be greater in SWIM than CON and/or RC (ToA, %difference ±?95%CI, SWIM-CON: 14.6%?±?12.7%; SWIM-RC: 12.9%?±?10.7%) but not different to MB and RUN. RUN had bigger tibial CoA than CON, SWIM and RC (CoA, RUN-CON: 12.1%?±?10.7%; RUN-SWIM: 10.9%?±?9.4%; RUN-RC: 15.8%?±?9.5%) without marked changes in tibial strength indices, lower-limb MCSA or 1-RM. Both MB and RC failed to display any difference in tibial indices, lower-limb MCSA and 1-RM compared to CON. In swimmers, the bone structure and strength of the primary exercised limbs, the arms, is greater than controls and road cyclists. Conversely, although runners experience impact and weight-bearing loading, tibial structure is greater without a substantial difference in tibial strength compared to controls and non-impact sports. Failure to observe a difference in tibial indices in MB and RC compared to controls is unexpected.  相似文献   

Can a Successful ESL Teacher Hold Deficit Beliefs of Her Students’ Home Languages and Cultures?     

Lisa Hertzog 《Multicultural Perspectives》2013,15(4):197-204

In this article the author explores the seeming contradictions between the successful teaching practices of an English as a Second Language teacher and the deficit beliefs she expressed toward her students’ home languages and cultures. This teacher believed her students were smart and capable, and she held herself accountable for her students achieving academic success.  相似文献   

Daejanggeum as ‘affective mobilization’: lessons for (transnational) popular culture and civil society     

Lisa Yuk Ming Leung 《Inter-Asia Cultural Studies》2013,14(1):51-66

Abstract

(Transnationalized) popular culture and (global) social movement are often seen as unrelated, if not mutually exclusive. Popular culture is entertaining, consensual but trivial; social movement is serious, idealized and oppositional. Yet the WTO Ministerial Conference, held in Hong Kong in December 2005, saw the Korean protesters' adoption of the theme‐song of a popular Korean television drama, Daejanggeum, as their protest strategy. The Korean protesters had been framed by mainstream Hong Kong media as ‘violent rioters’, but the inclusion of the drama elements helped the protesters advance their cause by gaining instant rapport with the local Hong Kong news media and public/fans (of Korean wave). The impact of celebrity involvement in the WTO was also about an immediate transferal of fan affect, from celebrities to the movement, and to the Korean protesters. This ‘affect mobilization’, becomes important as movement capital, as the effective manipulation of emotions is a key to ‘getting the message across’ as movement strategies. The case of WTO Hong Kong reveals the possibility of a symbiotic relationship between transnational popular culture and globalized social movements. The ‘use’ of (Korean) popular cultural products enriches and complicates the affect subjectivities within the social movement, and arranges fan affect into multiple layers of emotion hierarchies/spheres. It remains to be seen, however, if this would set a precedence to protesters in future WTO rounds as they are keen to mobilize their causes in different locales. More research is needed, too, to demonstrate if the success of the Korean wave fosters the emergence of a transnational Asian ‘public’ or civil society. Yet, for now, the success of Korean protesters in the mobilization of Hong Kong public's affect epitomizes the hegemonic flow, or soft power, of Korean TV dramas in the Asian popular.  相似文献   

Spreading Our Wings: International Education as Journeys of Enriched Learning     

Karen K. Foster  Yuankun Yao  Dawna Lisa Buchanan-Butterfield  Ann Powell-Brown 《Multicultural Perspectives》2013,15(3):168-173

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Unsung heroes. Allow us to introduce: Roger Kaufman     

Lisa Singh  Sheryl Narahara 《Performance Improvement》2001,40(6):16-18

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Gifted underachievement within a self-regulated learning framework: Proposing a task-dependent model to guide early identification and intervention     

Lisa M. Ridgley  Lisa DaVia Rubenstein  Gregory L. Callan 《Psychology in the schools》2020,57(9):1365-1384

Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low academic performance occurs, the integration of self-regulated learning (SRL) into these practices may promote earlier identification and intervention. This conceptual paper (a) anchors gifted underachievement within Zimmerman's SRL model, (b) examines existing gifted literature investigating SRL components to demonstrate the benefits of applying an SRL model, and (c) proposes a comprehensive measurement and intervention technique to capture important motivational variables at the task level. By measuring SRL processes and underachievement at a task-specific level, we can target interventions to specific needs, address underachievement before it becomes a persistent problem, and help learners reach their academic potential.  相似文献   

Relationship of perceived parenting styles,locus of control orientation,and self-concept among junior high age students     

Lisa A. McClun  Kenneth W. Merrell 《Psychology in the schools》1998,35(4):381-390

Relationships between adolescents' perceptions of their parents' responsiveness and demandingness, adolescents' locus of control orientation, and adolescents' self-concept ratings were investigated. Participants included 198 students in grades eight and nine who were administered the Nowicki–Strickland Internal–External Locus of Control Scale, the Harter Self-Perception Profile for Adolescents, and the Perceived Parenting Styles Survey. Participants who perceived their parents as being Authoritative had a significantly more internal locus of control orientation than subjects who perceived their parents as either Permissive or Authoritarian. Self-Concept scores were significantly higher for the Authoritative group than for the Permissive or Authoritarian groups in several areas. The findings indicate that an Authoritative style of parenting may contribute to the development of self-adequacy by being associated with internal locus of control orientation and stronger self-concept, while Permissive and Authoritarian styles of parenting may be associated with negative patterns of social-emotional development. © 1998 John Wiley & Sons, Inc.  相似文献   

Identifying profiles of children at risk of being less physically active: an exploratory study using a self-organised map approach for motor competence     

Isaac Estevan  Xavier García-Massó  Javier Molina García  Lisa M. Barnett 《Journal of sports sciences》2019,37(12):1356-1364

This study aims to develop profiles in children according to physical fitness, actual and perceived motor competence, and to examine the level of engagement in physical activity and weight status according to these profiles. In the study, 156 typically developing Spanish children (47.4% girls) of primary school age (5–11 years-old) participated voluntarily. Children’s perceived and actual motor competence, physical fitness, physical activity participation and weight status were assessed. A Self-Organising Map and K-means cluster analysis were used to classify and visualise the values. Four profiles were found: profile 2 was aligned – high capacity, high perception, profile 1 was partially aligned – medium capacity and perception, profile 3 and 4 were both non-aligned – low capacity, medium perception and medium capacity, low perception; respectively. Children in profile 2 were more active than children in profile 3 and 4 (P < .05). In profile 2 there was a lower frequency of overweight/obese children than normal-weight children. On the contrary, in profiles 1, 3 and 4 a similar distribution of normal-weight and overweight/obese children was found. High capable children with high perception exhibited higher physical activity participation and were more likely to be of normal-weight compared to those with low capacity and/or perception.  相似文献   

Early retention: Are there long-term beneficial effects?     

Amanda McCombs Thomas  Lisa Armistead  Tracy Kempton  Sean Lynch  Rex Forehand  Sarah Nousiainen  Bryan Neighbors  Lynne Tannenbaum 《Psychology in the schools》1992,29(4):342-347

The purpose of this study was to examine whether retention of kindergarten and first-grade children is associated with long-term beneficial effects. Thirty-one children who had been retained were compared to 31 children who had similar grades but had never been retained. The dependent measures were grade point average in the second through fifth grades and four teacher-assessed areas of functioning in the fourth and fifth grade: social competence, cognitive competence, externalizing problems, and internalizing problems. The results indicated that retention was not associated with long-term beneficial effects but rather, especially for White children, appeared to be associated with poorer academic and social functioning. Implications and limitations of the study are discussed.  相似文献   

Teacher and school outcomes of the Physical Education and Physical Literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools     

Rohan M. Telford  Lisa S. Olive  Richard J. Keegan  Sarah Keegan  Richard D. Telford 《Physical Education & Sport Pedagogy》2021,26(1):79-96

ABSTRACT

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers’ provision of PE and PL opportunities within a cluster of suburban primary schools.

Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach’s role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.

Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; ?3.5 min/lesson; β?=?1.69; SE?=?0.76; p?=?.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β?=?1.14, SE?=?0.58, p?=?.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p?<?.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school ‘culture’ of physical activity.

Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.  相似文献