全文获取类型
收费全文 | 210篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 127篇 |
科学研究 | 9篇 |
各国文化 | 1篇 |
体育 | 64篇 |
文化理论 | 4篇 |
信息传播 | 7篇 |
出版年
2023年 | 1篇 |
2021年 | 3篇 |
2020年 | 11篇 |
2019年 | 9篇 |
2018年 | 10篇 |
2017年 | 10篇 |
2016年 | 15篇 |
2015年 | 8篇 |
2014年 | 8篇 |
2013年 | 50篇 |
2012年 | 11篇 |
2011年 | 14篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 5篇 |
2007年 | 9篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2002年 | 5篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1927年 | 1篇 |
1924年 | 1篇 |
1921年 | 1篇 |
1920年 | 1篇 |
1890年 | 1篇 |
排序方式: 共有212条查询结果,搜索用时 31 毫秒
31.
William C. Byrnes Priscilla M. Clarkson Frank I. Katch 《Research quarterly for exercise and sport》2013,84(3):283-285
The present study reported on translating the Exercise Identity Scale (EIS: Anderson &; Cychosz, 1994) into Greek and examining its psychometric properties and cross-cultural validity based on U.S. individuals' EIS responses. Using four samples comprising 33, 103, and 647 Greek individuals, including exercisers and nonexercisers, and a similar sample comprising 800 U.S. individuals, the concurrent validity, factor structure, internal reliability, test-retest reliability, external validity, gender invariance, and cross-cultural validity of the EIS responses were examined using confirmatory factor analytical procedures. The results supported the concurrent validity, an adequate unidimensional factor structure for the translated EIS and the internal reliability and test-retest reliability over a 6-week interval. Further, cross-gender configural, partial metric, partial strong factorial, and partial strict factorial invariance and cross-cultural configural and partial metric invariance supported the cross-cultural equivalence of the EIS versions. Moreover, the external validity of the translated EIS responses was also supported. Overall, the findings supported the validity of the exercise identity construct outside North American boundaries and the EIS items' equivalence, providing initial evidence for its cross-cultural applicability. 相似文献
32.
Abstract In this study, we examined the correlations between selected markers of isometric training intensity and subsequent reductions in resting blood pressure. Thirteen participants performed a discontinuous incremental isometric exercise test to volitional exhaustion at which point mean torque for the final 2-min stage (2min-torquepeak) and peak heart rate peak (HRpeak) were identified. Also, during 4 weeks of training (3 sessions per week, comprising 4 × 2 min bilateral leg isometric exercise at 95% HRpeak), heart rate (HRtrain), torque (Torquetrain), and changes in EMG amplitude (ΔEMGamp) and frequency (ΔEMGfreq) were determined. The markers of training intensity were: Torquetrain relative to the 2min-torquepeak (%2min-torquepeak), EMG relative to EMGpeak (%EMGpeak), HRtrain ΔEMGamp, ΔEMGfreq, and %MVC. Mean systolic (?4.9 mmHg) and arterial blood pressure (?2.7mmHg) reductions correlated with %2min-torquepeak (r = ?0.65, P = 0.02 and r = ?0.59, P = 0.03), ΔEMGamp (r = 0.66, P = 0.01 and r = 0.59, P = 0.03), ΔEMGfreq (r = ?0.67, P = 0.01 and r = ?0.64, P = 0.02), and %EMGpeak (systolic blood pressure only; r = ?0.63, P = 0.02). These markers best reflect the association between isometric training intensity and reduction in resting blood pressure observed after bilateral leg isometric exercise training. 相似文献
33.
The purpose of this study was to investigate how coaches perceived and responded to the content knowledge and assessment processes that they were exposed to during an advanced level soccer coaching award programme. In-depth interviews were conducted with six coaches who had successfully completed the Union of European Football Associations (UEFA) ‘A’ Licence in the UK. Using the concepts of the ‘dialectic of socialisation’, ‘studentship’ and Goffman's (1959) work on ‘the presentation of the self’ as analytical pegs, the discussion highlights how the coaches were far from ‘empty vessels’ waiting to be filled. Rather, the findings reveal the active role that the respondent coaches played in terms of accepting, rejecting and resisting the knowledge, beliefs and methods espoused by the coach educators. Finally, perceiving of coach learning as a negotiated and contested activity is discussed in terms of its implications for existing and future coach education provision. 相似文献
34.
Gavin Moir Ross Sanders Chris Button Mark Glaister 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):285-300
The purpose of this study was to assess the effect of periodized resistance training on accelerative sprint performance. Sixteen physically active men participated in a randomized controlled study. An experimental group (n = 10) completed an 8-week periodized resistance training intervention, while a control group (n = 6) did not train. Pre- and post-training measures of 20-m straight-line sprint time, including a 10-m split, maximum strength, and explosive strength, were recorded. Flight time, stance time, stride length, and stride frequency were quantified from digitized video recordings of the first three strides of the 20-m sprint. Resistance training resulted in significant increases in maximum strength (parallel back squat: 19%) and explosive strength (6–10%). However, both groups increased 0–10 m sprint times (experimental group = 6%; control group = 3%) while 10–20 m times were reduced (experimental group = 7%; control group = 4%), highlighting the mechanical differences between the distinct sprint phases. The change during the 0–10 m interval was accompanied by a reduction in stride frequency during the first three strides. Strength coaches should be aware that the potential benefits of increased muscular strength during short sprints are likely to be affected by mechanical specificity and that improvements in sprinting performance may not occur immediately after a period of resistance training. 相似文献
35.
Florence Kyaruzi Jan-Willem Strijbos Stefan Ufer Gavin T. L. Brown 《Assessment in Education: Principles, Policy & Practice》2019,26(3):278-302
This study investigates the impact of secondary school students’ perceptions of mathematics teachers’ formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used to measure students’ perceptions of formative assessment, feedback delivery, and feedback use. Structural Equation Modelling (SEM) of survey data showed that students’ perceptions of the quality of teacher feedback delivery and perceived scaffolding positively predicted students’ feedback use whereas perceived monitoring negatively predicted feedback use. In turn, students’ feedback use positively predicted their mathematics performance to a small extent. Content analysis of focus group discussions illustrated that most students valued their mathematics teacher’s assessment practices. The findings imply that in Sub-Saharan African educational systems the quality of teacher feedback delivery and promotion of student feedback use can improve students’ mathematics performance. 相似文献
36.
This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset). Linguistic prosody awareness was measured three ways: Mandarin tone perception, English stress perception, and English stress production. A Chinese character recognition task was the Mandarin L1 reading metric. English L2 word reading was assessed by English real word reading and nonword decoding tasks. The importance of the auditory processing measures to reading was different in the two languages. Pitch contour discrimination predicted Mandarin L1 word reading and rise time discrimination predicted English L2 word reading, after controlling for age and nonverbal IQ. For the prosodic and phonological measures, Mandarin tone perception, but not rhyme awareness, predicted Chinese character recognition after controlling for age and nonverbal IQ. In contrast, English rhyme awareness predicted more unique variance in English real word reading and nonword decoding than did English stress perception and production. Linguistic prosody awareness appears to play a more important role in L1 word reading than phonological awareness; while the reverse seems true for English L2 word reading in Mandarin-speaking children. Taken together, auditory processing, language-specific linguistic prosody awareness, and phonological awareness play different roles in L1/L2 reading, reflecting different prosodic and segmental structures between Mandarin and English. 相似文献
37.
Gavin T.L. Brown Jennifer C. Marshall 《Assessment & Evaluation in Higher Education》2012,37(6):653-670
Successful academic writing requires strong command of the rhetorical moves that orient the reader to the theme and substantive material of an academic essay. Effective control of the introduction leads to better overall writing. The goal of this study was to devise and evaluate a pedagogy for teaching the writing of academic essay introductions. The study employed a pre-, post-, and delayed post-test design in a single university student learning site. Student writing was scored on eight aspects related to (1) structure and content and (2) style. Confirmatory factor analysis reduced the eight scores aggregated into the two scales. A single two-hour workshop increased the participants’ (n = 87) performance in the rhetorical structure and content of their introductions, but not the style. A longitudinal model (n = 20) using three sets of parcelled scores showed that the structure and content of the introduction positively predicted the grade awarded by the student’s faculty. Direct instruction in writing introductions, through a relatively short, low-cost, genre-based training programme, appears to achieve significant student learning. 相似文献
38.
Building,Sustaining, and Expanding the Education Doctorate at Peabody College: An Administrative View 总被引:1,自引:1,他引:0
Catherine Gavin Loss 《Peabody Journal of Education》2013,88(1):44-47
This article examines the operational and administrative underpinnings of Vanderbilt University's Ed.D. program. It explores the ways in which the admissions process, program orientation, and other academic and support services were reconceived when Peabody College formally launched its redesigned Ed.D. program in the summer of 2004. Further, it situates the mission of Peabody's education doctorate—the training and preparation of practitioner-scholars in elementary, secondary, and postsecondary settings—within the context of program administration. 相似文献
39.
Gavin Ward 《Education 3-13》2013,41(6):562-585
A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In recognition of this, Veal and MaKinster's framework of general, domain and topic-specific PCK was employed to examine 12 primary school teachers' PCK of games. It was concluded that when personal experiences of pedagogy and content knowledge are unchallenged and reinforced by teachers' training and continuing professional development (CPD) programmes, very narrow topic-specific PCK results. This PCK was characterised bythe inseparable paring of constricted pedagogical strategies and limited content knowledge. When teachers do not integrate this very narrow topic-specific PCK with other types of PCK, it has significant repercussions upon the planned curriculum and learning experiences offered to pupils. 相似文献
40.
The playing of games has been a long standing tradition in physical education. Yet despite its history, the teaching of games within primary physical education lessons remains something of a weakness. This is most evident through a continued focus upon skill acquisition and a lack of fostering of a real ‘tactical understanding’ of game play. Despite attempts to rectify this issue through the development of instructional models, a lack of conceptual clarity remains. This paper proposes a framework that goes some way to rectify this ambiguity by proposing to focus upon what are referred to as ‘Principles of Play’. It is recommended that this approach should become the focus when conceptualising what constitutes primary games lessons. 相似文献