Validity and Reliability of Three Self-Report Instruments for Assessing Attainment of Physical Activity Guidelines in University Students     

Joseph J. Murphy  Marie H. Murphy  Ciaran MacDonncha  Niamh Murphy  Alan M. Nevill  Catherine B. Woods 《Measurement in physical education and exercise science》2017,21(3):134-141

The purpose of this study was to compare the validity and reliability of three short physical activity self-report instruments to determine their potential for use with university student populations. The participants (N = 155; 44.5% male; 22.9 ± 5.13 years) wore an accelerometer for 9 consecutive days and completed a single-item measure, the a brief two item measure and the International Physical Activity Questionnaire—Short Form questionnaires on day 1 and 9. Correlations between self-reported and accelerometer derived moderate-to-vigorous physical activity levels were moderate for the International Physical Activity Questionnaire—Short Form, while poor for the single-item measure and the a brief two item measure. The agreement level was high with the International Physical Activity Questionnaire—Short Form (77.4%) and moderate for both the single-item measure (45.2 %) and a brief two item measure (44.5 %). The intraclass correlations between the two administrations were moderate to strong across all measures (0.52–0.70) in 133 participants. The International Physical Activity Questionnaire—Short Form is the most suitable of these three self-report instruments for use with this population due to higher correlations and levels of agreement with accelerometry.  相似文献   

Tinkering through transition: on ‘doctoring’ as an early-career academic in physical education and sport pedagogy     

Benjamin Williams  Erin Christensen  Joseph Occhino 《Sport, Education and Society》2017,22(1):73-86

This article addresses the notion of ‘making it’ as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of our experiences, we offer an answer to the question of what it takes to ‘make it’ as an early-career academic by advocating the practice of ‘making do’ or ‘doctoring.’ We develop this argument, first, by describing the narrative methods we used to conduct our inquiry and by explaining the material-semiotic ideas we used to explore the stories it generated. Then, we tell tales of our transitions from higher degree research student to early-career academic, focusing specifically on our ongoing, collective efforts to make do. In our discussion, we explore these narratives and attend to three features of our actions and activities as early-career academics; namely semiotic relationality, material heterogeneity and the precarious processes of heterogeneous engineering through which we sought to make a career in our field. We conclude by encouraging beginning scholars in physical education and sport pedagogy to become sensitive to these aspects of their own agency, and to experiment, experience and tinker together in ways that are attentive, inventive, caring and persistent.  相似文献   

Analysis of single comments left for bioRxiv preprints till September 2019     

Mario Mali ki  Joseph Costello  Juan Pablo Alperin  Lauren A. Maggio 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

IntroductionWhile early commenting on studies is seen as one of the advantages of preprints, the type of such comments, and the people who post them, have not been systematically explored.Materials and methodsWe analysed comments posted between 21 May 2015 and 9 September 2019 for 1983 bioRxiv preprints that received only one comment on the bioRxiv website. The comment types were classified by three coders independently, with all differences resolved by consensus.ResultsOur analysis showed that 69% of comments were posted by non-authors (N = 1366), and 31% by the preprints’ authors themselves (N = 617). Twelve percent of non-author comments (N = 168) were full review reports traditionally found during journal review, while the rest most commonly contained praises (N = 577, 42%), suggestions (N = 399, 29%), or criticisms (N = 226, 17%). Authors’ comments most commonly contained publication status updates (N = 354, 57%), additional study information (N = 158, 26%), or solicited feedback for the preprints (N = 65, 11%).ConclusionsOur results indicate that comments posted for bioRxiv preprints may have potential benefits for both the public and the scholarly community. Further research is needed to measure the direct impact of these comments on comments made by journal peer reviewers, subsequent preprint versions or journal publications.  相似文献   

Generational differences in the ranking pathways of top 100 ranked golfers     

Aaron Koenigsberg  Jarred Pilgrim  Joseph Baker 《Journal of sports sciences》2020,38(18):2047-2053

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A Memorial to Barbara White     

Allan Collins  John Frederiksen  Joseph Campione 《学习科学杂志》2015,24(1):193-195

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Pamela Riney‐Kehrberg. The Nature of Childhood: An Environmental History of Growing Up in America Since 1865. Lawrence: University Press of Kansas, 2014. 273 pp. Cloth $34.95.     

Joseph Watras 《History of education quarterly》2016,56(1):200-203

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Liberty Weeps     

Joseph DeLappe 《Visual Communication Quarterly》2016,23(1):64-68

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Do you really hate Tom Brady? Pretense and emotion in sport     

Joseph G. Moore 《体育哲学杂志》2019,46(2):244-260

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Time and Politics: Parliament and the Culture of Modernity in Britain and the British World     

Joseph S. Meisel 《Cultural and Social History》2017,14(5):739-740

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Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine     

Jean B. Schumaker  Joseph B. Fisher  Lisa D. Walsh  Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200

In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.  相似文献