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排序方式： 共有66条查询结果，搜索用时 15 毫秒
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Baba-Moussa Abdel Rahamane Fatombi Rodrique 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):655-658
International Review of Education - 相似文献
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The behavioural modifications that accompany Ramadan intermittent fasting (RIF) are usually associated with some alterations in the metabolic, physiological, and psychological responses of athletes that may affect sport performance. Muslim athletes who are required to train and/or compete during the month-long, diurnal fast must adopt coping strategies that allow them to maintain physical fitness and motivation if they are to perform at the highest level. This updated review aims to present the current state of knowledge of the effects of RIF on training and performance, focusing on key-factors that contribute to the effects of Ramadan on exercise performance: energy restriction, sleep deprivation, circadian rhythm perturbation, dehydration, and alterations in the training load. The available literature contain few studies that have examined the effects of RIF on physical performance in athletes and, to date, the results are inconclusive, so the effects of RIF on competition outcomes are not at present wholly understood. The diverse findings probably indicate individual differences in the adaptability and self-generated coping strategies of athletes during fasting and training. However, the results of the small number of well-controlled studies that have examined the effects of Ramadan on athletic performance suggest that few aspects of physical fitness are negatively affected, and where decrements are observed these are usually modest. Subjective feelings of fatigue and other mood indicators are often cited as implying additional stress on the athlete throughout Ramadan, but most studies show that these factors may not result in decreases in performance and that perceived exercise intensity is unlikely to increase to any significant degree. Current evidence from good, well-controlled research supports the conclusion that athletes who maintain their total energy and macronutrient intake, training load, body composition, and sleep length and quality are unlikely to suffer any substantial decrements in performance during Ramadan. Further research is required to determine the effect of RIF on the most challenging events or exercise protocols and on elite athletes competing in extreme environments. 相似文献
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The Muslim athlete, whether living in a Muslim majority country or in a non-Muslim country, face unique challenges to faithfully follow one of the pillars of their faith - Ramadan - while attempting to maintain their participation in sports training and competition. There are conflicting reports on the effects of Ramadan on fitness and physical performance in general and in football in particular. In general, the impact of a brief daytime fast has minor effects on health or factors of physical fitness. Add physical training and now a new set of barriers to both performance and the observance of Ramadan begin to interact. Practising athletes have worked out strategies to cope with the rigors of Ramadan; strategies that have both physical (training modifications, dietary habits, rest and recovery) and emotional (patience, emotional preparations) domains. Carefully blending strategies like these can help the football player be true to their faith and follow the tenants of Ramadan hopefully, with a minimum of impact on their physical performance. In this context, science can help coaches improve their training plans and educate players with respect to the challenges presented by Ramadan to all levels of sports participation. 相似文献
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Anuar Mohd Yusof Esther Gnanamalar Sarojini Daniel Wah Yun Low Kamarulzaman Ab. Aziz 《International Journal of Inclusive Education》2013,17(12):1237-1246
Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology. 相似文献
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Christiana Butera Priscilla Ring John Sideris Aditya Jayashankar Emily Kilroy Laura Harrison Sharon Cermak Lisa Aziz‐Zadeh 《Mind, Brain, and Education》2020,14(3):243-254
Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD. 相似文献
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In this paper, ULearn (University of Surrey learning on-line) and e-learning techniques are used to enhance the students’ understanding and participation in Dynamics modules for an undergraduate programme in the School of Engineering, University of Surrey. The Dynamics modules are taught at Levels 2 and 3 and contain several mechanisms and vibrating systems. The modules consist of several chapters, each of which has its own folder, or content file, in ULearn. In addition to the discussion board and chat room, on-line simulations have been made available and integrated within ULearn. In order to evaluate students’ understanding and encourage the student participation in ULearn, timed on-line assessments, in the form of multiple-choice quizzes, have been designed. The feedback of the students has indicated that the use of ULearn was of great help to improve their understanding of the Dynamics modules. 相似文献
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Jacques vauclair Jo?o Batista Araujo Oviveira Guy Neave Abdel Aziz Koussy 《Prospects》1976,6(2):306-309