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71.
Florian Azad Engel Matthias Wagner Andreas Roth Swantje Scharenberg Thomas Bossmann Alexander Woll Billy Sperlich 《Sportwissenschaft》2018,48(1):120-128
Background and aim
This study examined the effects of a 6-week high-intensity interval training (HIIT) vs. low-intensity endurance training (LOW), applied during physical education on motor performance, mood and perceived exertion.Methods
Over a period of 6 weeks, 85 pupils (34 male; 51 female; age: 11.9?±?0.9 years) performed 11 sessions of either HIIT (20?min, intervals from 10?s to 4?min at about 90–100% of average running speed of 6?min run [vmean]) or LOW (30?min, intervals from 6–25?min at about 65–85% vmean). Before and after the 6?week intervention each pupils’ anthropometry and motor performance (20?m sprint, standing long-jump, lateral jumping from side to side, push-ups, sit-ups, 6?min run) were assessed. Session rating of perceived exertion (RPE) was recorded after each session and mood was assessed by questionnaire following the 3rd, 6th, 9th and 11th session.Results
RPE (p?<?0.05) was higher and mood more positive (p?<?0.05) with HIIT compared to LOW. Performances in the 6?min run (p?<?0.001; part. η2?=?0.473), 20?m sprint (p?<?0.001; part. η2?=?0.226), standing long-jump (p?<?0.05; part. η2?=?0.056), push-ups (p?<?0.001; part. η2?=?0.523) and sit-ups (p?<?0.001; part. η2?=?0.146) improved following HIIT and LOW with no significant time?×?group interaction (except for the sit-ups [p?<?0.05; part. η2?=?0.048]).Conclusions
HIIT and LOW improved the performances in 6?min run, 20?m sprint, standing long-jump and push-ups similarly. However, the improvements in HIIT compared to LOW were achieved in 30% less time. As time is limited in physical education classes, HIIT offers a new perspective for improving endurance and motor performance in children. The positive mood associated with HIIT demonstrates the applicability in physical education.72.
A notational analysis of elite tennis strategy 总被引：6，自引：3，他引：3
A notational analysis of singles events at all four Grand Slam tournaments between 1997 and 1999 was conducted to determine the influence of the sex of the player and court surface on elite tennis strategy. Rallies of 7.1 +/- 2.0 s in women's singles were significantly longer than those in men's singles (5.2 +/- 1.8 s; P < 0.001). Rallies of 6.3 +/- 1.8 s at the Australian Open, 7.7 +/- 1.7 s at the French Open, 4.3 +/- 1.6 s at Wimbledon and 5.8 +/- 1.9 s at the US Open were recorded. Rallies were significantly longer at the French Open than at any other tournament (P< 0.05) and significantly shorter at Wimbledon than at any other tournament (P< 0.05). In women's singles, 52.8 +/- 12.4% of points were baseline rallies, significantly more than in men's singles (28.6 +/- 19%; P < 0.001). The proportion of baseline rallies played at the French Open (51.9 +/- 14.2% of points) was significantly greater than at the Australian Open (46.6 +/- 12.5%), Wimbledon (19.7 +/- 19.4%) and the US Open (35.4 +/- 19.5%; P < 0.05). The results show that both the sex of the player and surface of the court have a significant influence on the nature of singles tennis at Grand Slam tournaments. 相似文献
73.
74.
Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006 相似文献
75.
Neil R. Ingram 《Technology, Pedagogy and Education》2016,25(1):1-18
The ‘pedagogic discourse’ can describe the power relations and fields of influence within schools. This article extends the approach to include ICT-mediated learning in schools by considering evidence from the InterActive project, undertaken by the University of Bristol, England, in 2000–04. The article also considers how the pedagogic discourse can complement post-Vygotskian sociocultural models of learning. ICT is presented as a ‘recontextualising field’ that exerts influence by weakening the classification and framing of the discourse. Successful uses of ICT tend to favour ‘invisible’ pedagogies: collaborative modes of active working with shared competences, in lessons containing elements of ‘discovery’. Tensions can arise if the dominant discourse is a ‘visible’ pedagogy that favours individual performance, with the teacher as the voice of authority and controller of the discourse. These tensions can lead to ICT being marginalised or discredited by teachers or lead to new modalities of pedagogy. 相似文献
76.
Extending the pauses between teachers’ and students’ turns (wait time) has been recommended as a way of improving classroom learning. Drawing on the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students is examined. Extended wait time is built in to classroom interactions because of the IRF (Initiation–Response–Feedback/Follow-up) framework that dominates these interactions. Extending wait time can lead to a variety of changes in the norms of classroom interaction. The structures of interactions in formal classrooms are used to explain the previous findings relating to the extension of wait time. It is also shown that different uses of extended wait time lead to different interactional norms and maintaining extended wait times may not be desirable. Consequently, the article argues for a more nuanced understanding of wait time, desired student behaviours and the interaction of the two. 相似文献
77.
78.
College cheating: Ten years later 总被引：3，自引：1，他引：3
George M. Diekhoff Emily E. LaBeff Robert E. Clark Larry E. Williams Billy Francis Valerie J. Haines 《Research in higher education》1996,37(4):487-502
In this 10-year follow-up study of student cheating, we surveyed 474 university students to (1) evaluate the extent of cheating; (2) assess attitudes toward cheating; (3) identify variables that discriminate between cheaters and noncheaters; (4) assess the relative effectiveness of various deterrents to cheating; and (5) examine changes in cheating attitudes and behaviors from 1984 to 1994. Most students (61.2%) reported cheating in 1994, up significantly from 54.1% in 1984 (Haines et al., 1986). Despite this increased cheating, students in 1994 were significantly less likely than in 1984 to neutralize (rationalize) their cheating. Ten variables that discriminated between cheaters and noncheaters in 1984 did so again in 1994, and 12 additional discriminating variables were identified. A principal components analysis of these 22 variables indicated that, compared to noncheaters, cheaters are (1) less mature; (2) less reactive to observed cheating; (3) less deterred by social stigma and guilt and more likely to neutralize cheating; (4) less personally invested in their education; and (5) more likely to be receiving scholarships, but doing less well in school. Both cheaters and noncheaters rated embarrassment and fear of punishment as the strongest deterrents to cheating; disapproval of one's friends was ranked as the least effective deterrent by both groups. 相似文献
79.
Sucrose aversions were induced by lithium chloride toxicosis in 9-week-old male and female mice of the C57BL/6J and DBA/2J strains. Under conditions of ad-lib access to fluids which required a long interval between the sucrose and toxicosis, the conditioned aversions were relatively weak when compared with the sucrose consumption of saline-injected controls. The aversions extinguished rapidly within all groups. Contrary to earlier reports in rats, no sexual dimorphism in extinction rate was observed in this paradigm. When a fluid-deprivation schedule was implemented in the conditioning procedure to shorten the interval between taste experience and toxicosis, strong aversions were noted; yet relatively fast extinction under ad-lib conditions occurred in all groups except male DBA/2J mice. No sexual dimorphism was observed in mice of the C57BL/6J genotype, even when two pairings between sucrose and toxicosis were administered. 相似文献
80.
OBJECTIVE: The number of youth in residential care programs who have been abused is high. The relationship between childhood abuse victimization and adult intimate partner violence (IPV) is well documented. This study compared the rates of IPV 16 years after individuals had participated in a long-term residential care program with individuals accepted to the program who did not participate. The IPV rates for these two groups were also compared to national normative data. METHOD: Information on adult functional outcomes was obtained from former residential care and comparison youth via a confidential survey that was administered either by telephone or by mail. Analysis was limited to respondents who were currently married or involved in a marriage-like relationship (n=131; 92% male). RESULTS: The IPV rates for the sample were 9.3% for those who stayed in the residential program less than 18 months and 6.5% for those who stayed more than 18 months, neither of which were significantly different from the national norm of 8.4%. The IPV rate for the comparison group was 26.1%, which was significantly higher than the national norm. Regardless of length of program stay, respondents who were maltreated in childhood had a 14.5% IPV rate, which was significantly lower than the estimated 36-42% rate projected for individuals with similar backgrounds. CONCLUSION: We conclude that time spent in a treatment-oriented residential care program was associated with lower adult IPV rates. Specifically, the skills taught in a long-term, treatment-based residential program (e.g., healthy interpersonal relationships, self-government) may have a long-term beneficial impact for adolescents at high risk of adult IPV. 相似文献