Dynamics of student interactions: an empirical study of orienteering lessons in physical education     

Clément Jourand  David Adé  Carole Sève  John Komar  Régis Thouvarecq 《Physical Education & Sport Pedagogy》2018,23(2):134-149

Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective.

Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads.

Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions.  相似文献   

Effects of inspiratory muscle training in professional women football players: a randomized sham-controlled trial     

Bruno Archiza  Daniela Kuguimoto Andaku  Flávia Cristina Rossi Caruso  José Carlos Bonjorno Jr.  Cláudio Ricardo de Oliveira  Paula Angélica Ricci 《Journal of sports sciences》2018,36(7):771-780

This study was conducted to determine the effects of inspiratory muscle training (IMT) on respiratory and peripheral muscles oxygenation during a maximal exercise tolerance test and on repeated-sprint ability (RSA) performance in professional women football players. Eighteen athletes were randomly assigned to one of the following groups: SHAM (n = 8) or IMT (n = 10). After a maximal incremental exercise test, all participants performed (on a different day) a time-to-exhaustion (Tlim) test. Peripheral and respiratory muscles oxygenation by near-infrared spectroscopy, breath-by-breath ventilatory and metabolic variables, and blood lactate concentration were measured. The RSA test was performed on a grass field. After a 6 week intervention, all athletes were reevaluated. Both groups showed increases in inspiratory muscles strength, exercise tolerance and RSA performance, however only the IMT group presented lower deoxyhemoglobin and total hemoglobin blood concentrations on intercostal muscles concomitantly to an increased oxyhemoglobin and total hemoglobin blood concentrations on vastus lateralis muscle during Tlim. In conclusion, these results may indicate the potential role of IMT to attenuate inspiratory muscles metaboreflex and consequently improve oxygen and blood supply to limb muscles during high-intensity exercise, with a potential impact on inspiratory muscle strength, exercise tolerance and sprints performance in professional women football players.  相似文献   

Educational supplementary bibliographic relationships from FRBR point of view: A Canadian Case Study     

Alireza Noruzi  Clément Arsenault 《Library Collections, Acquisitions, and Technical Services》2013,37(1-2):66-72

PurposeOne of the aims of library catalogs is to clearly represent the relationships existing between two or more bibliographic entities, enabling users to make sense of these relationships. Educational bibliographic relationships are the relationships between an educational work, such as a textbook, and its related works. The main interest of this study was to understand the nature of the supplementary work-to-work bibliographic relationships among educational works and the constitution of educational bibliographic families in the Canadian context using AMICUS (the Canadian national catalog). A thorough understanding of educational bibliographic relationships is required for understanding the Functional Requirements for Bibliographic Records (FRBR) supplementary relationships.Design/methodology/approachWe studied the extent and size of educational bibliographic relationships in the bibliographic universe found in the AMICUS catalog. This is an empirical investigation into the nature and extent of educational work-to-work bibliographic relationships by examining title of works, notes and added entries in bibliographic records. The study was carried out between September 1st 2010 and December 22nd 2010 and examines educational bibliographic relationships between Canadian 2009 publications in each class of the Dewey Decimal Classification (DDC). In other words, this study poses two main questions: What is the structure of educational supplementary bibliographic relationships in Canadian publications? Do significant differences exist across the ten DDC classes?FindingsResults show that 595 works of the 2009 bibliographic records in the AMICUS catalog contain an educational supplementary bibliographic relationship. Of the Canadian publications with an educational supplementary work-to-work bibliographic relationship that were studied, the rates of educational bibliographic relationships were relatively high in the fields of Science (27%), Technology (22%), Social Sciences (20%), and Language (19%). The results of this study suggest a set of guidelines for the establishment and maintenance of educational bibliographic relationships.Originality/valueThis is the first research to examine the educational bibliographic relationships, as supplementary relationships.  相似文献   

Diagnosing Portuguese Students' Misconceptions about the Mineral Concept     

António Monteiro  Clévio Nóbrega  Isabel Abrantes  Celeste Gomes 《International Journal of Science Education》2013,35(17):2705-2726

Educational researchers and teachers are well aware that misconceptions—erroneous ideas that differ from the scientifically accepted ones—are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme.  相似文献   

Spelling well despite developmental language disorder: what makes it possible?     

Natalia Rakhlin  Cláudia Cardoso-Martins  Sergey A. Kornilov  Elena L. Grigorenko 《Annals of dyslexia》2013,63(3-4):253-273

The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD.  相似文献   

The Truth That Hurts,or the Corps à Corps of Tongues: An interview with Jacques Derrida     

Jacques Derrida  Évelyne Grossman  Translated by Thomas Clément Mercier 《Parallax》2019,25(1):8-24

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corps à: body/ies in deconstruction     

Lenka Vráblíková  Thomas Clément Mercier 《Parallax》2019,25(1):1-7

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Assessing Quality and Evaluating Performance in Higher Education: Worlds Apart or Complementary Views?     

Cláudia S. Sarrico  Maria J. Rosa  Pedro N. Teixeira  Margarida F. Cardoso 《Minerva》2010,48(1):35-54

This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the problems those limitations bring to a fair evaluation of higher education. Through this analysis we intend to contribute to a better understanding of the mechanisms of evaluation in higher education and the way these may lead to the promotion of better quality assessment practices and institutional management.  相似文献   

Physical violence and psychological aggression towards children: five-year trends in practices and attitudes from two population surveys   总被引：1，自引：0，他引：1  

Clément ME  Chamberland C 《Child abuse & neglect》2007,31(9):1001-1011

OBJECTIVE: To present prevalence rates of child psychological aggression and physical violence from a population survey conducted in 2004 and to compare the rates with the rates obtained in the 1999 edition of the survey. METHODS: The survey used a randomly generated telephone number methodology. Interviews were conducted using a computer-assisted telephone interview system with a representative sample of 3,148 mothers living in Quebec province, Canada. Responses relating to psychological aggression, minor and severe physical violence were collected using the Parent-Child Conflict Tactics Scales. RESULTS: Eighty percent of the mothers reported the use of psychological aggression towards a child by an adult living in the household, 43% reported at least one episode of minor violence, and 6% reported at least one episode of severe physical violence. When compared to the 1999 surveys, mothers reported 5% less minor physical violence in 2004, a result that is counterbalanced by a similar significant increase in the report of repeated psychological violence towards children in a year. Results also reveal a significant decrease in attitudes favoring the use of violence for discipline purpose between 2004 and 1999. CONCLUSIONS: The trends observed in violence towards children over the 5-year period may partly be attributed to a change in mother's attitudes concerning methods of disciplining children. Findings support the need to promote alternative methods of firm discipline that do not involve violence.  相似文献   

“A Nightmare Land, A Place of Death”: An Exploration of the Moon as a Motif in Hergé’s Destination Moon (1953) and Explorers on the Moon (1954)     

Clémentine Beauvais 《Children‘s Literature in Education》2010,41(3):251-259

This article analyses the symbolic meaning of the Moon in two bande dessinée books from the Tintin series, Hergé’s Destination Moon (Objectif Lune, 1953) and its sequel Explorers on the Moon (On a Marché sur la Lune, 1954). It argues that these two volumes stand out in the series for their graphic, narrative and philosophical emphasis on both intellectual achievement and physical death. The Moon, as a goal of modern science and a traditional artistic symbol, is made to celebrate the human mind. But Hergé also makes it a dangerous no man’s land, where human beings are made to understand the limitations of their physical abilities. The Moon emphasises the distortion between human dreams of grandeur and the concrete impossibility of their realisation, and the threats they pose to corporeality. As a result, the article suggests that the Moon trip can be seen as a modern re-enactment of the mythological journey to Hell, as the works of the human mind are constantly thwarted by the risk of physical death.  相似文献