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Vassilios Gourgoulis Alexia Boli Nikolaos Aggeloussis Panagiotis Antoniou Argyris Toubekis Georgios Mavromatis 《Journal of sports sciences》2015,33(7):696-712
The aim of this study was to assess the effect of the hand’s acceleration on the propulsive forces and the relative contribution of the drag and lift on their resultant force in the separate phases of the front crawl underwater arm stroke. Ten female swimmers swam one trial of all-out 25-m front crawl. The underwater motion of each swimmer’s right hand was recorded using four camcorders and four periscope systems. Anatomical landmarks were digitised, and the propulsive forces generated by the swimmer’s hand were estimated from the kinematic data in conjunction with hydrodynamic coefficients. When the hand’s acceleration was taken into account, the magnitude of the propulsive forces was greater, with the exception of the mean drag force during the final part of the underwater arm stroke. The mean drag force was greater than the mean lift force in the middle part, while the mean lift force was greater than the mean drag force in the final part of the underwater arm stroke. Thus, swimmers should accelerate their hands from the beginning of their backward motion, press the water with large pitch angles during the middle part and sweep with small pitch angles during the final part of their underwater arm stroke. 相似文献
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Michalinos Zembylas Loizos Loukaidis Marios Antoniou Petroula Antoniou 《British Journal of Religious Education》2019,41(3):286-298
The purpose of the present article is twofold: first, to examine whether epistemic switching is documented in the context of religious education; and second, if it is, to show the challenges as well as the strategies that teachers utilise when they engage in epistemic switching. The context of our study is religious education in the Greek-Cypriot educational system – an example of a confessional setting in which Greek Orthodox Christianity is the only religion being taught in schools. This article describes a qualitative case study research – which is part of a larger, 1-year project – that explores the understandings of religion and interculturalism as well as the pedagogical perspectives on religious education of six Greek-Cypriot primary school teachers. The findings show how the possibilities and obstacles of teachers’ epistemic switching could inform larger debates concerning the entanglements between critical religious education pedagogies and religious doctrines, especially within confessional educational contexts. 相似文献
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Anna Mavroudi Thanasis Hadzilacos Dimitris Kalles Andreas Gregoriades 《Interactive Learning Environments》2016,24(8):1996-2010
This paper discusses a requirements engineering process that exemplifies teacher-led design in the case of an envisioned system for adaptive learning. Such a design poses various challenges and still remains an open research issue in the field of adaptive learning. Starting from a scenario-based elicitation method, the whole process was highly participatory, with requirements validation in iterative cycles. The contribution of the paper is twofold: (a) it exposes the design of an environment which addresses the related challenges mentioned by the participants and the literature and (b) it suggests a methodology of framing key requirements into a set of critical success factors for meeting the end-users’ expectations. The latter could be crucial in cases where the available resources are limited, but the quality of the product must not be sacrificed. 相似文献
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Sophia Papaioannou Angeliki Mouzaki Georgios D. Sideridis Foteini Antoniou Suzanna Padeliadu 《教育心理学》2016,36(1):138-158
The study assessed cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms (Inattention [IA] and/or Hyperactivity/Impulsivity [H/I]) in a representative sample of, largely untreated, Greek elementary school students (N?=?923). A battery of tests assessing short-term memory (STM), sustained attention, executive functions (EFs), reading and math skills were administered. Significant deficits in EFs and STM were restricted to the groups of students displaying inattention symptoms and were only marginally elevated among students showing hyperactivity/impulsivity symptoms alone, in comparison to their non-symptomatic peers. A similar pattern of group differences was observed on tests assessing word- and text-level reading skills. Impaired performance on sustained attention tasks was less evident. Among students who manifested inattention symptoms, those who also showed impaired reading skills presented more severe EFs deficits than typically achieving students. Results demonstrated a close link between EFs, other than inhibition and set-shifting, everyday symptoms of inattention, and achievement in math and word-level reading skills. 相似文献
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Anastasios Theodoropoulos Angeliki Antoniou George Lepouras 《Education and Information Technologies》2016,21(2):373-399
The students of a Greek junior high school collaborated to prepare the teaching material of a theoretical Computer Science (CS) course and then shared their understanding with other students. This study investigates two alternative teaching methods (collaborative learning and peer tutoring) and compares the learning results to the traditional learning context. A test was used to measure all participating students’ learning results and a questionnaire was distributed to record participant student attitudes towards the alternative teaching conditions. The questionnaire was designed to evaluate each aspect in terms of perceived knowledge, experience, satisfaction, diversity, oddness and interest. The analysis explores potential differences of students’ learning results between alternative and traditional teaching and also differences in the two aspects in relation to students’ preferences. Results provide evidence that active-learning methods can promote positive attitudinal shifts and improve skills in creativity, teamwork, collaboration and communication. Students perceived higher levels of learning than with traditional teaching. Finally in terms of students’ preferences, the majority wanted to have more courses taught with active-learning methods. 相似文献
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Athinodoros I. Moschopoulos Evangelos Albanidis Athanasios Anastasiou Panagiotis Antoniou 《国际体育史杂志》2013,30(2):351-366
The year 1948, as a starting point both of this study and of the organised military sport for Greece, was particularly hectic, since the newly liberated country was embroiled in the Civil War while, simultaneously, it was trying to reconstitute itself. The next two decades were marked by the foundation and the activities of the Higher Coordinating Committee for Sport in the Armed Forces (Anotera Syntonistiki Epitropi Athlitismou Enoplon Dynameon – A.S.E.A.E.D.). This Committee organised and materialised the first steps of the newly established organised sports activities of the Hellenic Armed Forces and evolved as a result, into the Supreme Council for Sport in the Armed Forces (Anotato Symvoulio Athlitismou Enoplon Dynameon) in year 1968. Due to the lack of specific and thorough research on the topic during this era, the purpose of this study was to identify references and the original sources (archives both of the A.S.E.A.E.D. and of the Hellenic National Defense General Staff) and to highlight and reveal the activities of organised Greek military sport, in the organisational field, and the Hellenic Armed Forces' participation in international sports tournaments. 相似文献
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Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development 总被引：1，自引：0，他引：1
The study reported here examines whether teaching skills included in the dynamic model of educational effectiveness can be grouped into types of teacher behaviour and whether these types are related with different student outcome measures. The data stem from a study which was conducted in order to test the validity of the dynamic model. Results reveal that teaching skills can be grouped into five types of teacher behaviour which are discerned in a distinctive way and move gradually from skills associated with direct teaching to more advanced skills concerned with new teaching approaches and differentiation of teaching. Teachers exercising more advanced types of behaviour have better student outcomes. Suggestions for research on teacher education and professional development are drawn. 相似文献
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Kyriakides Leonidas Charalambous Evi Creemers Bert P. M. Antoniou Panayiotis Devine Dympna Papastylianou Dona Fahie Declan 《Educational Assessment, Evaluation and Accountability》2019,31(1):121-149
Educational Assessment, Evaluation and Accountability - This paper presents the results of a European study investigating the extent to which the Dynamic Approach to School Improvement (DASI) can... 相似文献