A distributional analysis of the effect of physical exercise on a choice reaction time task     

Karen Davranche  Michel Audiffren  André Denjean 《Journal of sports sciences》2013,31(3):323-329

Abstract

The aim of this study was to examine the facilitating effects of physical exercise on the reaction process. Eleven participants with specific expertise in decision-making sports performed a choice reaction time task during moderate sub-maximal exercise (90% of their ventilatory threshold power). Participants were tested at rest and while cycling. During exercise, the participants were faster, without being more variable. We suggest that the effect of exercise on cognitive performance was due to a major generalized improvement of the whole distribution of response time and, although the benefit effect was small, it was consistent throughout the entire range of reaction times.  相似文献   

Effect of target change during the simple attack in fencing     

Marcos Gutiérrez-Dávila  Matteo Caletti  Raquel Antonio  Enrique Navarro 《Journal of sports sciences》2013,31(10):1100-1107

Abstract

The aim of this study was to test the effect that changing targets during a simple long lunge attack in fencing exerts on the temporal parameters of the reaction response, the execution speed, and the precision and the coordination of the movement pattern. Thirty fencers with more than 10 years of experience participated in this study. Two force platforms were used to record the horizontal components of the reaction forces and thereby to determine the beginning of the movement. A three-dimensional (3D) system recorded the spatial positions of the 9 markers situated on the fencer plus the epee, while a moving target was projected on a screen, enabling the control of the target change. The results indicated that when a target change is provoked the reaction time (RT), movement time (MT), and the time used in the acceleration phase of the centre of mass (CM) increases significantly with respect to the attack executed with a straight thrust. The speed and horizontal distance reached by the CM at the end of the acceleration phase (V_X(CM) and S_X(CM), respectively) significantly decreased, while the errors increased. However, the temporal sequence of the movement pattern did not appreciably change.  相似文献   

Assessing the quality of textual features in social media     

Flavio Figueiredo  Henrique Pinto  Fabiano Belém  Jussara Almeida  Marcos Gonçalves  David Fernandes  Edleno Moura 《Information processing & management》2013

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A review on the basketball jump shot     

Victor H.A. Okazaki  André L.F. Rodacki  Miriam N. Satern 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):190-205

The ability to shoot an effective jump shot in the sport of basketball is critical to a player's success. In an attempt to better understand the aspects related to expert performance, researchers have investigated successful free throws and jump shots of various basketball players and identified movement variables that contribute to their success. The purpose of this study was to complete a systematic review of the scientific literature on the basketball free throw and jump shot for the purpose of revealing the critical components of shooting that coaches, teachers, and players should focus on when teaching, learning, practising, and performing a jump shot. The results of this review are presented in three sections: (a) variables that affect ball trajectory, (b) phases of the jump shot, and (c) additional variables that influence shooting.  相似文献   

Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems     

Andrés Sandoval-Hernández  Piotr Białowolski 《Asia Pacific Education Review》2016,17(3):511-520

It is well documented that academic achievement of students from families of low socioeconomic status (SES) tends to be below their more socially advantaged peers. Several studies have identified factors and conditions that facilitate academic success for disadvantaged students (i.e., promote academic resilience). However, one of the main criticisms of this body of research is in the set of variables that explain academic success for low-SES students and which is not very different from the variables that would explain academic success for all students. The objectives of this article are dual: firstly, to identify factors and conditions associated with academic success, regardless of student SES, and secondly, to identify factors and conditions associated with academic resilience, that is, exclusively for low-SES students. To this end, we used data from Singapore, South Korea, Hong Kong, Chinese Taipei, and Japan in the Trends in International Mathematics and Science Study (TIMSS) 2011. The study sample covered 23,354 students in 720 schools in the five countries. The strategy for analysis was driven by fit of logistic regression models, first predicting the probability of academic success and then subsequent identification of variables significant as predictors for success within the pool of low-SES students. Results indicated that variables, such as positive student attitude to mathematics, teacher confidence in student performance and the test language being spoken at home, were associated with greater chances of academic success. High academic expectations and time spent on mathematics at home demonstrated a differential effect between disadvantaged and non-disadvantaged students in Singapore. In Korea, being male (gender) and in Taipei, low levels of bullying at school, increased the likelihood of resilience. Results suggested that interventions impacting behavior reflected in differentially associated variables could help disadvantaged students to become academically resilient.  相似文献   

Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology     

Fuertes-Prieto  Miguel Ángel  Andrés-Sánchez  Santiago  Corrochano-Fernández  Diego  Urones-Jambrina  Carmen  Delgado-Martín  Mª Laura  Herrero-Teijón  Pablo  Ruiz  Camilo 《Science & Education》2020,29(5):1235-1254

Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,...  相似文献   

Becoming a guidance counsellor in Ontario: formative influences from counsellors’ perspective     

Daniel Nadon  André Samson  Nicola Gazzola  Anne Thériault 《International Journal for Educational and Vocational Guidance》2016,16(3):363-377

Contrary to guidance counsellors elsewhere in North America who hold a master’s degree, career and guidance counselling services in secondary schools in Ontario are delivered by teachers who have completed additional undergraduate studies. Guidance counsellors are pivotal components of the school as they complete tasks that promote students’ overall development. The aim of this qualitative study was to explore how teachers perceive and describe the process of becoming guidance counsellors in Ontario. The thematic analysis revealed four major themes that articulated the process of becoming a guidance counsellor in Ontario: peer guidance, contextual factors, professional experience, and theoretical knowledge.  相似文献   

Learning and teaching: Differentiation and relation     

Professor Andrée Tiberghien 《Research in Science Education》1997,27(3):359-382

In this paper we discuss the articulation between teaching and learning, how to differentiate them and how to establish relations between them, limiting ourselves to aspects dealing with knowledge. The aim is to allow the design of teaching situations more relevant for learning. The characteristics differentiating teaching and learning are used to analyse research studies relative to two time scales, one of the order of months or years and the other of the order of hours. The comparison shows the importance of the grain size chosen to analyse the knowledge involved both in teaching and in learning. On the first scale, the analysis of the students' knowledge and that of the knowledge to be taught are done independently to the extent that students' knowledge is not analysed in reference to the knowledge to be taught (in terms of error or missing aspect) but on the basis of the student's coherency. The decomposition of these two types of knowledge into similar components allows us to compare them and leads us to propose “intermediate notions” between the usual physics knowledge to be taught and the students prior knowledge. These intermediate notions can be rather far from complete correct physics knowledge but are learnable by the students. On the second scale, detailed analysis of a single teaching session and the students' processes during this session needs a fine level of knowledge granularity. Such a level allows us to make hypotheses based on the elements of students' prior knowledge from which they can construct new knowledge and not only on the prior knowledge which has to be modified. This granularity level allows an emphasis on the positive aspects of students' prior knowledge and enables us to construct hypothesis in order to design teaching situations. Making explicit “intermediate notions” in the knowledge to be taught at a rather large level of granularity of knowledge and the positive aspects of students' prior knowledge at a fine level of granularity, are proposed as ways to improve teaching for fruitful learning.  相似文献   

Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course     

Carlos Andrés Rosero-Zambrano  Alba Avila  Luz Adriana Osorio  Sandra Aguirre 《Journal of Science Education and Technology》2018,27(2):177-187

The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students’ autonomous learning needs. A quantitative analysis of students’ academic performance using final course grades was performed for a fundamentals of electronics course and we examine students’ perception of their autonomy using surveys. The students’ progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.  相似文献   

Erratum to: Altering conditions for student participation and motive development in school science: learning from Helena’s mistake     

Maria Andrée 《Cultural Studies of Science Education》2012,7(2):439

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