Evening electronic device use and sleep patterns in athletes     

Maddison J. Jones  Brian Dawson  Daniel F. Gucciardi  Peter R. Eastwood  Joanna Miller  Shona L. Halson 《Journal of sports sciences》2019,37(8):864-870

The present study aimed to investigate pre-sleep behaviours (including evening electronic device use) and sleep quantity in well-trained athletes. Seventy well-trained athletes (44 females, 26 males) aged 21 ± 4 y from a range of team and individual sports were asked to complete an online sleep diary for 7 days. The sleep diary included questions about pre-sleep behaviours (e.g. napping, caffeine intake), electronic device use in the 2 h prior to bedtime (e.g. type of device and duration of use) and sleep (e.g. time in bed, sleep onset latency). On average, athletes spent 8:20 ± 1:21 h in bed each night. Associations between age, time in bed and sleepiness suggested that younger athletes spent more time in bed (B = -0.05, p = 0.001) but felt sleepier (r = -0.32, p < 0.01) than older athletes. On average, athletes mostly used electronic devices for 0–30 min prior to sleep. The use of multiple devices in the evening was associated with more perceived difficulty in falling asleep (B = 0.22, p = 0.03), but no associations existed with other sleep variables. In summary, younger athletes may require later start times or improved sleep quality to resolve excessive sleepiness.  相似文献   

Towards a Framework for Evaluating the Research Performance of Chinese Double First-Class Universities     

XU Changqing 《Frontiers of Education in China》2020,15(3):369

The study focuses on the research performance of Double First-Class (DFC) universities in China. A theoretical framework based on economic theory and the Analytic Hierarchy Process (AHP) method for a novel evaluation model is proposed. The model is performed on a sample of 41 participant DFC universities in China. Using data collected from these universities, it was found that there is no consistency between performance ranking, input ranking, and output ranking, with the best ranked universities far from the most efficient. These findings provide empirical evidence of DFC universities’ research performance situation and suggest strategies that the government can use to propel their sustainable development.  相似文献   

Complementing subjective with objective data in analysing expertise: A machine-learning approach applied to badminton     

Olivier Dieu  Christophe Schnitzler  Clément Llena  François Potdevin 《Journal of sports sciences》2020,38(17):1943-1952

ABSTRACT

This study aimed to assess which combination of subjective and empirical data might help to identify the expertise level. A group of 10 expert coaches classified 40 participants in 5 different expertise groups based on the video footage of the rallies. The expertise levels were determined using a typology based on a continuum of 5 conative stages: (1) structural, (2) functional, (3) technical, (4) contextual, and (5) expertise. The video allowed empirical measurement of the duration of the rallies, and tri-axial accelerometers measured the intensity of the player’s involvement. A principal component analysis showed that two dimensions explained 54.9% of the total variance in the data and that conative stage and empirical parameters during rallies (duration, intensity of the game) were correlated with axis 1, whereas duration and acceleration data between rallies were correlated with axis 2. A random forest algorithm showed that among the parameters considered, acceleration, duration of the rallies, and time between rallies could predict conative stages with a prediction accuracy above possibility.

This study suggests that performance analysis benefits from the confrontation of subjective and objective data in order to design training plans according to the expertise level of the participants.  相似文献   

National Football League head coach race,performance, retention,and dismissal     

《Sport Management Review》2020,23(5):978-991

The authors tested for evidence of racial discrimination in the employment retention of National Football League head coaches. A robust data set spanning the modern history of the sport (1985–2018) was generated to examine managerial employment tenure, dismissal, and subsequent organizational performance. After controlling for performance differences and heterogeneity between head coaches, the authors uncover statistically significant evidence that Non-White head coaches experience longer employment spells relative to White head coaches in the Rooney Rule era. No statistically significant evidence of racial differences in the rate at which head coaches are fired is found. Both employment tenure and dismissal are largely driven by raw performance, and to a lesser degree, relative performance. Finally, the relationship between head coach race and organizational performance is examined, but no statistically significant differences by race are uncovered.  相似文献   

形成性评估应用于大学英语听力教学的绩效研究     

金飞  许丽芹 《池州学院学报》2020,(1):135-138

实验研究得知,相较于终结性评估,形成性评估应用于大学英语听力教学不仅能够更为有效地激发和提高学生的学习动力,而且更能有效地提升听力学习绩效;形成性评估更能激发学生的听力学习自主性和合作性,提高其听力自主学习能力和合作学习能力.形成性评估能促使教师转变教学方式,改进听力教学,对提高教学质量和教学绩效有一定的意义.  相似文献   

基于关系契约的合同能源管理激励机制研究     

张慧  郭婧娟 《科技管理研究》2021,41(17):185-190

针对目前正式契约不能有效激励EPC合作主体共同努力的问题,借助委托代理理论,分析两种不同契约关系下双方的合作关系,探讨关系契约的激励作用.研究表明,在正式契约下节能项目的 系统收益并不能达到最优,引入关系契约之后,通过具有"自我实施"性的承诺可以使双方共同努力,从而使节能项目的 系统收益达到最优.  相似文献   

高校及科研院所机构协同创新绩效的影响因素研究——基于社会网络的视角     

常路  汪旭立  符正平 《科技管理研究》2019,39(14)

本文以联盟管理、社会网络理论为基础，以参与“2011计划”协同创新中心的合作单位为研究对象，从组织声誉、联盟经验和网络中心性三个维度，对高校、科研院所的产学研合作协同创新绩效的影响因素进行了研究。在对国内外相关理论研究进行梳理与回顾的基础上，提出研究问题并建立实证研究模型，并利用二手数据进行分析验证。最终得到以下结论：（1）高校及科研院所的组织声誉与协同创新绩效之间的关系不显著；（2）高校及科研院所的联盟经验与协同创新绩效之间存在显著的正相关关系；（3）高校及科研院所在协同创新合作网络中所处位置的中心性对其联盟经验与协同创新绩效之间的关系起部分中介作用；（4）政府合作对高校及科研院所在协同创新合作网络中所处位置的中心性与其创新绩效之间关系的调节作用不显著。  相似文献   

SP口头反馈对医学生OSCE成绩影响初探     

曾勇  鲁映青  邹和建 《复旦教育论坛》2011,9(2):93-96

方法:将考生随机分为两组,实验组先进入有SP反馈的长站,再进入没有SP反馈的短站;时照组先进没有SP反馈的短站,后进入有SP反馈的长站.同时使用问卷调查学生对SP反馈的正确性和帮助大小的看法.结果:对照组和实验组的SP短站成绩差异无显著性,第一SP长站和第二SP长站间的成绩差异有显著性.问卷调查结果显示,90%的学生积极评价SP反馈.结论:SP反馈有助于提高相同结构和相同任务站点的成绩,但对于不同结构不同任务站点的成绩影响还需要进行更严格的设计的研究.  相似文献   

An Agency Theory Perspective on Student Performance Evaluation     

Michael E. Smith  George A. Zsidisin  Laural L. Adams 《Decision Sciences Journal of Innovative Education》2005,3(1):29-46

The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade‐offs that may be involved in the selection of various approaches to student evaluation. Understanding these trade‐offs may be particularly important as faculty members seek to balance competing obligations, such as research and service requirements, while ensuring instructional effectiveness. This article presents propositions for examining how various institutional, instructor, and student characteristics influence the selection and use of student performance evaluation techniques (i.e., exams, papers, and group assignments). In conclusion, we suggest that agency theory may serve as a foundation for understanding current evaluation practices and guiding instructors in their selection of appropriate evaluation mechanisms.  相似文献   

A study of the effect of HyperCard and pen-paper performance assessment methods on expert-novice chemistry problem solving     

Dumar  David D.  White  Arthur L.  Helgeson  Stanley L. 《Journal of Science Education and Technology》1994,3(3):187-200

This study investigated HyperCard as a tool for assessment in science education and determined whether or not a HyperCard assessment instrument could differentiate between expert and novice student performance (balancing stoichiometric equations) in science education. Five chemical equations were presented by traditional pen-paper and by a HyperCard (Hyperequation) program. Thirty honors (expert) and 30 regular (novice) chemistry students were randomly divided into HyperCard and traditional pen-paper groups of 15 students each. Scoring was based on five dependent variables: performance scores, number of attempts, rate of attempts, time on task, and correctness. Correlation results indicated that students with high performance scores correctly balanced more equations, required fewer attempts to balance equations, and required less time per attempt than did students with low performance scores. MANOVA results showed that performance scores and correctness scores for both experts and novice were significantly higher on HyperCard compared to pen-paper assessment; the novice scores on HyperCard nearly equaled the expert pen-paper assessment scores. Significant interactions were found for time on task and for correctness. The results suggest that HyperCard can be a suitable tool for assessment in science education and that such an instrument can differentiate between expert and novice student performance.  相似文献