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Ceridwen Evans Sandy Toogood Stephanie Owen-Leeds Leusa Dwyfor Shabreen Jorammanawar Nour Issa J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance. 相似文献
3.
As one of the potential contextual factors for creativity development, children’s museum has been introduced to China from the western world in recent years, with the aim to offer a new informal educational environment to enhance children’s creativity. Based on experimental data for two groups of 4-year-old preschoolers (218 for the family mode and 202 for the preschool mode) from Beijing with an appropriately one-year long intervention (September 2017 to July 2018), this study examines the effect of regular visits to a children’s museum and other education environmental factors on young children’s creativity measured by Torrance’s Thinking Creatively in Action and Movement (TCAM) test. Results indicate that in terms of family visit, compared to the control group, the intervention that offers 18 times free tickets to visit a children’s museum significantly improved the experiment group’s originality (a sub-measure of creativity) by an additional 34.51 %. A beneficial effect of this intervention was also found in improving children’s fluency from the sample of preschool group visit (46.80 %). In addition, family education environment factors such as public preschool attendance, frequency of visits to science museums, and the degree of parents’ latitude were also found to positively affect creativity. Children’s personal features such as sex and geographic location of the family are also found to be related with children’s creativity. 相似文献
4.
研究新中国成立70年来体育教育专业人才培养特征与演变规律,是呈现体育教育专业发展历史的需要,是推动体育教育专业发展和改革的一项基础性工程。采用文献资料法、历史法、专家访谈法和逻辑分析法,对体育教育专业发展规模、专业定位、培养方案、课程设置、教学模式等方面开展研究,结果表明:新中国成立70年来,体育教育专业经历了学习与移植、探索与挫折、混乱与恢复、开放与改革、提速与跨越、实践与创新的演变过程。表现出专业规模不断扩大、培养目标由单一向多元发展、课程设置逐渐模块化和弹性化、选修课和实践课学时逐步增加、总学分缓慢降低、人才培养模式多样、教学方法不断更新等特征。这些演变是基于国际国内的政治、经济、文化和科技发展的历史缘由。当下,专业认证已全面铺开,坚持"一流专业"建设是培养卓越体育教师的根与本。 相似文献
5.
Jonathon Weakley Shaun McLaren Carlos Ramirez-Lopez Amador García-Ramos Nick Dalton-Barron Harry Banyard 《Journal of sports sciences》2020,38(5):477-485
ABSTRACTThe aim of this study was to investigate the differences and long-term reliability in perceptual, metabolic, and neuromuscular responses to velocity loss resistance training protocols. Using a repeated, counterbalanced, crossover design, twelve team-sport athletes completed 5-sets of barbell back-squats at a load corresponding to a mean concentric velocity of ~0.70 m·s?1. On different days, repetitions were performed until a 10%, 20% or 30% velocity loss was attained, with outcome measures collected after each set. Sessions were repeated after four-weeks. There were substantial between-protocol differences in post-set differential ratings of perceived exertion (dRPE, i.e., breathlessness and leg muscles, AU) and blood lactate concentration (B[La], mmol·L?1), such that 30%>20%>10% by small to large magnitudes. Differences in post-set countermovement jump (CMJ) variables were small for most variables, such that 30%<20%<10%. Standard deviations representing four-week variability of post-set responses to each protocol were: dRPE, 8–11; B[La], 0.8–1.0; CMJ height, 1.6–2.0; CMJ PPO, 1.0–1.8; CMJ PCV, 0.04–0.06; CMJ 100ms-Impulse, 5.7–11.9. Velocity loss thresholds control the magnitude of perceptual, metabolic, and neuromuscular responses to resistance training. For practitioners wanting to reliably prescribe training that can induce a given perceptual, metabolic, or neuromuscular response, it is strongly advised that velocity-based thresholds are implemented. 相似文献
6.
Rene A. Gonzales Gordon Ferns Marc A. T. M. Vorstenbosch Claire F. Smith 《Anatomical sciences education》2020,13(6):707-720
Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support. 相似文献
7.
Simon J. Roberts James R. Rudd Matthew J. Reeves 《Journal of sports sciences》2020,38(11-12):1454-1464
ABSTRACT The present study examined the efficacy of a coaching curriculum, based on non-linear pedagogy, on improving attacking players’ individual learning objectives (ILOs) in elite-youth football. Participants included 22 attacking players (i.e., centre-forwards, wide-players and attacking midfield players) from a professional football academy in England. The players were randomly appointed to both control (CON) and intervention (INT) periods following baseline measures. The INT (non-linear) and CON (linear) periods were both designed to support the ILOs provided to each player as part of the elite player performance plan. The study adopted a randomised cross-over design and ILOs considered important for attacking players (i.e., strong foot finishing, weak foot finishing, 1-v-1 and decision-making) were evaluated using the Loughborough Shooting Skill Test. The results showed significant differences for INT in 1-v-1 (P< 0.02) and decision-making (P< 0.01). However, there were no significant differences for strong foot finishing, weak foot finishing or time taken. These results support non-linear pedagogy in developing 1-v-1 game play and decision-making but not for technical shooting proficiency. 相似文献
8.
随着国家对武术发展的大力支持,近几年竞技武术赛事增多,对运动员提出了更高的要求。本文通过文献资料法、逻辑分析法、观察法等研究方法,从竞技武术套路训练现状的角度入手,分析了当今中国竞技武术套路训练现状,新规则对竞技武术套路及运动员的影响,并在此基础上提出了对策:加强竞技武术套路运动科学化训练,加强武术训练与科研的合作。 相似文献
9.
ABSTRACT
The aim of this study was to compare the effects of 20 min neuromuscular training with a programme of 10 min in youth football players. 342 (15.4 ± 1.7 years) male football players from 18 teams were included, and cluster-randomized by team into two intervention groups. Both groups performed an injury prevention programme twice a week over five months using the same exercises but a different duration. The first intervention group (INT10, n = 175) performed the programme for 10 min, the second intervention group (INT20, n = 167) for 20 min. Primary outcomes were lower extremity (LE) injuries. Secondary outcomes were injury type, severity, mechanism and compliance to the intervention. 13 teams with 185 players were included for final analysis. No significant group difference was found between INT10 (6.37 per 1000 h) and INT20 (7.20 per 1000 h) for the incidence rate ratio of the lower extremities (IRR = 1.03, 95% confidence interval 0.59, 1.79), nor for the distribution of injury location, type, severity or mechanism. The results show that performing preventive exercises for 10 min is no less effective than 20 min in youth football players. Shorter training sessions can, therefore, be effectively used for injury prevention. 相似文献
10.
李帅 《科学技术哲学研究》2020,37(1):20-26
诺顿在古德曼和亨普尔等人的启发下,结合他的科学哲学研究背景,提出一种不同于他所定义的“形式归纳理论”的“实质归纳理论”,强调归纳的局部应用性,拒斥普遍的归纳推理模式。归纳推理的基础往往建立在具体领域的事实之上,因此所有的归纳推理都是局部的。诺顿认为归纳推理模式是由事实授权的,我们可以通过考察这些事实的可靠性来评估归纳风险。同时实质归纳理论不再区分归纳的事实部分和模式部分,所以不易受休谟问题的影响。但我们发现,诺顿的归纳辩护面临着亟待解决的问题,其理论也遭受多方面的批评。实质归纳理论是归纳逻辑领域的前沿性成果,引起了逻辑学界和科学哲学界的广泛关注,一定程度上体现了归纳逻辑的强劲生命力和广阔的发展前景。 相似文献