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101.
Bart Verheyden Bert O. Eijnde Frank Beckers Luc Vanhees André E. Aubert 《Journal of sports sciences》2013,31(11):1137-1147
Abstract The purpose of this study was to evaluate the effects of a realistic, feasible, and commonly used fitness training programme on cardiac autonomic control in 14 sedentary men aged 62.0 ± 6.1 years (mean ± s). All participants performed a one-year fitness training programme in which training intensity and frequency were specifically chosen to be compliant for the majority of the participants (2 – 3 sessions per week at moderate intensity). At the same time, a reference group consisting of 15 sedentary age-matched men (age 64.2 ± 6.5 years) did not change their habitual physical activity. Measurements were performed before and after the training intervention. Cardiac autonomic control was inferred from resting values (supine and standing) of heart rate variability (HRV) computed in the frequency domain over 10-min intervals. Endurance capacity was evaluated during a maximal incremental bicycle ergometer test. In spite of an increase in peak oxygen consumption ([Vdot]O2peak) by 6.4% after training, heart rate in the training group remained unchanged at rest and at the same metabolic demand. No changes in resting parameters of HRV were shown for either groups or positions. Results from this study provide no evidence of a clinically meaningful increase in the vagal modulation to the sinus node at rest after one year of low-volume and moderate-intensity fitness training in men aged 55 – 75 years. 相似文献
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Abstract The objective of this study was to analyse the correctness of the offside judgements of the assistant referees during the final round of the FIFA 2002 World Cup. We also contrasted two hypotheses to explain the errors in judging offside. The optical error hypothesis is based on an incorrect viewing angle, while the flash-lag hypothesis refers to perceptual errors associated with the flash-lag effect (i.e. a moving object is perceived as spatially leading its real position at a discrete instant signalled by a briefly flashed stimulus). Across all 64 matches, 337 offsides were analysed using digital video technology. The error percentage was 26.2%. During the first 15 min match period, there were significantly more errors (38.5%) than during any other 15 min interval. As predicted by the flash-lag effect, we observed many more flag errors (86.6%) than non-flag errors (13.4%). Unlike the predictions of the optical error hypothesis, there was no significant difference between the correct and incorrect decisions in terms of the positioning of the assistant referees relative to the offside line (0.81 and 0.77 m ahead, respectively). To reduce the typical errors in judging offside, alternative ways need to be considered to teach assistant referees to better deal with flash-lag effects. 相似文献
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Jan Bourgois Albrecht L. Claessens Melissa Janssens Bart Van Renterghem Ruth Loos Martine Thomis 《Journal of sports sciences》2013,31(3):195-202
During the 1997 Federation Internationale des Societes d'Aviron (FISA) World Junior Rowing Championships, the anthropometric characteristics of 245 female junior rowers aged 17.5 ± 0.8 years (mean ± s) were assessed. Twenty-seven body dimensions (body mass, 6 heights or lengths, 4 breadths, 10 girths and 6 skinfolds) were measured in total. The elite female junior rowers were taller (174.5 ± 6.2 cm) and heavier (69.5 ± 6.2 kg), with greater length, breadth and girth dimensions, but lower skinfold thicknesses than a representative sample of Flemish (Belgian) girls of the same chronological age. An anthropometric profile chart was constructed that was rowing-specific and norms were established. Compared with scullers, sweep rowers were heavier (+4.2 kg) and taller (+2.8 cm), with greater length, breadth (except for femur width) and girth dimensions (except for calf girth). Sweep rowers also had greater skinfold thicknesses (except for the thigh and calf skinfolds). Finalists were heavier (+3.6 kg) and taller (+3.9 cm), with greater length, breadth (except for femur width) and girth dimensions (except for calf girth) than non-finalists. No significant differences were found for skinfold thicknesses between finalists and non-finalists. 相似文献
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Team‐based learning (TBL) is an instructional strategy that combines independent out‐of‐class preparation for in‐class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small‐group active learning. Although our strategy is a modified use of classical TBL, in the text, we use the standard terminology of TBL for simplicity. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL activities that required pre‐class reading of assigned materials, an individual self‐assessment quiz, discussion of learning issues derived from the reading assignments, and then the group retaking the same quiz for discussion and deeper learning. Students' performances and their educational experiences in the TBL format were compared with the traditional lecture approach. We offer several in‐house unit exams and a final comprehensive subject exam provided by the National Board of Medical Examiners. The students performed better in all exams following the TBL approach compared to traditional lecture‐based teaching. Students acknowledged that TBL encouraged them to study regularly, allowed them to actively teach and learn from peers, and this served to improve their own exam performances. We found that a TBL approach in teaching anatomy allowed us to create an active learning environment that helped to improve students' performances. Based on our experience, other preclinical courses are now piloting TBL. Anat Sci Ed 1:3–9, 2008. © 2007 American Association of Anatomists. 相似文献
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The focus on quality improvements by institutions for better online and blended teaching can be delivered in different ways. This article reports on the implementation of this process and the approaches taken first, in terms of the design of new learning materials, and second, when reviewing the existing curriculum. The study aims to ascertain whether the combination of a collaborative, networked approach at the initial design stage, augmented with visualisations, has changed the way educators design their courses at The Open University, UK. Analysis of 148 learning designs shows both before and after the introduction of Learning Design, which of the pedagogic decisions that educators made substantially changed. Courses that were designed after the introduction of Learning Design were more focused on the development of a range of skills and included fewer assimilative activities (reading, watching videos and listening to audio). Our findings suggest that by visualising the design upfront, educators focused less on traditional teaching patterns, such as the ‘teach, practice, apply’ model. Remarkably, just by visualising initial decisions and working in collaborative workshops, educators created more student-centred and creative designs aimed to develop a range of skills which support students in both their studies and the workplace. Further studies are needed to establish whether these pedagogic decisions have an impact on student outcomes and whether these findings can be replicated in different institutions. 相似文献
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Chuderski Adam Jastrzębski Jan Kroczek Bartłomiej Kucwaj Hanna Ociepka Michał 《Metacognition and Learning》2021,16(1):15-35
Metacognition and Learning - Participants rated Intuition, Suddenness, Pleasure, and Certainty accompanying their solutions to items of a popular fluid intelligence test – Raven’s... 相似文献
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ABSTRACT Interdisciplinary training for doctoral students is an emerging scenario in higher education. The learning relations of knowledge transfer (KT: transferring knowledge from one person to another) and knowledge integration (KI: integrating or synthesizing perspectives from different disciplines) built by doctoral students play an important role in the process of interdisciplinary training. This study explores how doctoral students from a wide range of disciplines build learning relations of KT and KI during online interdisciplinary training. A mixed-methods approach was applied. First, longitudinal social network analysis (SNA) was employed to investigate the patterns of KT and KI relations over a seven-month training period. Subsequently, interviews were conducted to triangulate the SNA findings. SNA results show that the establishment of KI relations is significantly less than that of KT. Qualitative results show three themes explaining the challenges of KI relations, including challenges of online settings, the design of the training modules, and student involvement. Practical implications are drawn for the improvement of online interdisciplinary training, such as suggestions to promote KI and strategies for group learning. 相似文献
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This paper uses a database on scientific interaction in the field of the economics of technological change and innovation. The database is used to address two issues. First, the network is shown to be (approximately) scale-free. This suggests that growth of the number of scholars active in the field and so-called preferential attachment (i.e., scholars entering the field prefer to attach themselves to highly reputable existing members of the network) are characteristic of the nature of the underlying field. Thus, increasing returns seem to govern mechanisms of reputation formation. Second, the potential existence of cohesive subgroups of relatively strongly connected scholars is explored, and the implications of this for the paradigmatic structure of the field are discussed. 相似文献