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AbstractSeveral researchers have demonstrated that an external focus of attention (about movement’s effects) during movement execution allowed better performances and learning of various motor tasks than an internal focus of attention (about movement itself). However, attentional focus effects have not been studied in tasks requiring explosive actions preceded by fast reaction time to a signal, such as a sprint start. We hypothesised that the beneficial effect of external focus of attention would be observed in the different stages of the sprint start (i.e. reaction time, block clearance and running) for both expert and novice sprinters. Novice and expert sprinters performed sprint starts followed by a 10 m sprint under three conditions: external focus instructions; internal focus instructions; and neutral instructions. The reaction time and the running time were significantly shorter in the external focus condition than in the internal focus condition, for both expert and novice participants. These results confirm the beneficial effect of an external focus of attention on the speed of movement execution. Moreover, they revealed that attentional focus influences movement preparation. Several hypotheses are proposed to account for these results, with reference to the processes that could be responsible for the observed effects. 相似文献
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Previous research suggests that people encode gender starting in childhood. The present research asked whether gender diverse children (i.e., children whose gender identity or expression differs from that expected based on assigned sex) encode gender. Results showed that 3- to 5-year-old gender diverse participants (N = 71), siblings of gender diverse children (N = 52), and gender conforming controls (N = 69) did not significantly differ in degree of gender encoding. These results converge with prior research to suggest that gender diverse children process gender in ways that do not differ from gender conforming children, and provide further evidence that gender encoding may be a common aspect of person perception in societies that support a binary view of gender. 相似文献
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Yılmaz Zuhal Gülbağcı Dede Hande Sears Ruthmae Yıldız Nielsen Selin 《Educational Studies in Mathematics》2021,108(1-2):307-331
Educational Studies in Mathematics - The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting... 相似文献
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Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192
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Power differences are observed in children's early relationships, yet little is known about how children conceptualize social power. Study 1 recruited adults (n = 35) to assess the validity of a series of vignettes to measure five dimensions of social power. Using these vignettes, Study 2 (149 three‐ to nine‐year‐olds, 42 adults) and Study 3 (86 three‐ to nine‐year‐olds, 22 adults) showed that children visiting a science museum at a middle class university town are sensitive to several dimensions of social power from a young age; however, an adult‐like breadth of power concepts does not develop until 7–9 years. Children understand social power whether the powerful character is malevolent or benevolent, though malevolent power is easier to detect for children and adults. 相似文献
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Douglas E. Mitchell Selin Yildiz Michael Batie 《Community College Journal of Research & Practice》2013,37(8):620-644
Community colleges employ more than one-third of the nation's higher education faculty. Nevertheless, the labor market through which faculty are recruited, selected, hired, evaluated and retained or replaced is one of the least understood aspects of these institutions. Functional management and effective policy both require a clear understanding of the workplace dynamics and employment dilemmas associated with this labor market. This article begins by recognizing that the 21st century economy is being transformed by large scale social, political, and technological developments—developments often referred to as the emergence of a new economy. This new economy is transforming the nature of work and the character of worker-employer relations. Four core ideas in the new economy literature are developed to show how they are creating fundamental labor market dilemmas for community colleges. The concepts are (a) information age technology, (b) globalization, (c) neo-institutional theories of organization, and (d) work spatialization. Analysis of these concepts shows how the transformation of work and of workplace relationships produced by the new economy is creating five troublesome dilemmas for community college management, policy, and research. These dilemmas are examined to build theory and frame policy issues for research and action. The dilemmas involve distinguishing work spatialization from secondary labor market status, separating institutional from bureaucratic forms of control, identifying symbolic and substantive faculty work roles, clarifying managerial control structures and roles, and identifying the career pipelines that bring individuals into this occupation. Responding to these dilemmas shapes college management, frames higher education policy issues, and defines a research agenda for anyone interested in understanding and improving community college performance. 相似文献
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Y. Blache B. Gillet J. Selin V. Sevrez I. Rogowski 《European Journal of Sport Science》2018,18(5):659-666
This study aimed (1) to describe and compare scapular kinematics between three groups of swimmers of different levels and a group of non-swimmers, and (2) to assess whether swimming practice alters the asymmetries in scapular kinematics between the dominant and non-dominant sides, both during unilateral arm raising and lowering in the scapular plane. Scapular kinematics were assessed bilaterally during arm raising and lowering in the scapular plane using an electromagnetic system in 42 healthy males, which were split into four groups: control (n?=?11), adolescent elite swimmers (n?=?11), adult elite swimmers (n?=?10), and club-level adult swimmers (n?=?10). One-Way ANOVA SPM(t) on two repeated measures showed that the three groups of swimmers had more protracted shoulder between 30° and 90° of arm raising and lowering (p?p?p?≤?.02), who presented similar scapular positioning in internal rotation. In conclusion, the findings of the study pointed out that swimming practice generated protracted shoulders and removed bilateral differences in scapular upward rotation during scaption, while accumulation of swimming practice at elite level enlarged scapular internal rotation. 相似文献
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The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other. 相似文献