Some Differences in Bodily Proportions between American Negro and White Male College Students as Related to Athletic Performance     

Eleanor Metheny 《Research quarterly for exercise and sport》2013,84(4):41-53

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Girolamo Cardano and De sanitate tuenda: A Renaissance Physician's Perspective on Exercise     

Eleanor B. English 《Research quarterly for exercise and sport》2013,84(4):282-290

Abstract

The concepts of exercise as presented in De sanitate tuenda (Care of Health), 1560, written by the Renaissance physician, Girolamo Cardano (1501–1576), were the focus of the inquiry. In this work, as well as in his personal and professional life, Cardano was an advocate of physical activity for the development of physical and mental well-being. The benefits accrued from participation were: the harmonious development of mind and body; good health; emotional stability; a strong, firm, beautiful body; and a long, robust life. Physical exercise was perceived as a lifelong task ranging from childhood to old age, with activities geared for the needs and limitations of each age grouping. Vigorous activities were recommended for both children and youth. As one grew older, moderate physical exercise with longer rest periods was advised. A comparison of this work with Sir Thomas Elyot's Castel of Helth, 1541, revealed that Cardano was significant in the realm of Renaissance exercise for his advocacy of physical exercise for all ages, particularly the forty to seventy age group, as well as for the delineation of appropriate activities for this older adult group.  相似文献   

Catching Transitive Thought through Q Methodology: implications for counselling education     

Eleanor Allgood 《Scandinavian Journal of Educational Research》2013,57(2):209-225

Transitive thoughts are the feeling tones, rhythms and idiosyncrasies that are communicated in speech. They are important sources of information for counsellors and their clients. Q methodology is presented and discussed as applicable to counselling education in its ability to give meaning to transitive thought. Relevance to counsellor education is based on the assumption that it is important to assist counsellors in intentionally developing self‐knowledge as an essential part of their practice. Through explicitly structuring and analysing transitive thought, Q methodology makes it possible to discover its underlying patterns. Those patterns can be subsequently interpreted and given meaning through dialogue, thus leading to a more holistic understanding of thought. Q methodology is suggested as a useful systematic approach for counsellors to learn about themselves and to include the feeling part of thought in their practice.  相似文献   

‘It’s better to learn about your health and things that are going to happen to you than learning things that you just do at school’: findings from a mapping study of PSHE education in primary schools in England     

Eleanor Formby 《Pastoral Care in Education》2013,31(3):161-173

This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focusing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education and drugs, alcohol and tobacco education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and well-being, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.  相似文献   

Statistics poster challenge for schools     

Brad Payne  Jenny Freeman  Eleanor Stillman 《Teaching Statistics》2013,35(1):43-45

The analysis and interpretation of data are important life skills. A poster challenge for schoolchildren provides an innovative outlet for these skills and demonstrates their relevance to daily life. We discuss our Statistics Poster Challenge and the lessons we have learned.  相似文献   

Observing the coach-created motivational environment across training and competition in youth sport     

Nathan Smith  Eleanor Quested  Paul R. Appleton  Joan L. Duda 《Journal of sports sciences》2017,35(2):149-158

Adopting an integrated achievement goal (Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.) and self-determination theory (Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/S15327965PLI1104_01) perspective as proffered by Duda, J. L. (2013). (The conceptual and empirical foundations of empowering coaching^TM: Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11, 311–318. doi:10.1080/1612197X.2013.839414), the aim of the current study was to observe empowering and disempowering features of the multidimensional motivational coaching environment in training and competition in youth sport. Seventeen grass-roots soccer coaches were observed and rated in training and competitive settings using the multidimensional motivational climate observation system (MMCOS; Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., … Duda, J. L. (2015). Development and validation of the multidimensional motivational climate observation system (MMCOS). Journal of Sport and Exercise Psychology, 37, 4–22. doi:10.1123/jsep.2014-0059). In line with our hypotheses, coaches created different motivational environments in the two contexts. More specifically, coaches were observed to create a less empowering and more disempowering environment in competition compared to in training. The observed differences were underpinned by distinctive motivational strategies used by coaches in the two contexts. Findings have implications for the assessment of the coach-created motivational environment and the promotion of quality motivation for young athletes taking part in grass-roots-level sport.  相似文献   

Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities     

Marshall H. Raskind  Eleanor L. Higgins 《Annals of dyslexia》1999,49(1):251-281

In recent literature on persons with learning disabilities (LD), speech recognition has been discussed primarily as an assistive technology to help compensate for writing difficulties. However, prior research by the authors has suggested that in addition to helping persons to compensate for poor writing skills, speech recognition also may enhance reading and spelling; that is, what was designed as assistive technology appears to serve remedial functions as well. The present study was conducted to determine whether elementary and secondary students with LD who used the technology to write self-selected compositions and class assignments would demonstrate improvements in reading and spelling. Thirty-nine students with LD (ages 9 to 18) participated. Nineteen participants used speech recognition 50 minutes a week for sixteen weeks, and twenty students in a control group received general computer instruction. Results indicated that the speech recognition group showed significantly more improvement than the control group in word recognition (p<.0001), spelling (p<.002) and reading comprehension (p<.01). Pre- and posttests on five reading-related cognitive processing measures (phonological, orthographic, semantic processing, metacognitive reading strategies, and working memory) indicated that for the experimental group, only phonological processing improved significantly over the treatment period when compared to controls (p<.04). Further ANCOVA suggested that growth in phonological processing was associated with significant differences among conditions for all three academic measures: word recognition, spelling, and reading comprehension. Address correspondence to 971 N. Altadena Drive, Pasadena, CA 91107. E-mail center@frostig.org.  相似文献   

Projecting to the NAEP Scale: Results from the North Carolina End-of-Grade Testing Program     

Valerie S. L. Williams  Kathleen Rees Rosa  Lori D. McLeod  David Thissen  Eleanor E. Sanford 《Journal of Educational Measurement》1998,35(4):277-296

Data from the North Carolina End-of-Grade test of eighth-grade mathematics are used to estimate the achievement results on the scale of the National Assessment of Educational Progress (NAEP) Trial State Assessment. Linear regression models are used to develop projection equations to predict state NAEP results in the future, and the results of such predictions are compared with those obtained in the 1996 administration of NAEP Standard errors of the parameter estimates are obtained using a bootstrap resampling technique.  相似文献   

Toward an understanding of higher-order thinking among minority students     

Eleanor Armour-Thomas  Keith Bruno  Brenda A. Allen 《Psychology in the schools》1992,29(3):273-280

Recent investigations have established the importance of higher-order thinking in the acquisition and application of learning skills in diverse domains of inquiry. Such findings have implications for enhancing the quality of thinking of all children but have particular significance for those minority students who historically have not performed as well as their more economically advantaged peers. Although much has been written about the construct, research is still needed to identify the specific processes underlying higher-order thinking and to examine its use among minority populations. A principal-factors extraction with varimax rotation analysis was used in the present study to clarify the nature and function of higher-order thinking among minority students from economically disadvantaged backgrounds. The results allowed for a specification of the mental processes associated with the construct and the extent to which students reported an awareness and use of these processes in academic problem-solving situations.  相似文献   

Setting the context for learning     

Eleanor F. Quigley  Michael J. Kruger 《Performance Improvement》1986,25(10):33-34

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