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31.
Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near‐peer teaching spectrum 
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下载免费PDF全文 Samuel Hall Jonathan Stephens Teu Andrade Joseph Davids Matthew Powell Scott Border 《Anatomical sciences education》2014,7(3):242-247
Near‐peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be explored. The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor. The students were randomly assigned to an allocated tutor. All tutors used standardized material and had access to identical resources. The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total. The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students (P = 0.11). However, criteria closely relating to social and cognitive congruence such as “enjoyment of the session,” “delivery of the teaching,” and “was it a good use of time” were all rated significantly higher for the senior medical students (P < 0.05). The results of this study suggest that small increases in distance along the near‐peer teaching spectrum have an impact upon the student's perception of their learning experience. While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre‐clinical medical students. Anat Sci Educ 7: 242–247. © 2013 American Association of Anatomists. 相似文献
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Ana Inés Renta Davids Piet Van den Bossche David Gijbels Manel Fandos Garrido 《Vocations and Learning》2017,10(3):275-306
The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during the practice module in vocational education programmes in Spain. The study analysed individual, educational design and work environment factors that facilitate or hinder transfer of learning. The study took a multidimensional approach to professional competences by observing four dimensions: hard-specific, hard-generic, interpersonal and intrapersonal. The data collection drew from a questionnaire administered to students of vocational education programmes (N = 379) after they had completed the practice module scheme. A moderation analysis was applied to observe the effect of individual, educational design and workplace factors on the relation between the competences learned at school and those used at the workplace. The findings showed that compulsory placement, school-work alignment, work-based supervisor, access to resources and task complexity are significant moderators between the competences learned at school and those used at the workplace. The study highlights the coherence between the school and workplaces and work environment characteristics as factors conducive to transfer of learning. 相似文献
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Saleh A. Al-Abood Keith Davids Simon J. Bennett Derek Ashford Manuel Martinez Marin 《Journal of sports sciences》2013,31(7):507-520
In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners’ search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model’s relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model’s action, as well as performance scores. The results indicated that approximation of the model’s spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slowmotion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model’s spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints ‐ that is, novelty or familiarity of relative motion of demonstrated activities. 相似文献
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Luís Vilar Duarte Araújo Keith Davids Vanda Correia Pedro Tiago Esteves 《Journal of sports sciences》2013,31(8):840-846
Abstract In this paper we examined the influence of opposing players constraining the decision-making of an attacker during shooting performance in futsal. Performance during 10 competitive matches was recorded and examined from the moment a shot was taken until the ball was intercepted or entered the goal in sequences of play: ending in a goal, a goalkeeper's save, or an interception by the nearest defender. The variables under scrutiny in this study were (i) the distance of each player to the ball's trajectory, (ii) the time for the ball to arrive at that same point (i.e. the interception point), and (iii), the required movement velocity of the nearest defender and the goalkeeper to intercept the ball. Results showed that values of distance from a defender and goalkeeper to the interception points were significantly lower when they intercepted the ball. The time of ball arrival at the interception point of the defender was also lower when the ball was intercepted. The required velocities of the nearest outfield defender and the goalkeeper to intercept the ball were significantly lower during plays in which they intercepted the ball, than in plays in which the ball was not intercepted. Our results suggest that researchers and practitioners should consider simultaneously both space and time in analysis of interceptive actions in team sports. The required movement velocities of the opponents to intercept the ball are reliable spatial-temporal variables constraining decision-making during shooting performance in team sports like futsal. 相似文献
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AbstractCoordination of dynamic interceptive movements is predicated on cyclical relations between an individual’s actions and information sources from the performance environment. To identify dynamic informational constraints, which are interwoven with individual and task constraints, coaches’ experiential knowledge provides a complementary source to support empirical understanding of performance in sport. In this study, 15 expert coaches from 3 sports (track and field, gymnastics and cricket) participated in a semi-structured interview process to identify potential informational constraints which they perceived to regulate action during run-up performance. Expert coaches’ experiential knowledge revealed multiple information sources which may constrain performance adaptations in such locomotor pointing tasks. In addition to the locomotor pointing target, coaches’ knowledge highlighted two other key informational constraints: vertical reference points located near the locomotor pointing target and a check mark located prior to the locomotor pointing target. This study highlights opportunities for broadening the understanding of perception and action coupling processes, and the identified information sources warrant further empirical investigation as potential constraints on athletic performance. Integration of experiential knowledge of expert coaches with theoretically driven empirical knowledge represents a promising avenue to drive future applied science research and pedagogical practice. 相似文献
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Chris Button Dominic Orth Keith Davids Ludovic Seifert 《European Journal of Sport Science》2018,18(8):1090-1099
Climbers often train on indoor climbing walls, which are modifiable to simulate features of outdoor climbing environments at different levels of difficulty. The aim of this study was to evaluate the influence of regularity of climbing holds on emergent perceptual-motor behaviours. Skilled climbers performed six repetitions of two topographically similar routes on an indoor climbing wall. One route was composed of 18 different types of hand holds (irregular route), whereas the other route had only two types of hand holds (regular route). Preview and climbing durations, as well as visual search behaviours, were recorded. Participants rated the regular route as more difficult to climb, requiring greater perceived effort to complete. The time spent previewing, and then climbing the routes, was reduced on average by 12% and 16%, respectively in the irregular route compared to the regular route. There were more fixations made when climbing the regular route (281 vs. 222 fixations per trial). It seems the climbers were more careful and thorough in their gaze behaviours with the regular route because of the additional technical demands it presented, whereas the irregular route afforded a more superficial visual exploration with use of more frequent saccades between holds. The findings suggest how irregularity in the environment is exploited by skilled climbers, apparently making the practice context easier to perceive and act in. 相似文献
37.
S Bennett C Button D Kingsbury K Davids 《Research quarterly for exercise and sport》1999,70(3):220-232
Previous motor learning studies examining the effects of practicing to catch one-handed under varying informational constraints on subsequent skill acquisition are equivocal, perhaps due to the use of relatively inexperienced adult participants. Ecological theory predicts that directing the learner's search for information in the perceptual-motor workspace can enhance skill acquisition. This study manipulated visual informational constraints on novice children (ages 9-10 years) learning to catch one-handed. A crossover transfer design was implemented in which one group acted as controls while two other groups practiced either without visual restrictions before transferring to full vision, or vice versa. The data indicated that learners forced to seek additional information sources under restricted viewing conditions demonstrated a greater positive, accumulative residual effect on acquiring a catching skill. The findings contradict current work on the specificity of practice hypothesis and suggest that varying visual informational constraints to encourage exploratory practice may represent a significant pedagogical approach to motor learning in sport. 相似文献
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This article explores the idea of the worthwhile risk of education, as necessarily involving a transition from one of initiation and risk to that of co-belonging. We commence by considering a contention that while education is a human activity whereby an individual might be initiated into various encounters, the potential experience thereof is as yet un-encountered and strange, and only to be imagined. Following on the idea of education as the subject of imagination—that is, not knowing what to expect beforehand, and thereby being prepared to take some risk—we turn our attention to education as necessarily being accompanied by risk. In this sense, if an individual takes a risk to experience something new and strange, the possibility exists that she could disrupt what she is about to encounter, because engaging with the other, is an activity associated with taking a risk towards increasing imagination. In this way, initiation into something new and strange seems commensurate with the act of taking risks which could involve disruption. By building on ideas of education as a worthwhile risk that engages people deliberatively, we extend our argument to that of education as an initiation into a co-belonging, which recognises people’s ability to both deliberate, and not to deliberate. 相似文献
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João Ribeiro Rui Lopes Pedro Silva Duarte Araújo Daniel Barreira Keith Davids 《Journal of sports sciences》2020,38(5):494-502
ABSTRACTUnderstanding team behaviours in sports performance requires understanding the interdependencies established between their levels of complexity (micro-meso-macro). Previously, most studies examined interactions emerging at micro- and macro-levels, thus neglecting those emerging at a meso-level (reveals connections between player and team levels, depicted by the emergence of coordination in specific sub-groups of players–simplices during performance). We addressed this issue using the multilevel hypernetworks approach, adopting a cluster-phase method, to record player-simplice synchronies in two performance conditions where the number, size and location of goals were manipulated (first-condition: 6 × 6 + 4 mini-goals; second-condition: Gk + 6 × 6 + Gk). We investigated meso-level coordination tendencies, as a function of ball-possession (attacking/defending), field-direction (longitudinal/lateral) and teams (Team A/Team B). Generally, large synergistic relations and more stable patterns were observed in the longitudinal direction of the field than the lateral direction for both teams, and for both game phases in the first condition. The second condition displayed higher synchronies and more stable patterns in the lateral direction than the longitudinal plane for both teams, and for both game phases. Results suggest: (i) usefulness of hypernetworks in assessing synchronisation of teams at a meso-level; (ii) coaches may consider manipulating these task constraints to develop levels of local synchronies within teams. 相似文献
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