Creating Appropriate Training Environments to Improve Technical,Decision-Making,and Physical Skills in Field Hockey     

Ewout A. Timmerman  Geert J. P. Savelsbergh  Damian Farrow 《Research quarterly for exercise and sport》2019,90(2):180-189

Purpose: The purpose of this study was to determine the influence of eight different small-sided games (SSG) on physical, technical, and decision-making demands of training environments in U14 field hockey. Methods: A total of 13 participants played eight different training games consisting of two 7.5-minute halves, where number of players (three per side or six per side) and/or field characteristics (normal game, cage hockey game, possession game, and two-goals game) was manipulated. Match performance was determined by using notational analysis, and physical demands were determined by using GPS analyses. Results: Findings revealed that lowering the number of players increased the number of technical actions performed per player and the physical demands of the SSG. Findings of the field characteristics manipulation revealed that the possession game forced players to control the ball more as a team, which resulted in more passes (+4.82 passes) and fewer dribbles (?1.48 dribbles) and tackles (?0.69 tackles) compared to the normal game. The two-goals game led to players scoring more goals (+0.61 goals) compared to the normal game, while the cage hockey game increased passing (+1.46 passes) and physical demands (+7.32 meters per minute) compared to the normal game. Conclusion: It can be concluded from these findings that coaches and trainers are able to promote a change in playing behavior, and in turn the development of skills, by manipulating specific constraints of the training environment.  相似文献   

Gender-inclusive game-based learning in secondary education     

Wilfried Admiraal  Jantina Huizenga  Irma Heemskerk  Els Kuiper  Monique Volman  Geert ten Dam 《International Journal of Inclusive Education》2013,17(11):1208-1218

Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both boys and girls of the game intervention group showed a higher test performance, compared to students of the control group. However, different game activities mediated this effect of the secret-trail game on performance: girls seemed to profit more from searching the Internet to complete assignments and boys from competing with others. The performance of both boys and girls was negatively influenced by technical problems. The results are discussed within the framework of gender-inclusive game design.  相似文献   

Supports for children with disabilities in regular education classrooms: an account of different perspectives in Flanders     

Kathleen Mortier  Geert Van Hove  Elisabeth De Schauwer 《International Journal of Inclusive Education》2013,17(6):543-561

This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for debate and alternative ways of thinking about supports that facilitate inclusive school communities by tapping into resources such as the children, the environment, creativity and courage to leave the beaten path.  相似文献   

Leaving College: A Gender Comparison in Male and Female-Dominated Programs     

Sabine Severiens  Geert ten Dam 《Research in higher education》2012,53(4):453-470

Women, on average, outnumber men and are more successful in higher education. A literature overview showed that these differences may be explained by gender differences in learner characteristics, by external factors and by institutional factors. This study aims to explain gender differences in higher education in more detail by focusing on one of the recent research findings in this area: the role of the numerical representation of men and women in course programs. What are gender differences in study success in male and female-dominated course programs, and what are gender differences in reasons for leaving these programs? The research questions were answered by analyzing Dutch census data and conducting a survey on students that have left college. Results showed that gender differences in retention scores and reasons for leaving were indeed related to the numerical representation of women and men in course programs. Leaving female-dominated programs seemed to be a different matter from leaving male-dominated programs.  相似文献   

Distinguishing and Improving Mouse Behavior With Educational Computer Games in Young Children With Autistic Spectrum Disorder or Attention Deficit/Hyperactivity Disorder: An Executive Function‐Based Interpretation     

Baukje Veenstra  Paul L. C. van Geert  Bieuwe F. van der Meulen 《Mind, Brain, and Education》2012,6(1):27-40

In this exploratory multiple case study, it is examined how a computer game focused on improving ineffective learning behavior can be used as a tool to assess, improve, and study real‐time mouse behavior (MB) in different types of children: 18 children (3.8–6.3 years) with Autistic Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD), or comorbid ASD and ADHD, and 5 effectively learning (EL) children (3.5–3.8 years). The children's MB processes, for example “Errors” and “Reaction times,” were interpreted in terms of executive functions (EFs). Trajectories of averaged MB were compared among the groups of ASD, ADHD, comorbid, and EL children. Clinical groups showed differences in their MB, which were similar to the expected differences based on EF tests. In addition, a case study of a typical ASD, ADHD, and EL child was included in order to demonstrate typical individual MB patterns across time. MB processes might therefore provide a window into the processes of EF (dys)functioning.  相似文献   

Teacher sensitivity in interaction with individual students: the role of teachers’ daily negative emotions     

Anne-Katrien Koenen  Eleonora Vervoort  Geert Kelchtermans  Karine Verschueren  Jantine L. Spilt 《欧洲特需教育杂志》2013,28(4):514-529

ABSTRACT

Research stresses the importance of teacher sensitivity for the development of special needs students, including students with attachment problems. However, little is known about the antecedents of teacher sensitivity. This study investigated associations between teachers’ daily negative emotions and teacher sensitivity towards individual students. Data were collected from 71 teacher-student dyads in special education primary schools and included students with mild to severe attachment problems (6 to 10 years old). Teachers reported their daily negative activating (e.g. anger) and deactivating (e.g. sadness) emotions in relation to individual students during a three-week period. Teacher sensitivity was observed in interaction with the target student in a cognitively challenging and an emotionally challenging task. Teachers’ higher but decreasing negative activating emotions were associated with higher levels of observed teacher sensitivity in the cognitively challenging task. In addition, heightened levels of negative deactivating emotions were associated with lower levels of observed teacher sensitivity but only in the emotionally challenging task.  相似文献   

Consistency of Teaching Approach and Student Achievement: An Empirical Test   总被引：1，自引：0，他引：1  

Geert Driessen  Peter Sleegers 《School Effectiveness & School Improvement》2013,24(1):57-79

This article describes the results of a study into the relations between school, teacher, class, and student characteristics in Dutch elementary schools. Central to the study were the socio-ethnic background of the students, socio-ethnic class composition, language and math test results, teaching approach, and consistency of teaching approach within the school. The major question was whether student achievement levels vary according to the consistency of the teaching approach after controlling for socio-ethnic background at both the individual and class levels. The sample consisted of 7,410 grade 8 students and in total 1,714 teachers from 567 schools. The results of multilevel analyses showed consistency of teaching approach to be of no relevance to achievement levels. The most important factor appeared to be the socio-ethnic background of the students. Ethnic minority students perform less well than native Dutch working-class students, who in turn perform less well than the other students studied. In addition, students in classes with a relatively high number of so-called disadvantaged students perform less well independent of their individual socio-ethnic background.  相似文献   

Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students     

Tanja Klop  Sabine E. Severiens  Marie‐Christine P. J. Knippels  Marc H. W. van Mil  Geert T. M. Ten Dam 《International Journal of Science Education》2013,35(9):1127-1150

This article evaluated the impact of a four‐lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi‐experimental design (experimental‐, control groups, and pre‐ and post‐tests), secondary school students’ attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi‐square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention.  相似文献   

Qualities of instructional-learning episodes in different domains: The subjects Care and Technology     

Monique Volman  Geert Ten Dam 《课程研究杂志》2013,45(5):721-741

This paper focuses on the question, 'What kind of learning processes are intended in the subjects Care and Technology in the Dutch common curriculum?' Arguments for the introduction of the subjects in the common curriculum pointed out their practical nature. However, the concept 'practical' was used to refer to different dimensions: to 'learning domains' (cognitive, psychomotor, social-affective), and to 'learning outcomes' (knowledge-skills). We analyse these subjects in relation to these dimensions as well as the dimensions 'productive-reproductive learning', 'extent of metacognition', and 'near- or far-transfer'. The findings show that Care and Technology are not 'practical' subjects in either the learning-domain dimension or in the learningoutcome dimension. Like other subjects in secondary education, relatively little attention is paid to metacognition and far-transfer.  相似文献   

Teaching strategies for moral education: a review     

Jaap Schuitema  Geert ten Dam  Wiel Veugelers 《课程研究杂志》2013,45(1):69-89

We present the results of a literature review of studies on teaching strategies for moral education in secondary schools (1995–2003). The majority of the studies focus on the ‘what’ and ‘why’, i.e. the objectives, of curriculum‐oriented moral education. Attention to the instructional formats for enhancing the prosocial and moral development of students (the ‘how’) is relatively sparse. Most studies on teaching strategies for moral education recommend a problem‐based approach to instruction whereby students work in small groups. This approach gives room for dialogue and interaction between students, which is considered to be crucial for their moral and prosocial development. Other studies discuss more specific teaching methods, such as drama and service learning. We conclude that the theoretical discourses on moral education are not reflected on the practice of curriculum‐oriented moral education and its effects on students’ learning outcomes. We recommend that future research on curriculum‐oriented moral education includes the subject areas encompassing moral issues and the social differences between students.  相似文献