Continuous walking and time- and intensity-matched interval walking: Cardiometabolic demand and post-exercise enjoyment in insufficiently active,healthy adults     

Kate Francis  Tom Williamson  Paul Kelly 《Journal of sports sciences》2021,39(1):23-30

ABSTRACT

We compared cardiometabolic demand and post-exercise enjoyment between continuous walking (CW) and time- and intensity-matched interval walking (IW) in insufficiently active adults. Sixteen individuals (13 females and three males, age 25.3 ± 11.1 years) completed one CW and one IW session lasting 30 min in a randomised-counterbalanced design. For CW, participants walked at a mean intensity of 65–70% predicted maximum heart rate (HR_max). For IW, participants alternated between 3 min at 80% HR_max and 2 min at 50% HR_max. Expired gas was measured throughout each protocol. Participants rated post-exercise enjoyment following each protocol. Mean HR and V˙O₂ showed small positive differences in IW vs. CW (2, 95%CL 0, 4 beat.min^?1; d = 0.23, 95%CL 0.06, 0.41 and 1.4, 95%CL 1.2 ml.kg^?1.min^?1, d = 0.36, 95%CL 0.05, 0.65, respectively). There was a medium positive difference in overall kcal expenditure in IW vs. CW (25, 95%CL 7 kcal, d = 0.58, 95%CL 0.33, 0.82). Post-exercise enjoyment was moderately greater following IW vs. CW (9.1, 95%CL 1.4, 16.8 AU, d = 0.62, 95%CL 0.06, 0.90), with 75% of participants reporting IW as more enjoyable. Interval walking elicits meaningfully greater energy expenditure and is more enjoyable than CW in insufficiently active, healthy adults.  相似文献   

学分银行理念下开放教育综合实践教学改革初探     

谢妙忻  吴晓辉 《继续教育研究》2021,(1):33-36

随着信息技术日新月异、行业形态不断改变、新业态源源不断出现,社会对人才培养也随之提出更高的要求。在开放教育中,综合实践教学虽然处在战略性地位,但是在学习者专业技能培养中,往往只偏重于理论教育,实践技能教育存在流于形式、学习内容陈旧、实践资源缺失等问题,导致人才培养与实际岗位需求脱节。为了适应开放教育的发展趋势,结合当前开放教育综合实践教学中存在的实施不足、教学方式单一和实践基地弱化等问题,提出开放教育综合实践教学模式应以“学分银行”理念为基础,对综合实践教学进行行之有效的改革,以提升其教学质量和有效性。  相似文献   

Internal efficiency of Higher education system in armed conflict-affected countries-Yemen case     

《International Journal of Educational Development》2021

Yemen has witnessed decades of political unrest and the current armed conflict has significantly impacted human development. The economic activity has been severely disrupted which in turn affected the delivery of public services including the financing and operation of the higher education system (HE), where efficiency was negatively impacted.The purpose of this research is to investigate the extent of which the internal efficiency of the Yemen HE has been affected. This will be achieved through analysing the main three domains of teaching and learning activities as well as the impacts of the adopted policies by HE management. Structured interviews with standardized closed-ended and open-ended questions were conducted online with 51 academics who have been purposely selected. Despite the devastating effects of the armed conflict, the HE has continued to perform its duties, providing space for learning and contributing effectively in social cohesion. Nonetheless, the education process has been impacted quantitatively and qualitatively.Yemen has been deprived of its well-qualified human capital, and the brain-drain is still ongoing. The continuity of conflict will yield a generation who is either uneducated or poorly educated, and this will in turn continue feeding the violence and jeopardizing Yemen’s future.This paper represents a first attempt to study the effects of Yemen’s armed conflict on HE. Future research should shed light on tracing students who abandoned education as well as the level of knowledge, skills and competencies of those lately graduated. The multi-dimensional effects of brain-drain are equally important.  相似文献   

公共文化服务大数据集成架构设计研究   总被引：1，自引：0，他引：1  

化柏林  赵东在  申泳国 《图书情报工作》2020,64(10):3-11

[目的/意义] 针对当前各图书馆、文化馆等公共文化服务机构的多源异构数据，设计出一套行之有效的集成架构。[方法/过程] 在充分分析公共文化大数据资源的基础上，对公共文化服务大数据的类型与分布进行分析，结合公共文化服务大数据的应用场景，设计公共文化大数据集成的架构。[结果/结论] 提出一个由数据来源层、系统集成层、数据融合层、存储层、应用层五个层次构成的公共文化服务大数据集成架构，并对其中的采集、存储等关键技术进行研究。  相似文献   

政务B站号信息传播效果影响因素与实证研究     

陈强  张杨一  马晓悦  曾润喜 《图书情报工作》2020,64(22):126-134

[目的/意义] 作为政府与青年群体沟通的重要平台，政务Bilibili账号的信息传播效果直接决定其沟通效率和效果。对政务Bilibili账号信息传播效果影响因素的研究有利于沟通效果的提升。[方法/过程] 本研究基于共青团中央Bilibili账号的471个样本，采用内容分析和回归分析等系统考察内容主题、视频类别、封面图类型、屏幕形式、字幕、组织形式、剪辑率和视频时长等因素对政务Bilibili账号信息传播效果的影响。[结果/结论] 结果表明，科技类、音乐类和时尚类主题的视频能够提升整体传播效果，科技类视频的贡献度最高；情景剧、实拍视频和监控视频都正向显著影响整体传播效果，实拍视频的贡献度最高。视频剪辑率、竖屏视频、字幕添加、合作创作等均能显著提高整体传播效果，竖屏在整体传播效果模型中的贡献度最大。视频时长和封面图的作用不显著。政务Bilibili账号运营应充分释放青年的爱国势能、创新视频形式、优化视频制作流程、创新组织形式。  相似文献   

Preservice teachers perspectives and experiences teaching personal and social responsibility     

K. Andrew R. Richards  Jennifer M. Jacobs  Victoria Nicole Ivy  Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200

ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献   

Affective responses to supervised 10-week programs of resistance exercise in older adults     

Darren L. Richardson  Michael J. Duncan  Alfonso Jimenez  Paul M. Juris  Neil D. Clarke 《运动与健康科学(英文)》2020,9(6):604-613

  相似文献   

Health-related fitness knowledge growth in middle school years: Individual- and school-level correlates     

Xihe Zhu  Justin A. Haegele  Haichun Sun 《运动与健康科学(英文)》2020,9(6):664-669

BackgroundHealth-related fitness knowledge (HRFK) has been an essential concept for many health and physical education programs. There has been limited understanding and longitudinal investigation on HRFK growth. This longitudinal study examined HRFK growth and its individual- and school-level correlates in middle school years under 1 curriculum condition: Five for Life.MethodsParticipants were 12,044 students from 47 middle schools. Data were collected at both individual/participant and school/institution levels. Individual-level variables included gender, grade, and HRFK test scores. School-level variables included percentage of students receiving free and reduced meals (FARM), student-to-faculty ratio for physical education, and school academic performance (SAP). We used hierarchical linear modeling to examine HRFK 3-year growth in relation to individual- and school-level correlates.ResultsThe average HRFK score at 6th grade for females was 42.81% ± 1.32%. The predicted HRFK growth was 17.06% ± 1.02% per year, holding other factors constant. A 1-standard deviation increase in FARM correlated with a 14.68%-point decrease in predicted test score (p = 0.02). A 1-standard deviation increase in SAP was associated with an 11.90%-point increase in HRFK score. Males had a significantly lower growth rate than females during the middle school years (0.78%/year, p = 0.02).ConclusionThe result showed that both individual- and school-level variables such as gender, FARM, and SAP influenced HRFK growth. Educators should heed gender differences in growth curves and recognize the correlates of school-level variables.  相似文献   

学生体质健康的影响因素与学校体育的应对     

丁丹 《当代体育科技》2020,(10):144-144,146

学生的健康会直接决定国民健康水平。因为传统教育理念的影响,体育教育并不被重视的,按时随着近些年全民锻炼等意识理念的不断推广,学生体质问题越发突出,持续提高体育教育整体质量水平显得非常重要。对此,为了进一步提升体育教育质量,本文简要分析高校学生体质健康的影响因素与学校体育的应对策略,希望可以为相关教育者提供一定帮助。  相似文献   

“成功教学法”对大学生身体素质影响的研究     

黄苑玲  邹小驹 《当代体育科技》2020,(10):182-183

在体育教学过程当中采用的成功教学法,亦称为成功体育教学法,是一个将学生被动参与变成主动参与的学习过程。本研究探讨在体育教学过程中使用成功教学法对学生身体素质发展的影响,研究表明:与传统教学法相比,成功教学法在激发学生参与体育活动的热情,培训学生参与体育锻炼的兴趣和习惯,从而达到增强学生体质方面的效果更为显著。  相似文献