Changes in swimming technique during time to exhaustion at freely chosen and controlled stroke rates     

Alberty M  Potdevin F  Dekerle J  Pelayo P  Gorce P  Sidney M 《Journal of sports sciences》2008,26(11):1191-1200

The aim of this study was to assess technical changes during constrained swimming in time-to-exhaustion tests. Ten swimmers of national standard performed a maximal 400-m front crawl and two sets of exhaustion tests at 95%, 100%, and 110% of mean 400-m speed. In the first set (free), swimmers had to maintain their speeds until exhaustion and mean stroke rate was recorded for each test. In the second set (controlled), the same speed and individual corresponding stroke rate were imposed. The durations of the exhaustion tests, relative durations of the stroke phases, and arm coordination were analysed. For each speed in the "controlled" set, the exhaustion tests were shorter. Moreover, variables were consistent, suggesting a stabilization of stroke technique. Under the free condition, stroke rate increased to compensate for the decrease in stroke length. At the same time, swimmers reduced the relative duration of their non-propulsive phases in favour of the propulsive phases. Thus, swimmers changed their arm coordination, which came close to an opposition mode. These two constraints enable swimmers both to maintain their stroking characteristics and develop compensatory mechanisms to maintain speed. Moreover, stroke rate can be seen as a useful tool for controlling arm technique during paced exercise.  相似文献   

Contribution of temporal processing skills to reading comprehension in 8-year-olds: evidence for a mediation effect of phonological awareness     

Malenfant N  Grondin S  Boivin M  Forget-Dubois N  Robaey P  Dionne G 《Child development》2012,83(4):1332-1346

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual-phonological and visual-pathway model of the association between TP and reading in normative reading skills.  相似文献   

High school grades and university performance: A case study     

Philippe Cyrenne  Alan Chan 《Economics of Education Review》2012

A critical issue facing a number of colleges and universities is how to allocate first year places to incoming students. The decision to admit students is often based on a number of factors, but a key statistic is a student's high school grades. This paper reports on a case study of the subsequent performance at the University of Winnipeg of high school students from 84 Manitoba high schools. By tracking the university performance of students admitted for the years 1997–2002, we are able to estimate the likelihood of success of subsequent students based on their characteristics as well as their high school grades. In doing so, we use a number of alternative estimators including a Least Squares Dummy Variable Model and a Hierarchical Linear Model. The methodology should be of interest to admissions officers at other universities as an input into estimating the subsequent performance of first year students.  相似文献   

Ethnography's troubles and the reproduction of academic habitus     

Philippe Bourgois 《International journal of qualitative studies in education》2013,26(4):417-420

In this article, we explore the methodological possibilities of dual observation and ‘inter‐reflexive’ interpretation as we have experienced this in a longitudinal ethnographic case study of music teaching and learning in an English Cathedral Choir School. Our intent here is to understand the ways in which our particular historical, social and cultural perspectives lead us to partial yet complementary sensings, seeings, hearings and feelings in this setting, and the ramifications of this for the interpretations we bring to observational data, and the subsequent development of interpretive narrative accounts. Through an analysis of our respective narrative accounts of our first observational encounter in the research setting, and subsequent ‘inter‐reflexive’ interpretation, we seek to interrogate the ways in which a plausible, credible and believable narrative can be developed through the separate and joint analyses of storied reflexive observation.  相似文献   

De las diferencias culturales a las desigualdades escolares: la evaluación y la norma en una enseñanza indiferenciada     

Philippe Perrenoud 《Infancia y Aprendizaje》2013,36(14):19-50

RESUMEN

En el sistema educativo actual, la organización pedagógica es la enseñanza indiferenciada ligada a una evaluación comparativa. El autor describe los mecanismos por los cuales un sistema como éste convierte las diferencias culturales en diferencias escolares. Se analiza la correlación existente entre las desigualdades de formación y el origen social; el hecho de que los mismos programas educativos sean diferentes en unas escuelas (calificación del profesorado, composición del alumnado…) que en otras; la desigualdad de trato en la acción pedagógica y en la evaluación; la desigualdad social ante la evaluación, y la falta de ajuste de la acción pedagógica a las características individuales. En la evaluación está la base de la génesis de las desigualdades de aprendizaje y éxito.  相似文献   

The effect of an intervention to improve newly qualified teachers’ interpersonal style,students motivation and psychological need satisfaction in sport-based physical education   总被引：1，自引：0，他引：1  

Damien Tessier  Philippe Sarrazin  Nikos Ntoumanis 《Contemporary educational psychology》2010

Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class.  相似文献   

Effects of recombinant human erythropoietin injections on physical self in endurance athletes     

Ninot G  Connes P  Caillaud C 《Journal of sports sciences》2006,24(4):383-391

This study examined the time course of mean self-esteem and physical self scores in three groups: male endurance athletes treated with recombinant human erythropoietin (rHuEPO group, n = 6), a placebo group (n = 5) injected with a sodium chloride solution and a control group who did not receive any injection (n = 6). Each participant completed the Physical Self Inventory twice a day (between 07.00 and 09.00 h and between 19.00 and 21.00 h). Using a 10 cm visual analog scale, the participants assessed global self-esteem, physical self-worth and the sub-domains of physical condition, sport competence, attractive body and physical strength (Fox & Corbin, 1989). This was conducted over three consecutive periods: in the 2 weeks before the course of injections, during the 6 weeks of injections and for 4 weeks after the injections. Aerobic capacity was assessed before and after 4 weeks of treatment. The results showed a significant increase in aerobic physical fitness in the rHuEPO group and a significant increase in perceived physical condition and physical strength scores at the end of treatment. The main psychological result was that endurance athletes were highly sensitive to the effects of rHuEPO on physical fitness. The perception of increased physical condition may lead to a stronger commitment to training. The rHuEPO injections presented a dangerous hedonic effect linked to endurance training. These results confirm the need to tackle rHuEPO abuse at any time during the training season.  相似文献   

The influence of impact location and angle on the dynamic impact response of a Hybrid III headform     

Evan Stuart Walsh  Philippe Rousseau  Thomas Blaine Hoshizaki 《Sports Engineering》2011,13(3):135-143

To properly assess sports helmet performance, it is important to select impact conditions that yield high peak linear or angular accelerations. This was done by measuring the kinematic response of a Hybrid III headform when impacted with a modified Wayne State University linear impactor with special consideration for impact locations and angles. The 20 impact conditions (five locations and four angles) were then compared to published thresholds to identify the conditions, which were linked to an increased risk of head injury. These conditions were the following: 1A (linear 121.3g; angular 3.84 krad s⁻²), 2A (linear 102.1g; angular 9.28 krad s⁻²), 2C (linear 94.4g; angular 8.67 krad s⁻²), 3A (linear 132.8g; angular 9.38 krad s⁻²), 4A (linear 92.8g; angular 11.49 krad s⁻²), 4D (linear 113.3g; angular 12.86 krad s⁻²), 5A (linear 116.9g; angular 9.01 krad s⁻²) and 5D (linear 87.5g; angular 8.81 krad s⁻²). The results presented in this study were specific to the test rig used as well as the tested conditions; however, it is believed that a test protocol using the above impact conditions could identify the ability of sports helmets to reduce risk of head injuries.  相似文献   

From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field     

Philippe Perrenoud 《Assessment in Education: Principles, Policy & Practice》1998,5(1):85-102

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Short-cycle higher education and the pitfalls of collective action     

Raymond Boudon  Philippe Cibois  Janina Lagneau 《Minerva》1976,14(1):33-60

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