Complex Systems,Transitions, and Taking a Moment     

William C. Diehl 《The American journal of distance education》2018,32(2)

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Transforming,storing and consuming athletic experiences: a coach’s narrative of using a video application     

C. Cronin  A.E. Whitehead  S. Webster  T. Huntley 《Sport, Education and Society》2019,24(3):311-323

The analysis of sport performance in competitive contexts has become synonymous with the use of a range of software applications and hardware e.g. heart rate monitors and gps systems. With the prevalence of technology in mind, a small but growing corpus of literature has begun to consider this phenomenon and its influence upon the coaching process. This study adds to this literature by detailing the autoethnographic experiences of a case study coach; Derek. A contextualised and richly described narrative account of Derek’s experience of using coaching applications is provided. Analysis of Derek’s narrative suggests that technology can be a useful means by which individuals make sense of their experience. Specifically, (1) technology can be a ‘ready-to-hand’ instrument that enhances the coaching process. Unfortunately, (2) technology may become the only and ‘calculative’ means by which individuals come to understand their performance. In such instances, it is important to note that (3) the videos we use to understand our performance are transformed and incomplete representations of lived athletic experiences. Thus, Derek’s story illustrates how technology can be both an enabler and barrier to athletes who wish to holistically understand their own lived experiences and engage in coach-athlete relationships. The accompanying analysis draws upon concepts from Heideggerian philosophy to add insight into the use of technology within the coaching process. In so doing, the study prompts coaches to critically view their coach-athlete relationships as situated in a wider world which contains, and can be mediated by, technology. In addition, Derek’s story (re)directs researchers and coaching practitioners interested in technology to a useful literature (philosophy of technology) which may further inform their understanding of coach-athlete relationships.  相似文献   

Acute effects of different warm-up protocols on highly skilled golfers’ drive performance     

Ben L. Langdown  Jack E.T. Wells  Sean Graham  Matt W. Bridge 《Journal of sports sciences》2019,37(6):656-664

Previous research has highlighted the positive effect that different warm-up protocols have on golf performance (e.g. Sorbie et al., 2016; Tilley & Macfarlane, 2012) with the design of warm-ups and programmes targeting and improving golf performance through the activation and development of specific muscle groups. This study aimed to examine the acute effects of two warm-up protocols on golf drive performance in comparison to a control condition. Using a randomised counterbalanced design over three testing sessions, twenty-three highly skilled golfers completed the control, dynamic and resistance-band warm-up conditions. Following each condition, a GC2 launch monitor was used to record ball velocity and other launch parameters of ten shots hit with the participants’ own driver. A repeated-measures ANOVA found significant increases in ball velocity (η_p² = .217) between the control and both the dynamic and resistance-band warm-up conditions but no difference between these latter two, and a reduction in launch angle between control and dynamic conditions. The use of either a dynamic stretching or resistance-band warm-up can have acute benefits on ball velocity but golfers should liaise with a PGA Professional golf coach to effectively integrate this into their golf driving performance.  相似文献   

Reliably Assessing Growth with Longitudinal Diagnostic Classification Models     

Matthew J. Madison 《Educational Measurement》2019,38(2):68-78

Recent advances have enabled diagnostic classification models (DCMs) to accommodate longitudinal data. These longitudinal DCMs were developed to study how examinees change, or transition, between different attribute mastery statuses over time. This study examines using longitudinal DCMs as an approach to assessing growth and serves three purposes: (1) to define and evaluate two reliability measures to be used in the application of longitudinal DCMs; (2) through simulation, demonstrate that longitudinal DCM growth estimates have increased reliability compared to longitudinal item response theory models; and (3) through an empirical analysis, illustrate the practical and interpretive benefits of longitudinal DCMs. A discussion describes how longitudinal DCMs can be used as practical and reliable psychometric models when categorical and criterion‐referenced interpretations of growth are desired.  相似文献   

Human subject research     

Hale  Piers J. 《Metascience》2019,28(2):297-300

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The mark of criminality: Rhetoric,race, and gangsta rap in the war-on-crime era     

Nick J. Sciullo 《Critical Studies in Media Communication》2018,35(4):392-394

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The ethics of reading Wittgenstein     

Michael A. Peters 《Educational Philosophy and Theory》2019,51(6):546-558

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Teacher–student negotiations during context-based chemistry reform: A case study     

Michelle Overman  Jan D. Vermunt  Paulien C. Meijer  Mieke Brekelmans 《科学教学研究杂志》2019,56(6):797-820

Teachers participating in curricular reforms, especially reforms based on constructivism, are expected to bring about change in their teaching approach. This is often a difficult, complex and intensive process, and demands a radical reculturing of the classroom. This is also the case for social constructivist reforms in chemistry education, which are based on a context-based approach. Educational change is a social and interactional process, and during this change teachers will engage in negotiations with their students about the reform. These teacher–student negotiations have a profound impact on the succeeding of the reform. This study explores the teacher–student interactions during the reform that shape and alter the context-based chemistry approach. We focused on two teachers, of whom it was found in an earlier study that one of them succeeded in implementing the reform, while the other one struggled. By following them for one school year, in which in-depth qualitative data was collected through various instruments, we developed insights about the teacher–student negotiations that influenced the educational reform. Three themes emerged from the data: “agency of learning,” “vulnerability,” and “care.” The differences that were found between the teachers regarding these themes help explain why and how the reform can become a success and why the reform often fails to change classroom practice.  相似文献   

Can sit-to-stand muscle power explain the ability to perform functional tasks in adults with severe obesity?     

Samuel T. Orange  Phil Marshall  Leigh A. Madden  Rebecca V. Vince 《Journal of sports sciences》2019,37(11):1227-1234

This study examined the relationship between sit-to-stand (STS) power and physical function in adults with severe obesity. Thirty-eight adults (age: 44 ± 12 years; body mass index [BMI]: 45.2 ± 7.8 kg/m²) completed evaluations of STS power, strength and functional performance. STS power was measured with a wearable inertial sensor, strength was assessed with the isometric mid-thigh pull, and function was measured with the timed up-and-go (TUG), six-minute walk test (6MWT) and 30-s chair STS. Power and strength (normalised to body mass) entered regression models in addition to age, gender, BMI and physical activity (daily step count). Power displayed large univariate associations with TUG (r = 0.50) and 30-s chair STS (r = 0.67), and a moderate association with 6MWT (r = 0.49). Forward stepwise regression revealed that power independently contributed to TUG (β = ?0.40, p = 0.010), 30-s chair STS (β = 0.67, p < 0.001) and 6MWT performance (β = 0.27, p = 0.007). Power also appeared to be a superior determinant of function compared with strength. Power generated via the STS transfer largely underpins the ability to perform functional tasks in adults with severe obesity, although intervention studies are required to investigate a potentially causal relationship.  相似文献   

Diverging discourses: Examining how college students majoring in communication define diversity     

Drew T. Ashby-King  Lisa K. Hanasono 《Qualitative Research Reports in Communication》2019,20(1):9-18

Colleges and universities in the United States often promote diversity through a neoliberal lens by framing diversity as a celebration of individual differences or a commodity that students can gain by attending their institution. In communication courses, diversity has been conceptualized through both neoliberal and critical lenses, but limited research has investigated how communication students define and explain diversity. The focus of this study was to understand how communication students define diversity. We performed thematic analyses on open-ended survey responses to investigate how communication students define diversity. Four themes emerged from our analyses: (a) diversity is a mechanism for unifying communities, (b) diversity is an affirmation of individual differences, (c) diversity is a harbinger of acceptance and equality, and (d) diversity is a disruptive force that re-centers the voices of traditionally marginalized people. Our findings indicate most communication students define diversity through a neoliberal lens. However, 3% of our participants conceptualized diversity through a critical lens by explaining that diversity should create space for those who are marginalized to have their voices heard. We conclude by providing recommendations for communication instructors to incorporate more critical conversations about diversity into their classrooms and foster diverging discourses about diversity across communication curricula.  相似文献