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Ford P De Ste Croix M Lloyd R Meyers R Moosavi M Oliver J Till K Williams C 《Journal of sports sciences》2011,29(4):389-402
Within the UK, the "Long Term Athlete Development" (LTAD) model has been proposed by a variety of national governing bodies to offer a first step to considering the approach to talent development. The model, which is primarily a physiological perspective, presents an advancement of understanding of developing athletic potential alongside biological growth. It focuses on training to optimize performance longitudinally, and considers sensitive developmental periods known as "windows of opportunity". However, it appears that there are a number of problems with this theoretical model that are not necessarily transparent to coaches. Principally, the model is only one-dimensional, there is a lack of empirical evidence upon which the model is based, and interpretations of the model are restricted because the data on which it is based rely on questionable assumptions and erroneous methodologies. Fundamentally, this is a generic model rather than an individualized plan for athletes. It is crucial that the LTAD model is seen as a "work in progress" and the challenge, particularly for paediatric exercise scientists, is to question, test, and revise the model. It is unlikely that this can be accomplished using classical experimental research methodology but this should not deter practitioners from acquiring valid and reliable evidence. 相似文献
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Kiumars Zarafshani Marjan J. Gorgievski Ghossein H. Zamani 《The Journal of Agricultural Education and Extension》2013,19(1):69-80
Abstract This paper reports the results of a study to understand why some New Zealand dairy farmers are changing from twice-a-day (TAD) to once-a-day (OAD) milking. Increasing herd size, unavailability of suitable labour and changing lifestyle expectations from farmers and their staff have led some to explore OAD milking as a means of alleviating these issues. A convergent interviewing process was used with 21 dairy farmers who had all adopted OAD milking. A marketing approach, based on consumer behaviour theory and farming systems theory, was used to classify farmers into segments based on their different reasons for adoption. Six segments were identified, viz., herd expansion, time needed to build capital, decreasing labour, increasing labour flexibility, feed shortfalls, and herd health, motivating farmers to adopt OAD milking. Farmers in some segments such as herd expansion and feed shortfalls indicated that they were less likely to be long-term adopters than those in the other segments. Farmers interviewed unanimously understood that OAD milking led to reduced milk yield but were generally prepared to tolerate this to achieve their short-term or long-term goals. 相似文献
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Susanne Lijmbach Marjan Margadant Van Arcken C. S. A Van Koppen Arjen E. J. Wals 《Environmental Education Research》2002,8(2):121-135
This paper describes a multidisciplinary action research project that aimed to develop a theoretical framework and four exemplary teaching modules for elementary and secondary school that promote a pluralistic view on nature. In a 2-year study, researchers from three disciplines (pedagogy, sociology and philosophy) collaborated with curriculum developers and textbook authors. This paper presents the theoretical framework that was developed during the project. The teaching modules are described, and one of the modules is delineated. Finally, the results are discussed. 相似文献
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Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological decoding predicted accuracy of real-word reading; automatic letter naming predicted rate of real-word reading; accuracy and rate of both real-word reading (more so than decoding of pseudowords) and text reading predicted reading comprehension; and Verbal IQ also predicted reading comprehension. In Study 2 (n = 98), the treatment group (before/after school clubs receiving an integrated instructional approach that was supplementary to the general reading program) improved significantly more in phonological decoding and state standards for reading fluency than the control group (general reading program that had some code instruction but emphasized comprehension). The rate of phonological decoding explained 60.3% of real-word reading. Both treatment and control children improved significantly in reading comprehension, but controlling for pretreatment individual differences in oral vocabulary or in phonological decoding eliminated this effect. Taken together, the results of the two studies support two paths to reading comprehension: one from vocabulary and verbal reasoning, and one from written language that has multiple links between subskills: (a) alphabetic principle --> phonological decoding, (b) automatic phonological decoding --> accurate real-word reading, (c) automatic letter coding ---> automatic word reading, and (d) automatic word reading --> fluent text reading. Instructional implications of both paths and the links within the written language are discussed. 相似文献
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Kearney Matthew Treagust David F. Yeo Shelley Zadnik Marjan G. 《Research in Science Education》2001,31(4):589-615
This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms. 相似文献
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In this article, we report on a study that investigated the motivational (e.g. intrinsic motivation) and dispositional variables (e.g. attitudes) that determine teachers’ intention to use or not to use digital learning materials (DLMs). To understand the direct and indirect relationships between these variables, we replicated a study in which self-determination theory (SDT) and the theory of planned behaviour/integrated model of behaviour prediction (IMBP) are combined and a distinction was made between global level psychological needs, and contextual level as well as situational level motivational constructs. Using a sample of 1273 teachers, our preliminary findings support the findings of the previous study. The combined model potentially provides us with a more comprehensive explanation of teachers’ volitional behaviour regarding their use of DLMs in their pedagogical practices than would be possible on the basis of SDT or IMBP alone. 相似文献
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This study focuses on problems in pupils’ reasoning when they situate historical phenomena in time. The context is the Dutch curriculum with 10 eras and characteristic features, which was implemented to support pupils in orientating themselves in time. Twenty-two pupils aged 6–12 conducted assignments in which they had to place historical phenomena in time. Next to problems that were described in previous studies, problems were identified that related to the names and icons of the 10 eras, which sometimes helped, but also hindered pupils in their reasoning. Awareness of these problems is helpful for teachers, teacher trainers and educational policymakers. 相似文献