The measurement of competitive anxiety during balance beam performance in gymnasts     

Cottyn J  De Clercq D  Pannier JL  Crombez G  Lenoir M 《Journal of sports sciences》2006,24(2):157-164

The purpose of the present study was to investigate competitive anxiety during balance beam performance in gymnasts. Competitive anxiety was assessed continuously by heart rate monitoring and by retrospective self-report of nervousness in eight female national level gymnasts during their balance beam routine during one competition and two training sessions. A significant negative correlation was found between the score of the retrospective self-report of nervousness and performance during the routine. There were no significant differences in performance score by the judges between the three test sessions. There were also no differences in the retrospective self-report of nervousness. However, heart rate was significantly higher during the competition session than during the training sessions. The potential value of the retrospective report of nervousness for the study of critical events during gymnastic performance is illustrated. The results are discussed in the light of catastrophe theory.  相似文献   

Students’ Overuse of Linearity: An Exploration in Physics     

Dirk De Bock  Wim Van Dooren  Lieven Verschaffel 《Research in Science Education》2011,41(3):389-412

In mathematics education, a vast amount of research has shown that students of different ages have a strong tendency to apply linear or proportional models anywhere, even in situations where they are not applicable. For example, in geometry it is known that many students believe that if the sides of a figure are doubled, the area is doubled too. However, also history of science provides several cases of thinkers who inadequately postulated linear relations to describe situations. This article focuses on secondary school students’ over-reliance on linearity in physics. Now and then, science educators report students’ tendency to assume and impose linear relations in physics, but—as far as we know—no substantial efforts were undertaken to study this phenomenon systematically. We conducted an empirical investigation aimed at identifying the competence of 8th- and 11th-graders—before and after being taught the relevant physical topics—to qualitatively grasp various situations in physics, as well as their tendency to quantify that qualitative insight linearly. The results provide an ambivalent picture of students’ overuse of linearity in physics: Although linear reasoning is sometimes used as a default strategy, even after instruction that addresses the relevant physical contents, this study also indicates that context is taken into account more often than is suggested by research on mathematical problem solving.  相似文献   

Towards innovation in complex problem solving research: an introduction to the special issue     

Deniz Eseryel  Dirk Ifenthaler  Xun Ge 《Educational technology research and development : ETR & D》2013,61(3):359-363

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Personalizing E-mail Contacts: Its Influence on Web Survey Response Rate and Social Desirability Response Bias     

Heerwegh  Dirk; Loosveldt  Geert 《Int. Journal of Public Opinion Research》2007,19(2):258-268

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Employee Perspectives on MOOCs for Workplace Learning     

Marc Egloffstein  Dirk Ifenthaler 《TechTrends》2017,61(1):65-70

Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers’ attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N?=?119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.  相似文献   

Isometric quadriceps strength determines sailing performance and neuromuscular fatigue during an upwind sailing emulation     

Jan G. Bourgois  Margot Callewaert  Bert Celie  Dirk De Clercq  Jan Boone 《Journal of sports sciences》2016,34(10):973-979

This study investigates the physiological responses to upwind sailing on a laser emulation ergometer and analyses the components of the physical profile that determine the physiological responses related to sailing level. Ten male high-level laser sailors performed an upwind sailing test, incremental cycling test and quadriceps strength test. During the upwind sailing test, heart rate (HR), oxygen uptake, ventilation, respiratory exchange ratio, rating of perceived exertion (RPE) and lactate concentration were measured, combined with near-infrared spectroscopy (NIRS) and electromyography (EMG) registration of the M. Vastus lateralis. Repeated measures ANOVA showed for the cardio-respiratory, metabolic and muscles responses (mean power frequency [MPF], root mean square [RMS], deoxy[Hb+Mb]) during the upwind sailing test an initial significant increase followed by a stabilisation, despite a constant increase in RPE. Stepwise regression analysis showed that better sailing level was for 46.5% predicted by lower MPF decrease. Lower MPF decrease was for 57.8% predicted by a higher maximal isometric quadriceps strength. In conclusion, this study indicates that higher sailing level was mainly determined by a lower rate of neuromuscular fatigue during the upwind sailing test (as indicated by MPF decrease). Additionally, the level of neuromuscular fatigue was mainly determined by higher maximal isometric quadriceps strength stressing the importance of resistance training in the planning of training.  相似文献   

Musculoskeletal injuries in physical education versus non-physical education teachers: a prospective study     

Lennert Goossens  Sien Vercruysse  Greet Cardon  Leen Haerens  Erik Witvrouw  Dirk De Clercq 《Journal of sports sciences》2016,34(12):1107-1115

Physical education (PE) teachers have a physically demanding job, putting them at a considerable risk for musculoskeletal injuries. To structurally develop tailored injury prevention programmes for PE teachers, a clear understanding of the extent, characteristics and underlying factors of their musculoskeletal injuries compared to referents is necessary. Therefore, the current study prospectively followed 103 PE teachers and 58 non-PE teachers, who registered musculoskeletal injuries and time of exposure to sports participation during one school year. Pearson χ²-tests and independent samples t-tests determined significant differences between PE and non-PE teachers regarding demographics and variables possibly related to injury occurrence. PE teachers had 1.23 and non-PE teachers 0.78 injuries/teacher/school year. This difference was significantly different after adjustment for hours spent weekly on intracurricular teaching during the career and for injury history during the preceding six months (P = 0.009; OR = 0.511; 95% CI = 0.308–0.846). PE teachers’ most affected body parts were the knee and the back. PE teachers had a more extensive injury history (P < 0.001), a higher work- (P < 0.001) and sport index (P < 0.001), practiced more sports (P < 0.002) and taught more extracurricular sports (P = 0.001). Future injury prevention programmes should take account for the great injury history and heavy physical load in PE teachers.  相似文献   

Comment on “analogy,explanation, and education”     

Zoubeida R. Dagher  Rodney B. Thiele  David F. Treagust  Reinders Duit 《科学教学研究杂志》1993,30(6):615-617

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Relative importance of professional practice and engineering management competencies     

Dirk Pons 《European Journal of Engineering Education》2016,41(5):530-547

Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings: Results show that communication and project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality: This paper is one of only a few large-scale surveys of practising engineers to have explored the soft skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics.  相似文献   

Soziale Unterstützung beim Berufseinstieg ins Lehramt     

Dr. des. Dirk Richter M.A.  Prof. Dr. Mareike Kunter  Prof. Dr. Oliver Lüdtke  Prof. Dr. Uta Klusmann  Prof. Dr. Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2011,14(1):35-59

This study investigates the support that novice teachers receive from their mentors and peers during the teacher induction phase in Germany. It examines the relationship between the support of these two groups and the development of new teachers’ professional competencies. The sample comprises 551 novice teachers in mathematics, who were surveyed twice within one year during their induction period. Results show that both mentors and peers are perceived as providing important support, but that the two groups support different aspects of teaching competencies. Structural equation models indicate that informational and emotional support provided by mentors is associated with an increase in the teachers’ self-efficacy beliefs and a decline in their emotional exhaustion, whereas the support of peers has both positive and negative effects.  相似文献