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1.
The relationship between peak height velocity and physical performance in youth soccer players 总被引：1，自引：1，他引：0
Philippaerts RM Vaeyens R Janssens M Van Renterghem B Matthys D Craen R Bourgois J Vrijens J Beunen G Malina RM 《Journal of sports sciences》2006,24(3):221-230
Longitudinal changes in height, weight and physical performance were studied in 33 Flemish male youth soccer players from the Ghent Youth Soccer Project. The players' ages at the start of the study ranged from 10.4 to 13.7 years, with a mean age of 12.2 +/- 0.7 years. Longitudinal changes were studied over a 5 year period. Peak height velocity and peak weight velocity were determined using non-smoothed polynomials. The estimations of peak height velocity, peak weight velocity and age at peak height velocity were 9.7 +/- 1.5 cm x year-1, 8.4 +/- 3.0 kg x year-1 and 13.8 +/- 0.8 years, respectively. Peak weight velocity occurred, on average, at the same age as peak height velocity. Balance, speed of limb movement, trunk strength, upper-body muscular endurance, explosive strength, running speed and agility, cardiorespiratory endurance and anaerobic capacity showed peak development at peak height velocity. A plateau in the velocity curves was observed after peak height velocity for upper-body muscular endurance, explosive strength and running speed. Flexibility exhibited peak development during the tear after peak height velocity. Trainers and coaches should be aware of the individual characteristics of the adolescent growth spurt and the training load should also be individualized at this time. 相似文献
2.
Katrien Struyven Filip Dochy Steven Janssens Wouter Schelfhou Sarah Gielen 《Studies in Educational Evaluation》2006,32(3):202
This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes. 相似文献
3.
Olivier Schalm Ine De Raedt Joost Caen Koen Janssens 《Journal of Cultural Heritage》2010,11(4):81-492
The chemical composition of 11 glass panes originating from two 13th century non-figurative windows were analyzed by means of Scanning Electron Microscopy–Energy Dispersive X-ray system (SEM-EDX). The windows were discovered in the back-wall of the triforium during the restoration of the choir of the cathedral St. Michael and St. Gudule in Brussels (Belgium). In order to determine if these windows were fabricated with glass of different origin or not, the compositional difference between the panes were compared with the variation in composition as a result of the following causes: (1) compositional fluctuation between panes cut from the same sheet of glass, (2) compositional fluctuation caused when panes are cut from different sheets that were made with the same batch, (3) compositional fluctuation caused when the glass is made from different batches at the same production center, and (4) compositional fluctuation as a result of glass produced at different fabrication centers. 相似文献
4.
Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in a business context. This ‘learning enterprise’ constitutes an entrepreneurial context in which students in secondary or higher education are working together to conceptualize and eventually commercialize a product. In this research, the impact of different ways of supporting a learning enterprise will be compared. These ways are based on existing guiding principles for the design of powerful learning environments and on a further elaboration of these principles in what is conceptualized as an ‘equilibrium model’. In this model, the balances that are needed between motivating students, activating them towards self‐regulated learning, coaching, structuring and steering the learning processes have been elaborated. Based on this model a differentiation between a ‘student‐controlled’, a ‘teacher‐controlled and a ‘coached approach’, as an equilibrated way between the various approaches to coaching a learning enterprise, has been worked out. We hypothesize that the coached approach will give the best learning results in relation to cooperative skills. A combination of self, peer and teacher assessment of these skills, and an adequate feedback‐strategy based on these assessments, should be an important part of approaches used. These approaches were put into practice in a design experiment, and the impact was compared by means of a pre‐test/post‐test design. Results confirmed the postulated hypotheses that there will need to be a balance between, on the one hand giving students enough freedom for self‐discovery and self‐regulation, and on the other hand steering the students in such a way that certain problems can be avoided and that every student can get optimal learning chances. An adequate assessment‐strategy is needed to search for this balance. Further, a systematic action research of the design experiences resulted in more information on how best to coach a learning enterprise. This information has been summarized in the form of general guidelines. 相似文献
5.
Linear (proportional) functions are undoubtedly one of the most common models for representing and solving both pure and applied problems in elementary mathematics education. But according to several authors, different aspects of the current culture and practice of school mathematics develop in students a tendency to use these linear models also in situations in which they are not applicable. This article reports two closely related studies about this phenomenon in 12–13- and 15–16-year old students working on word problems involving lengths and areas of similar plane figures of different kinds of shapes, as well as about the influence of drawings in breaking this improper use of linearity. Generally speaking, the results provide a convincing demonstration of the predominance of the linear model in secondary students' solutions of this kind of mensurational problem. 相似文献
6.
Eva Kyndt Ine Janssens Liesje Coertjens David Gijbels Vincent Donche Peter Van Petegem 《Vocations and Learning》2014,7(3):365-392
The current study reports on the process of developing a self-assessment instrument for vocational education students’ generic working life competencies. The instrument was developed based on a competence framework and in close collaboration with several vocational education teachers and intermediary organisations offering various human resource services. A first version of the questionnaire was presented to 26 students and 5 recent graduates who were asked to comment on the items. The pilot version of the questionnaire was completed by 826 students. Half of the data were used to explore the structure of the questionnaire (n?=?413) and the other half were used to confirm the structure (n?=?413). The results showed that 8 factors could be distinguished. Further analysis reduced this to 7 usable factors: empathy, listening, assertiveness, professional attitude, problem solving, cooperation ability and, planning and prioritising. The revised questionnaire containing 44 items was tested a second time to determine the stability and measurement invariance of the instrument. In total, 456 students from the first sample completed the questionnaire. The structure was confirmed and measurement invariance across students with and without working experience was established. 相似文献
7.
Dirk De Bock Wim Van Dooren Dirk Janssens Lieven Verschaffel 《Educational Studies in Mathematics》2002,50(3):311-334
Several recent ascertaining studies revealed a deep-rooted and almost irresistible tendency among 12–16-year old students
to improperly apply the linear or proportional model in word problems involving lengths, areas and volumes of similar plane
figures and solids. While these previous studies showed to what extent students' improper use of linear reasoning is affected
by different characteristics of the task, it remained largely unclear what aspects of their knowledge base are responsible
for the occurrence and strength of this phenomenon and how these aspects relate to other more general misconceptions and buggy
rules identified in the literature. This paper reports an in-depth investigation by means of individual semi-standardised
interviews aimed at analysing the thinking process underlying students' improper linear reasoning and how this process is
affected by their mathematical conceptions, beliefs and habits. During these interviews,students' solution processes were
revealed through a number of well-specified questions by the interviewer with respect to one single non-linear application
problem, as well as through their reactions to subsequent kinds of cognitive conflict. The interviews provided a lot of information
about the actual process of problem solving from students falling into the ‘linearity trap’ and the mechanism behind it. Although
some students seem to really ‘believe’ that quantities are always linked proportionally, their improper use of linearity often
results from superficial and intuitive reasoning, influenced by specific mathematical conceptions, habits and beliefs leading
to a deficient modelling process.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
8.
Katrien Struyven Filip Dochy Steven Janssens 《European Journal of Psychology of Education - EJPE》2008,23(3):295-317
This paper aims to investigate students’ likes and dislikes of the teaching that they have experienced and its effects on
students’ perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based
setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data
(N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While
lecture-taught students’ evaluations of the experienced teaching were generally focused and positive, students’ perceptions
of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences
of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students’
(dis)likes in instruction on students’ perceptions of the learning environment (except for appropriate assessment), their
learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students’
learning and caution against detrimental consequences of students’ negative appraisal of the teaching methods that they experience.
A matching strategy between a student’s teaching tastes and the teacher’s instructional interventions provides the best educational
prospects. 相似文献
9.
Towards mapping library and information science 总被引：3，自引：1，他引：3
Frizo Janssens Jacqueline Leta Wolfgang Glnzel Bart De Moor 《Information processing & management》2006,42(6):1614
In an earlier study by the authors, full-text analysis and traditional bibliometric methods were combined to map research papers published in the journal Scientometrics. The main objective was to develop appropriate techniques of full-text analysis and to improve the efficiency of the individual methods in the mapping of science. The number of papers was, however, rather limited. In the present study, we extend the quantitative linguistic part of the previous studies to a set of five journals representing the field of Library and Information Science (LIS). Almost 1000 articles and notes published in the period 2002–2004 have been selected for this exercise. The optimum solution for clustering LIS is found for six clusters. The combination of different mapping techniques, applied to the full text of scientific publications, results in a characteristic tripod pattern. Besides two clusters in bibliometrics, one cluster in information retrieval and one containing general issues, webometrics and patent studies are identified as small but emerging clusters within LIS. The study is concluded with the analysis of cluster representations by the selected journals. 相似文献
10.
Katrien Struyven Filip Dochy Steven Janssens 《Assessment & Evaluation in Higher Education》2005,30(4):325-341
In educational contexts, understanding the student’s learning must take account of the student’s construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student’s perception of evaluation and assessment. Students’ study behaviour is not only determined by the examination or assessment modes that are used. Students’ perceptions about evaluation methods also play a significant role. This review aims to examine evaluation and assessment from the student’s point of view. Research findings reveal that students’ perceptions about assessment significantly influence their approaches to learning and studying. Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment. Findings suggest that students hold strong views about different assessment and evaluation formats. In this respect students favour multiple‐choice format exams to essay type questions. However, when compared with more innovative assessment methods, students call the ‘fairness’ of these well‐known evaluation modes into question. 相似文献