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991.
Brooke Klingberg Natasha Schranz Lisa M. Barnett Verity Booth Katia Ferrar 《Journal of sports sciences》2019,37(4):378-386
Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of “fundamental movement skills” and “pre-school children”. Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as ‘poor = 1?, ‘average = 2? and ‘good = 3?; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12–14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments. 相似文献
992.
Natalie Lander Judith Mergen Philip J. Morgan Jo Salmon Lisa M. Barnett 《Journal of sports sciences》2019,37(4):357-363
Perceived and actual motor competence (MC) influence physical activity (PA) behaviour. Notably, both are lower in girls than in boys. This study aimed to investigate (i) whether a 12-week, teacher-led intervention that improves actual MC (Lander, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2017). Improving early-adolescent girls’ motor skill: A cluster randomized controlled trial. Medicine and Science in Sports and Exercise. 49(12), 2498–2505) could also improve adolescent girls’ physical self-perception and perceived MC, and (ii) whether change in actual MC is associated with post-intervention perceptions A randomized controlled trial with 171 girls (mean age 12.48 ± 0.34 years), measured perception (i.e., physical self-perception profile (PSPP) and pictorial scale of perceived movement skill competence (PMSC)) and actual MC (i.e., Victorian FMS Teachers’ Assessment Manual). Mixed models with post-intervention perception as the outcome, adjusting for baseline perception, group, and change in actual MC, as well as clustering, were performed. An interaction term between change in MC and intervention status was included to test the secondary aim. There were significant intervention effects on girls’ physical self-perception as well as their perceived MC. However, there was no association between change in actual MC across the intervention and post intervention perception. While the intervention improved both actual MC and perceived MC, they were not associated. 相似文献
993.
The ways in which societies and institutions institutionalize and practice invention management reflects not only how new ideas are valued, but also imaginaries about the role of science and technology for societal development. Often taking the US Bayh-Dole-Act as a model, many European states have recently implemented changes in how inventions at academic institutions are to be handled to optimize their societal impact. We analyze how these changes have been taken up—and made sense of—in regions with different pre-existing infrastructures, practices and semantics of invention management. For doing so, we build on a comparative analysis of continuities and changes in infrastructures, practices and semantics of invention management in North-Rhine Westphalia (NRW, a former Western state) and Saxony (a former GDR state) to reflect on how academic institutions have been handling inventions along transforming socio-political contexts. Building on document analysis and qualitative interviews with research managers, we discuss ongoing differences in practices of invention management and the semantic framing of the societal value of inventions in NRW and Saxony, and discuss how this can be understood before the background of their ideological, political and economic separation until reunification in 1990. Joining the conceptual perspectives of path dependencies and sociotechnical imaginaries, we argue that two critical incidents in the history of these states (the reunification in 1990 and a legal change in 2002) allowed for wide-ranging institutional alignments, but also allowed path dependencies in practices and semantics of invention management to prevail. 相似文献
994.
The aim of this study was to examine the reliability of a 5-km time-trial during a competitive outdoor running event. Fifteen endurance runners (age = 29.5 ± 4.3 years, height = 1.75 ± 0.08 m, body mass = 71.0 ± 7.1 kg, 5-km lifetime personal best = 19:13 ± 1:13 minutes) completed two competitive 5-km time-trials over 2 weeks. No systematic differences in run time between Trial 1 and Trial 2 were reported (Trial 1: 1,217 ± 85 sec, 95% CI [1,170, 1,264]; and Trial 2: 1,216 ± 79 sec, [1,172 to 1,260], p = .855). Absolute reliability, expressed as the typical error (TE; 14.7 sec, 95% CI = 11.3–21.4 sec) and coefficient of variation (CV; 0.95 ± 0.65%, [0.59–1.31]) confirms the reliability of 5-km running performance in a competitive time trial. 相似文献
995.
996.
The extent of curriculum bias was analyzed using seven standardized and criterionreferenced reading achievement tests. This bias was examined relative to five widely used commercial reading programs at the third-grade level. Results from the analysis indicated that the degree of bias varied widely depending on the specific test and program used for reading instruction. The practical and ethical implications of this bias effect are described in relation to the placement of children into reading programs and identification of students as exceptional. 相似文献
997.
998.
Lacking in the philosophy of sport is discussion of the gendered numbers of sets played in Grand Slam tennis. We argue that the practice is indefensible. It can be upheld only through false beliefs about women or repressive femininity ideals. It treats male tennis players unfairly in forcing them to play more sets because of their sex. Its ideological consequences are pernicious, since it reinforces the respective identifications of the female and male with physical limitation and heroism. Both sexes have compelling reason to reject the practice. 相似文献
999.
Javier Brazo-Sayavera María Asunción Martínez-Valencia Lisa Müller Georgios Andronikos Russell J. J. Martindale 《Journal of sports sciences》2017,35(22):2172-2178
This study examined the impact of relative age effect (RAE) on selection to the Spanish National Athletics Federation (RFEA) training camps (TC) between 2006 and 2013. Overall, 1,334 selected athletes at U15 years (cadet) and U17 years (juvenile) were compared against 27,711 licensed but unselected athletes for the same age groups. The results highlighted the influential role of the RAE on selection to national level track and field training camp opportunities. Interestingly, this effect was mediated by age and gender, where effects were stronger for both males and younger athletes (U15), with no evidence of RAE for older (U17) female athletes. These results support the “maturation-selection” hypothesis as a mechanism for RAE. Particularly given the long-term goals of RFEA (e.g., production of successful senior elite athletes), these results highlight the need to consider the impact of current selection processes on effective provision of opportunities to those athletes with most potential to succeed in the long term. A number of possible context-relevant solutions are discussed, including education and awareness raising, using holistic selection criteria and correction adjustments techniques. 相似文献
1000.
In an effort to humanize students of color in teacher education research, this study shifts away from the question, “How can we add students of color?” and instead asks, “How might teacher education programs be transformed to make space for students of color?” To begin, we articulate an ethnic studies critique for teacher education based on the demands for ethnic studies in the late 1960s. We then apply this critique in an analysis of the experiences of twelve preservice teachers of color. We argue that teacher education may be structured—institutionally and ideologically—to hinder the success of preservice teachers of color. We conclude with three suggestions for teacher education grounded in the ethnic studies critique, which offers an alternative paradigm for thinking of students of color beyond numbers and statistics. 相似文献