排序方式： 共有53条查询结果，搜索用时 15 毫秒
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Lane AM Terry PC Stevens MJ Barney S Dinsdale SL 《Journal of sports sciences》2004,22(10):886-97; discussion 897
Competition at elite level can require athletes to perform optimally in extreme environmental conditions. This review focuses on mood responses in such conditions and proposes practical guidelines for those working with athletes. Different environments are considered, including altitude and extreme heat and cold. Performing in extreme heat, cold or at altitude can produce a stress response characterized by increased negative mood and relatively poor performance. Positive adaptations to extreme conditions can be accelerated, but the rate of adaptation appears to be highly individualized. Monitoring mood responses to training under normal conditions provides a basis for identifying the psychological effects of extreme conditions. It is suggested that practitioners carefully monitor the interplay between vigour, fatigue and depressed mood. Reductions in vigour and increases in fatigue are normal responses to hard training, but other aspects of mood disturbance, especially symptoms of depressed mood--however small--may be indicative of a maladaptive response, and practitioners should consider intervening when such symptoms first appear. 相似文献
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Theodorou AS Cooke CB King RF Hood C Denison T Wainwright BG Havenetidis K 《Journal of sports sciences》1999,17(11):853-859
We investigated the effect of an acute creatine loading (25 g per day for 4 days) and longer-term creatine supplementation (5 g of creatine or 5 g of placebo per day for 2 months) on the performance of 22 elite swimmers during maximal interval sessions. After the acute creatine loading, the mean of the average interval swim times for all swimmers (n = 22) improved (44.3+/-16.5 s before vs. 43.7+/-16.3 s after supplementation; P<0.01). Three of the 22 swimmers did not respond positively to supplementation. After 2 months of longer-term creatine supplementation or placebo, neither group showed a significant change in swimming performance (38.7+/-13.5 s before vs. 38.7+/-14.1 s after for the creatine group; 48.7+/-18.0 s before vs. 48.7+/-18.1 s after for the placebo group). We conclude that, in elite swimmers, 4 days of acute creatine loading improves swimming performance significantly when assessed by maximal interval sessions. However, longer-term supplementation for 2 months (5 g of creatine per day) did not benefit significantly the creatine group compared with the placebo group. 相似文献
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Background: This paper is part two of a discussion about a new pedagogical model for adventure in the curriculum. It builds upon part one, the advocacy paper, which considered important theoretical foundations, historical influences and research outcomes of outdoor adventure education (OAE) in the UK.
Purpose: This paper outlines how a model for OAE might be implemented in practice in schools in the UK. Four non-negotiable features of a pedagogical model for OAE are identified as essential for pupils to gain maximum benefit from their outdoor adventure experiences. Consideration is also given to other essential features of models-based approaches to physical education that teachers need to consider to underpin the model's authenticity, including pupils’ readiness for learning, teacher expertise and knowledge, and assessment and future model validation.
Conclusions: Four non-negotiable features of a model for OAE are identified as being mainly outdoors, experiential learning, challenge by choice and managed risk. Key concerns arising from the implementation of these non-negotiable features are considered. These include encouraging pupils to take more responsibility for their own learning, developing closer links between school OAE and local opportunities, supporting teachers in making judgements about pupils managing their own risk, developing teachers’ expertise in reviewing and developing assessment tools that measure pupils’ affective learning. 相似文献
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Timothy Barney 《Popular Communication》2015,13(4):288-309
Annually, the Delegation of the European Union (EU) in Washington, D.C., holds an embassy open house day for its 27 member nations to celebrate European culture and educate tourists on the functions of EU politics and international relations. Amidst an ongoing debt crisis and a continuing exploration of its identity as a supranational entity, “Embassy Day” affords an opportunity to see the EU as a spatial network uneasily caught in the tensions between the often nostalgic nationalism of its constituent countries and the future-oriented technocratic transnationalism of its composite alliance. By analyzing the cultural artifacts of Embassy Day from its handouts, maps, speeches, architecture, and performances, I treat Embassy Day as a “rhetorical experience” and the EU embassies as a transnational network imposed over the city space of Washington, D.C. In the process, I argue that the very fragmented nature of the open house’s complex simulation of Europe mirrors the fragmented nature of European identity itself, and thus displays the anxiety around how the EU places itself and its power vis-à-vis the global community. 相似文献
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给我指定的演讲题目是“远程教育机构管理新模式”。我不知道为什么给了我这样一个主题,可能是因为我当了很长时间校长的缘故吧。坦率而言,关于这一主题,在座的各位比我更懂,我很难讲出超过你们智慧的东西。但是我首先要说明的是,我不是一个管理理论方面的专家,在这里我只是就我的一些管理智慧与大家分享。因此,关于如何理解高等教育机构的管理,我只能就我的经验所及讨论一些问题。我不会过多聚焦于远程教育机构,因为管理远程教育机构与管理普通高等教育机构相比,并没有太大的差异。 相似文献
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Barney Dalgarno 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):183-194
The changes that have occurred in accepted approaches to teaching and learning in recent years have been underpinned by shifts in psychological and pedagogical theory, culminating in moves towards a constructivist view of learning. This paper looks at the consequences of these theoretical shifts for Computer Assisted Learning (CAL).
Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.
For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools. 相似文献
Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.
For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools. 相似文献
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Male and female laboratory rats invariably investigate a novel conspecific placed in their home cages. In Experiment 1, mature male rats were exposed in their home cages to active and inactive juvenile males. Inactive juveniles were pretreated with haloperidol to induce behavioral stasis in a normally upright, quadrupedal stance. In repeated daily observations, males exposed to active juveniles displayed significantly longer intervals of investigation than did males exposed to inactive juveniles. In Experiment 2, mature males and females were repeatedly exposed to active and inactive castrate females. Males investigated significantly longer than did females, active female castrates were investigated significantly longer than were inactive female castrates, and sex of subject interacted significantly with activity-nonactivity of the social stimulus animal. In Experiment 3, mature males and females were repeatedly exposed to active and inactive castrate males. Males investigated significantly longer than did females, active male castrates were investigated significantly longer than were inactive male castrates, and sex of subject interacted significantly with activity-nonactivity of the social stimulus animal. The results demonstrate that sexual dimorphism in persistence of social investigation may be interpreted as a sex difference in response to normal movement cues of a stimulus complex characterizing a conspecific. 相似文献