The effects of frequency of encouragement on performance during maximal exercise testing     

Andreacci JL  LeMura LM  Cohen SL  Urbansky EA  Chelland SA  Von Duvillard SP 《Journal of sports sciences》2002,20(4):345-352

The aim of this study was to determine the effects of frequency of verbal encouragement during maximal exercise testing. Twenty-eight participants (12 males, 16 females) aged 20.9 +/- 1.5 years (mean +/- s) performed a maximal exercise test (VO2max) on a treadmill without any verbal encouragement. The participants were matched according to their pre-test VO2max and placed into either a control group or one of three experimental groups. They performed a second exercise test (post-test) 1 week later. During the second test, the control group received no verbal encouragement; the 20 s (20E), 60 s (60E) and 180 s (180E) encouragement groups received verbal encouragement every 20, 60 and 180 s, respectively, beginning with stage 3 of the exercise test. Relative VO2max, exercise time, blood lactate concentration, respiratory exchange ratio (RER) and ratings of perceived exertion (RPE) were not significantly different from the first test to the second test for the control group without verbal encouragement and the 180E group that received infrequent encouragement. Post-test values were significantly higher than pre-test values for the 20E and 60E groups. The post-test values of the 20E group were significantly higher than their pre-test values for relative VO2max (P < 0.001), exercise time (P < 0.0001), blood lactate concentration (P < 0.05), RER (P < 0.01) and RPE (P < 0.0001); this was also the case for the 60E group for relative VO2max (P < 0.01), blood lactate concentration (P < 0.05), RER (P < 0.05) and RPE (P < 0.05). The results suggest that frequent verbal encouragement (every 20 s and 60 s in the present study) leads to significantly greater maximum effort in a treadmill test than when no encouragement is given or when the encouragement is infrequent (i.e. every 180 s).  相似文献   

Cardiorespiratory fitness and arm bone mineral health in young males with spinal cord injury: the mediator role of lean mass     

Irene Rodríguez-Gómez  Soraya Martín-Manjarrés  María Martín-García  Sara Vila-Maldonado  Ángel Gil-Agudo  Luis M. Alegre 《Journal of sports sciences》2019,37(7):717-725

Spinal cord injury (SCI) derives in loss of bone mineral content (BMC) and bone mineral density (BMD). However, physical activity is an important determinant in bone mass acquisition, which is partially mediated through the lean mass (LM). The aim was to examine the effect of cardiorespiratory fitness (CRF) on BMD and BMC arms of adult males with SCI and able-bodied controls using the arm LM as a mediator variable. Thirty able-bodied men and thirty men with SCI participated. BMC and BMD were analysed by DXA, and indirect calorimetry was used to calculate VO_2peak during a progressive arm-cranking test. When groups were divided by the amount of LM, the subgroup with highest LM had significantly higher arm BMC compared to the lowest LM subgroup (p ≤ 0.05) in both SCI and able-bodied groups. Moreover, same differences were found when confidence intervals were analysed. Only in the SCI group, arm LM mediated the relationship between bone mass and CRF at 30.9%, as indicated by the Sobel test (z = 2.17 and z = 2.04 for BMC and BMD, respectively). In conclusion, LM mediates the indirect association between CRF and bone health, specifically in the arms. This finding highlights the importance of having an adequate CRF for the maintenance of good bone health in SCI men.  相似文献   

Using concept maps to assess student learning in the science classroom: Must different methods compete?     

Diana C. Rice  Joseph M. Ryan  Sara M. Samson 《科学教学研究杂志》1998,35(10):1103-1127

This yearlong study was implemented in seventh-grade life science classes with the students' regular teacher serving as teacher/researcher. In the study, a method of scoring concept maps was developed to assess knowledge and comprehension levels of science achievement. By linking scoring of concept maps to instructional objectives, scores were based upon the correctness of propositions. High correlations between the concept map scores and unit multiple choice tests provided strong evidence of the content validity of the map scores. Similarly, correlations between map scores and state criterion-referenced and national norm-referenced standardized tests were indicators of high concurrent validity. The approach to concept map scoring in the study represents a distinct departure from traditional methods that focus on characteristics such as hierarchy and branching. A large body of research has demonstrated the utility of such methods in the assessment of higher-level learning outcomes. The results of the study suggest that a concept map might be used in assessing declarative and procedural knowledge, both of which have a place in the science classroom. One important implication of these results is that science curriculum and its corresponding assessment need not be dichotomized into knowledge/comprehension versus higher-order outcomes. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1103–1127, 1998.  相似文献   

EDITORIAL     

Sara Selwood 《Cultural Trends》2014,23(4):215-216

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The palette of the Macchia Italian artist Giovanni Fattori in the second half of the xixth century     

Monica Favaro  Sara Bianchin  Pietro A. Vigato  Muriel Vervat 《Journal of Cultural Heritage》2010,11(3):265-278

Giovanni Fattori (Livorno 1825–Firenze 1908) is the most representative artist of the Macchiaioli's current, an early group of Italian plein-air artists, whose work anticipates, in the xixth century, that of their younger contemporaries, the French Impressionists. The study, performed by a multidisciplinary team made up of scientists and conservators, presents the results of the scientific characterization carried out on a group of 10 paintings made by Fattori between 1854 and 1893 and shows the way he used complex mixtures of a large variety of traditional and synthetic pigments, ranging from lead white, found pure and also extended with calcium carbonate, natural barite and gypsum to zinc white, from red ochre to cinnabar and vermilion, from yellow ochre and Naples yellow to chrome yellow, cadmium yellow and zinc yellow, combined with many other ones reported in details. This paper highlights the evolution of his painting technique during a time of great technological and social innovations and puts forward some hypothesis on his awareness about manufactured pigments, i.e. tube paints recently introduced into the artists’ circles. The wide range of pigments and their different quality among the same synthetic products suggest that the artist used all the available materials, and that picking out the pigments he retained the early xixth century artists techniques, such as the use of mineral earths and Prussian blue, similarly to his contemporary Italian artists Federico Zandomeneghi and Telemaco Signorini, but he also experimented new and peculiar pigment mixtures in the making of “colored darks” and an innovative use of the grounds in the final composition, that are also distinctive features of the French Impressionists. This work is aimed at contributing to overcome the lack of a comprehensive overview on the widespread historical and scientific data collected up to now on the Italian paintings in the xixth century, which has been severely underestimated with respect to previous art movements.  相似文献   

Introduction     

Sara Selwood 《Cultural Trends》1995,7(28):7-8

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Enacting whole-school relationships and sexuality education in England: Context matters     

Sara Bragg  Ruth Ponsford  Rebecca Meiksin  Maria Lohan  G.J. Melendez-Torres  Alison Hadley  Honor Young  Christine Anne Barter  Bruce Taylor  Chris Bonell 《British Educational Research Journal》2022,48(4):665-683

Evidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole-school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole-school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high-stakes testing and school inspection judgements; the significance of support staff; and staff–student relationships and partnerships. We argue that the likely impact of whole-school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice.  相似文献   

From Distance Education to Online Learning: Practical Approaches to Information Literacy Instruction and Collaborative Learning in Online Environments     

Michael Courtney  Sara Wilhoite-Mathews 《图书馆管理杂志》2015,55(4):261-277

The increasingly ubiquitous nature of online learning has necessarily changed pedagogical approaches in the 21st century. This article will present an overview of the evolution of distance learning with a particular emphasis on current models and emerging methods of instruction for online learners. The authors detail how various learning management systems and tools as well as online learning objects can be used as mechanisms for creating a platform for student investment and ownership in the learning process. Additional discussion will focus on how these methods and approaches can enhance teaching, training, and peer collaboration within the library workplace.  相似文献   

Can You Be a PESCaterian Among the Fort Worth Stockyards?     

Laurie Kaplan  Sara Bahnmaier 《期刊图书馆员》2015,68(1-4):137-142

Yes you can, but you don’t have to eat only fish! All you have to do is follow the progress of the Protocol for Exchanging Serial Content (PESC) Working Group. The National Information Standards Organization (NISO) charged this group with delivering a recommended practice that will improve the interactions among libraries, archives, indexing services, content aggregators, publishers, and content creators, all needing to exchange serial data and work with digital files of serials. It will help them process a wide range of files that may be text based, image based, text with images, or some other combination, coded in a variety of file formats such as XML, EPUB, HTML, PDF, or ONIX. Laurie Kaplan discussed the PESC Working Group’s approach to this challenge.  相似文献   

The Inclusion of Children with ASD: Using the Theory of Planned Behaviour as a Theoretical Framework to Explore Peer Attitudes     

Sara Freitag  Sandra Dunsmuir 《International Journal of Disability, Development & Education》2015,62(4):405-421

This study used the Theory of Planned Behaviour to explore the attitudes, behavioural intentions and behaviour of 318 mainstream primary school children in an urban East London borough towards peers with Autism Spectrum Disorders (ASD). Pupils were presented with a vignette about a hypothetical peer with ASD then completed self-report questionnaires and peer socio-metric measures. The results showed that children’s attitudes, the social pressure they felt from others and the amount of control they felt they had over their own behaviour, significantly predicted their behavioural intentions to befriend a peer with ASD. The strongest association was between perceived behavioural control and behavioural intentions. A significant association was also found between children’s behavioural intentions and actual behaviour towards an included peer. Support was therefore found for the use of the Theory of Planned Behaviour as a valuable tool by which to explore the social inclusion of children with ASD.  相似文献