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21.
Pascal Legrain Guillaume Escalié Lucile Lafont Sébastien Chaliès 《Physical Education & Sport Pedagogy》2019,24(1):73-86
Background: One of the key questions of physical education teacher educators (PETE) programmes refers to whether future teachers are prepared to build knowledge and skills to feel self-efficacious in teaching physical education (PE). This issue concerns the instructional model of teaching used to help PE pre-service teachers to master both pedagogical knowledge and motor skills. According to this twofold challenge, the direct instruction (DI) is mainly used for pre-service teacher training. Beyond this traditional model, other instructional models as cooperative learning (CL) approach arise in the initial PE teacher education. Nevertheless, surrounding attempts at innovation, little information related to the instructor’s role. Under the social cognitive perspective of self-efficacy and instructional competency building, more information is currently expected with regard to the strategies the instructor uses to scaffold the mastery of skills for PE pre-service teachers’ effective teaching.
Purpose: The purpose of this article is to consider whether PE pre-service teachers are trained during short training sessions aimed to discover new physical activities. We examine the influence of a scaffolding procedure (CLS design) on PE pre-service teachers’ knowledge, skills and self-efficacy in comparison to a CL and a DI experience. This leads to consider to what extent this instructional support provided by the instructor would help pre-service teachers to perceive themselves as self-efficacious to teach contents in PE.
Participants and design: After a pre-test, sixty-nine PE pre-service teachers were randomly assigned to one of the three following conditions: CL (14 males and 7 females); CLS (20 males and 8 females) or direct instruction condition (DI; 12 males and 8 females). For the training session a selected CL procedure (Jigsaw) [Aronson, Elliot, and Shelley Patnoe. 1997. The Jigsaw Classroom: Building Cooperation in the Classroom. 2nd ed. Wokingham: Addison-Wesley Educational]) was used to split CL and CLS participants into mixed-sex teams, whereas DI participants practiced the same exercises in dyads. According to the training conditions, the same instructor provided different information to participants along the three 2-hour instructional sessions with regard to: (a) warm-up (DI), (b) CL organization (CL), and (c) scaffolding integrated into a CL implementation (CLS).
Data collection: A Pre-test/post-test design was used to consider PE pre-service teacher’s motor skill, knowledge for practice, and self-efficacy improvements. The post-test also examined participants’ pedagogical knowledge.
Findings: The results showed that the participants in the three conditions progressed on performance, knowledge for practice, knowledge for teaching, and self-efficacy. Although no difference was found in self-efficacy between the three training conditions over time, significant differences appeared on pedagogical knowledge or/and motor skills with an advantage for the CL and CLS participants, respectively.
Conclusion: Although short training sessions dedicated to discovering new sports stay problematic for teacher professional development, implementing CL pre-service teacher training designs would be a relevant alternative. Instructional knowledge would be developed mainly when they have explicitly access to information concerning the teacher intervention. Nevertheless, such a scaffolding procedure integrated into CL training designs would need to be applied repeatedly to various physical activities to have an impact on pre-service teachers’ self-efficacy. 相似文献
22.
This study examined the trajectories and within-person synergies of psychological processes during the final stages of matches. A process-oriented approach was used with nine women elite fencers during an international competition. Multiple assessments of perceived control, threat and challenge appraisals, problem- and emotion-focused coping, positive and negative affects were completed after each touches using video recall method. Multilevel growth curve analyses (MGCAs) indicated that winning and losing matches were each characterised by distinct psychological processes. Specifically, perceived control, challenge appraisal, problem- and emotion-focused coping, and positive affects increased linearly and threat appraisal decreased linearly for wining matches, whereas negative affects increased linearly for losing matches. Regarding the within-person synergies of psychological processes, MGCAs indicated that (1) perceived control and challenge appraisal were significantly associated with problem- and emotion-focused coping for losing matches, the strength of these associations remaining consistent across touches; (2) problem-focused coping was significantly associated with negative affects whereas emotion-focused coping was significantly associated with positive affects for winning matches, the strength of these associations remaining consistent across touches; and (3) problem- and emotion-focused coping were significantly associated with negative affects for losing matches, the linear trajectory of negative affects accelerating at times when athletes had higher levels of emotion-focused coping. Overall, this study provided insights into transactional processes during competition. 相似文献
23.
Ilene Busch-Vishniac Tom Kibler Patricia B. Campbell Eann Patterson Darrell Guillaume Jeffrey Jarosz 《European Journal of Engineering Education》2011,36(3):269-283
The goal of the Deconstructing Engineering Education Programmes project is to revise the mechanical engineering undergraduate curriculum to make the discipline more able to attract and retain a diverse community of students. The project seeks to reduce and reorder the prerequisite structure linking courses to offer greater flexibility for students. This paper describes the methods used to study the prerequisites and the resulting proposed curriculum revision. The process involved dissecting each course into topics at roughly the level of a line in a syllabus, editing the list of topics, associating prerequisites and successors to each topic and then using a genetic algorithm to produce clusters of topics. The new curriculum, which consists of 12 clusters, each of which could be a full year course, is quite different from the traditional curriculum. 相似文献
24.
Dimitri Nicolopoulos Eric Berton Guillaume Gouvernet André Jacques 《Sports Engineering》2009,11(4):177-185
A method aimed at the development of an America’s Cup racing yacht bulb is developed and validated against experimental data.
The method relies heavily on Reynolds Averaged Navier Stokes computational fluid dynamics (CFD) and also factors in gravitational
and aerodynamics effects through the use of a Velocity Prediction Program. Initial extensive use of towing tank results is
made to be able to validate the CFD solution and thus develop a solid ground for predictive work. Then, in order to narrow
down the focus on bulb developments, decoupled hypotheses are made on the influence of the hull and free surface wave. The
development of a detailed performance analysis chart of a known base bulb allows the use of a relatively small series of CFD
simulations together with physical hypotheses to assess any given bulb performance relative to the known base. The discussion
of the results on a specific development highlights the promises and limitations of the method; final full scale results are
discussed and analysed as well. 相似文献
25.
Giuseppe Attene Guillaume Laffaye Anis Chaouachi Fabio Pizzolato Gian Mario Migliaccio 《Journal of sports sciences》2015,33(15):1553-1563
The aim of this study was to compare the training effects based on repeated sprint ability (RSA) (with one change of direction) with an intensive repeated sprint ability (IRSA) (with two changes of direction) on jump performance and aerobic fitness. Eighteen male basketball players were assigned to repeated sprint ability and intensive repeated sprint ability training groups (RSAG and IRSAG). RSA, IRSA, squat jump (SJ), countermovement jump (CMJ) and Yo-Yo intermittent recovery level 1 test were assessed before and after four training weeks. The RSA and IRSA trainings consisted of three sets of six sprints (first two weeks) and eight sprints (second two weeks) with 4-min sets recovery and 20-s of sprints recovery. Four weeks of training led to an overall improvement in most of the measures of RSA, but little evidence of any differences between the two training modes. Jump performance was enhanced: CMJ of 7.5% (P < 0.0001) and 3.1% (P = 0.016) in IRSAG and RSAG respectively. While SJ improved of 5.3% (P = 0.003) for IRSAG and 3.4% (P = 0.095) for RSAG. Conversely the Yo-Yo distance increased 21% (P = 0.301) and 34% (P = 0.017) in IRSAG and RSAG respectively. Therefore, short-term repeated sprint training with one/two changes of direction promotes improvements in both RSA and IRSA respectively but the better increase on jump performance shown a few changes on sprint and endurance performances. 相似文献
26.
We present a microfluidic device capable of separating platelets from other blood cells in continuous flow using dielectrophoresis field-flow-fractionation. The use of hydrodynamic focusing in combination with the application of a dielectrophoretic force allows the separation of platelets from red blood cells due to their size difference. The theoretical cell trajectory has been calculated by numerical simulations of the electrical field and flow speed, and is in agreement with the experimental results. The proposed device uses the so-called "liquid electrodes" design and can be used with low applied voltages, as low as 10 V(pp). The obtained separation is very efficient, the device being able to achieve a very high purity of platelets of 98.8% with less than 2% cell loss. Its low-voltage operation makes it particularly suitable for point-of-care applications. It could further be used for the separation of other cell types based on their size difference, as well as in combination with other sorting techniques to separate multiple cell populations from each other. 相似文献
27.
Jean-François Rouet Ludovic Le Bigot Guillaume de Pereyra M. Anne Britt 《Reading and writing》2016,29(8):1549-1570
Three experiments investigated the role of source information (i.e., who said what) in readers’ comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing stories that included discrepant statements. Readers would also memorize source information more accurately. Experiments 1 and 2 found that American and French college students were more likely to refer to source information when they summarized news reports containing discrepant assertions. A detailed content analysis of the summaries also indicated that students use hedging and several other tactics to resolve contradictions. Experiment 3 replicated Braasch et al.’s finding that sources of discrepant stories were more likely to be recalled than sources of consistent stories. Experiment 3 also extended these findings using longer texts and a different reading task. Altogether the data support the Documents Model framework of multiple source comprehension. 相似文献
28.
Affordable and ubiquitous online communications (social media) provide the means for flows of ideas and opinions and play an increasing role for the transformation and cohesion of society – yet little is understood about how online opinions emerge, diffuse, and gain momentum. To address this problem, an opinion formation framework based on content analysis of social media and sociophysical system modeling is proposed. Based on prior research and own projects, three building blocks of online opinion tracking and simulation are described: (1) automated topic, emotion and opinion detection in real-time, (2) information flow modeling and agent-based simulation, and (3) modeling of opinion networks, including special social and psychological circumstances, such as the influence of emotions, media and leaders, changing social networks etc. Finally, three application scenarios are presented to illustrate the framework and motivate further research. 相似文献
29.
Alexandre Bellier Noémie Kaladzé Pierre-Yves Rabattu Philippe C. Chaffanjon Guillaume Cavalié 《Anatomical sciences education》2023,16(1):116-127
Many new methods have contributed to the learning of anatomy, including several interactive methods, increasing the effectiveness of educational programs. The effectiveness of an educational program involving several interactive learning methods such as problem-based learning and reciprocal peer teaching was researched in this study. A quasi-experimental before–after study on three consecutive groups of second-year students at the Grenoble School of Medicine was conducted. The lectures were replaced by an educational program based on the problem-based learning method and reciprocal peer teaching. The first session was dedicated to reading clinical cases illustrating the medical concept, so that the learning objectives for the second session could be set. Then, after viewing digital courses, the second session was dedicated to a synthetic presentation by the students themselves, followed by an interactive summary with the teacher. The analysis of 630 students showed a significant increase in the theory test results for those who took part in the intervention: 9.71 versus 9.19 (β = 0.57, P = 0.036). Moreover, satisfaction was high after the intervention (mean = 4.5/5), and when comparing the two pedagogical approaches the students showed a clear preference for the program implemented with the concepts highlighted such as interactivity, in-depth work, group work, and autonomy. A multifaceted interactive pedagogy program could have a significant impact on the results of the theoretical concepts presented and on satisfaction as well as increased investment by students in learning anatomy. 相似文献
30.
Guillaume Sérandour Alfredo Illanes Jorge Maturana Janet Cádiz 《Assessment & Evaluation in Higher Education》2016,41(8):1129-1143
Assessment is a notorious source of preoccupation for faculty and university governing bodies, especially when an institution initiates curricular reforms which shift the programme learning outcomes for knowledge to competencies. One obstacle to acceptance arises from a culture of quantitative assessment (often represented by a single mark), which is at odds with the concept of outcome assessment which is by essence subjective, qualitative and multidimensional. The method presented here is specifically concerned with learning activities where students need to demonstrate competency in learning outcomes of different natures. It describes a methodological framework that can be used in any programme that aims at developing multidimensional learners, but operates in a context where the final assessment product is a single quantitative grade. This method follows a classical approach to the evaluation of each learning outcome. It then proposes an innovative way of ranking students by categorising their overall performance based on conditions that reflect the integral nature of the learning process, to allow teaching staff to assign a range of marks for each student. Finally, a last step allows a quantitative ranking of students within each category, yielding a single quantitative mark for the course while remaining coherent with the learning goals. 相似文献