GT3X+ accelerometer placement affects the reliability of step-counts measured during running and pedal-revolution counts measured during bicycling     

Anthony A. Gatti  Paul W. Stratford  Elora C. Brenneman 《Journal of sports sciences》2016,34(12):1168-1175

Accelerometers provide a measure of step-count. Reliability and validity of step-count and pedal-revolution count measurements by the GT3X+ accelerometer, placed at different anatomical locations, is absent in the literature. The purpose of this study was to investigate the reliability and validity of step and pedal-revolution counts produced by the GT3X+ placed at different anatomical locations during running and bicycling.

Twenty-two healthy adults (14 men and 8 women) completed running and bicycling activity bouts (5 minutes each) while wearing 6 accelerometers: 2 each at the waist, thigh and shank. Accelerometer and video data were collected during activity.

Excellent reliability and validity were found for measurements taken from accelerometers mounted at the waist and shank during running (Reliability: intraclass correlation (ICC) ≥ 0.99; standard error of measurement (SEM) ≤1.0 steps; Validity: Pearson ≥ 0.99) and at the thigh and shank during bicycling (Reliability: ICC ≥ 0.99; SEM ≤1.0 revolutions; Validity: Pearson ≥ 0.99). Excellent reliability was found between measurements taken at the waist and shank during running (ICC ≥ 0.98; SEM ≤1.6 steps) and between measurements taken at the thigh and shank during bicycling (ICC ≥ 0.99; SEM ≤1.0 revolutions). These data suggest that the GT3X+ can be used for measuring step-count during running and pedal-revolution count during bicycling. Only shank placement is recommended for both activities.  相似文献   

Beyond Tippekampen: the origins and maintenance of Scandinavian support for the Liverpool FC     

Anthony K. Kerr  Paul R. Emery 《Soccer & Society》2016,17(4):512-526

Professional sport is a highly marketable product, whereby favourite teams often become ‘overseas sweethearts’ for millions of satellite supporters and their imagined community of like-minded fans. Scandinavia has historically proven to be a fertile market for English football and is home to some of the largest supporter groups for English clubs, in particular the Liverpool FC. This article examines the origins of Scandinavian identification with the Merseyside club and how satellite supporters in the region maintain a connection with the famous brand. Scandinavian supporters highlighted the importance of the media, especially the popularity of state-run television programmes such as Tippekampen, the team’s playing style and the presence of star players in their initial support for Liverpool FC and explained how they had turned to a virtual ‘third place’ to regularly connect and engage with fellow fans and the brand in cyberspace. In a global marketplace, satellite supporters are critical for the future of many brands and this article offers a valuable case study for those who seek to exploit these markets, monetize these consumers and build equity for their team brands.  相似文献   

Effects of US parameters on classical conditioning of cat hindlimb flexion     

Brett E. Polenchar  Anthony G. Romano  Joseph E. Steinmetz  Michael M. Patterson 《Learning & behavior》1984,12(1):69-72

Unconditioned stimulus (US) intensity and duration were manipulated to determine their effects on cat hindlimb flexion conditioning. Seven consecutive days of acquisition training of a hindlimb flexor response to a tone conditioned stimulus (CS) were followed by 2 days of extinction. Eight animals in each of 12 groups received a 1-, 2-, 3-, or 4-mA, 60-Hz shock delivered to the right hindleg for 25, 50, or 100 msec as the US. Analysis of conditioned-response (CR) frequency indicated that conditioned responding was a positive function of both the intensity and duration of shock, although these variables did not interact with one another. CR latency and amplitude were decreased and increased, respectively, by increases in US intensity. The pattern of results reported here may support a contiguity notion of conditioning, and are discussed in the context of other conditioning preparations.  相似文献   

Book reviews     

Herbert I. Schiller  Paul W. F. Witt  Gilbert Seldes  Edna May Strobel  Anthony W. Hodgkinson 《Educational technology research and development : ETR & D》1966,14(2):259-269

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“‘Sink or swim’: buoyancy and coping in the cognitive test anxiety – academic performance relationship”     

David W. Putwain  Anthony L. Daly  Suzanne Chamberlain  Shireen Sadreddini 《教育心理学》2016,36(10):1807-1825

This study explores the relationship between students’ self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised 325 English students in their final year of secondary school preparing for high-stakes examinations. While controlling for prior attainment and gender, higher worry predicted lower examinations scores. This was partially mediated by less use of effective pre-exam coping strategies. Academic buoyancy moderated the indirect relationship such that the indirect negative relationship from worry to examination performance was stronger when academic buoyancy was lower. The paper concludes that providing in-school training in task-focus and orientation and how to withstand academic pressures may help to ameliorate the influence of performance-interfering worries, and potentially enhance performance among students inclined to worry about examinations.  相似文献   

Globalisation,Post-modernity and the State: Comparative education facing the third millennium     

Anthony R. Welch 《比较教育学》2001,37(4):475-492

In this article, the implications for globalisation and Post-modernity are assessed in terms of the self-understanding and practice of comparative education, particularly in relation to contemporary theories of the state, and civil society. It is argued that, while globalisation and post-modernity are usually seen as discrete phenomena, each raises complex questions of difference and hybridity, power and collective action, which can no longer be seen in relation to the nation-state alone. Different meanings of globalisation are canvassed, based in part on Sklair's taxonomy, while examples of the impact of globalisation, especially on higher education, are given. The implications of post-modern thought are also analysed, particularly for research and understanding in comparative education. Referring to Putnam's work on civil society, it is argued that both globalisation and post-modernity are linked to changes in the nature of late capitalism, and crises in the modern state. It is finally argued that neither offers much in practice to the much needed renewal of democracy, including in education; indeed that both arguably contribute to a trend towards individualism, and a retreat from democratic engagement and visions of the social good.  相似文献   

Book reviews     

Charles F. Hoban  Francis A. Cartier  Daniel V. Mattox  Donald P. Ely  Anthony W. Hodgkinson  Robert A. Weisgerber  Maurice M. Tatsuoka 《Educational technology research and development : ETR & D》1966,14(1):125-143

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The impact of training on pre-service teacher attitudes,concerns, and efficacy towards inclusion     

Umesh Sharma  Anthony Nuttal 《Asia-Pacific Journal of Teacher Education》2016,44(2):142-155

Thirty pre-service teachers took part in a nine-week university course focussed on the benefits of inclusive education and the techniques needed to successfully implement it. The Teachers’ Attitudes Toward Inclusion Scale (TATIS), Concerns about Inclusive Education Scale (CIES), and Teacher’s Efficacy in Implementing Inclusive Practices (TEIP) were administered prior to and following the university course. Paired sample t-tests revealed that participants’ attitudes and efficacy increased significantly following the course while their concerns decreased significantly. Mixed design ANOVAs revealed that pre-service teachers without past experience of teaching students with disabilities had the largest improvement in attitudes. Pre-service teachers who were not acquainted with a person with a disability had significantly larger decreases in concern level and increases in efficacy level than those who were acquainted with a person with a disability. These results are discussed and implications for future research outlined.  相似文献   

Scholarship neglected? How levels are assigned for units of study in Australian undergraduate courses     

Christopher K. Morgan  David W. Roberts  Anthony D. McKenzie  Kerry W. Cochrane 《Assessment & Evaluation in Higher Education》2004,29(3):283-298

Undergraduate units of study are typically differentiated by level as introductory, intermediate or advanced. This paper considers the processes used to create such differentiations together with their implications. Results from a survey of current policy and practice in Australian universities are presented. They reveal a paucity of guidance for lecturers as they design their unit presentations and assessment expectations to reflect the level assigned to their unit. There is also a widely held view that academics intuitively know how to interpret unit levels. The authors contend that current policy and practices associated with determining levels of units are inadequate and argue that more explicit definitions and educationally defensible processes are required.  相似文献   

The Role of Interracial Interaction in the Development of Leadership Skills and Cultural Knowledge and Understanding     

Antonio  Anthony Lising 《Research in higher education》2001,42(5):593-617

While higher education leaders tout the benefits of racial diversity for developing culturally knowledgeable civic leaders, our understanding of these benefits and, in particular, the role of interracial interaction in realizing them, is still emerging. In this study, differences between the effects of interracial contact among students that are close friends versus more casual interracial interactions are examined for their affect on students' leadership skills and cultural knowledge and understanding. Findings suggest that casual interracial interaction is particularly beneficial among students with more racially homogeneous friendship circles, especially with regard to developing leadership skills. In addition, findings indicate that frequent interracial interaction among students may be more important in developing cultural knowledge than involvement in formal activities such as cultural awareness workshops.  相似文献