Motivation counteracts fatigue-induced performance decrements in soccer passing performance     

Jeroen C.M. Barte  Arne Nieuwenhuys  Sabine A.E. Geurts  Michiel A.J. Kompier 《Journal of sports sciences》2019,37(10):1189-1196

Recent theories suggest that negative effects of fatigue on performance are determined by perception of effort and motivation rather than being directly caused by reaching physiological limits. In the current experiment, the influence of motivation on fatigue-induced decrements in soccer performance was experimentally investigated. Sixty amateur soccer players performed a validated soccer-passing test before and after a fatigue protocol. Results showed that players’ motivation and performance decreased after the fatigue protocol for players in the control group. In contrast, players in the motivation group (i.e., with motivation experimentally induced after the fatigue protocol) were able to uphold their motivation and increase their performance. These results indicate that motivation plays a crucial role in performance under fatigue, as fatigue-induced decrements in soccer passing performance can be counteracted by high levels of motivation. Future research may explore the limits of this counteracting effect and extend findings to other relevant performance aspects.  相似文献   

Anatomy as a Model Environment for Acquiring Professional Competencies in Medicine: Experiences at Harvard Medical School     

Katherine G. McDaniel  Taylor Brown  Caitlin C. Radford  Cynthia H. McDermott  Trudy van Houten  Martha E. Katz  Dana A. Stearns  Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251

Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment.  相似文献   

How the institutional environment affects collegial exchange about teaching at German research universities: findings from a nationwide survey     

Lauer  Sabine  Wilkesmann  Uwe 《Tertiary Education and Management》2019,25(2):131-144

Tertiary Education and Management - This paper examines the relationship between the institutional environment and collegial exchange about teaching at German research universities. With the help...  相似文献   

Prematurity stereotyping: effects on mother-infant interaction   总被引：1，自引：0，他引：1  

M Stern  K A Hildebrandt 《Child development》1986,57(2):308-315

The possibility that the self-fulfilling prophecy process can adversely affect the caregiving environment of premature infants was explored in this study. A portion of this process was investigated experimentally by assessing cognitive and behavioral reactions of 27 mothers to unfamiliar full-term infants who were labeled either full-term or premature. Infants who were described as premature were touched less and given a more immature toy to play with, were rated as smaller, finer-featured, and less cute, and were liked less than infants who were labeled full-term. In turn, infants labeled premature were less active during the interaction than infants labeled full-term. College students who later observed the videotapes made of the mother-infant interactions were able to accurately guess which label was assigned to the infants. The results of this study further support the existence of a prematurity stereotype and the impact of expectations on perceptions and behavior.  相似文献   

Critical intercultural conversations: using activity systems analysis as a tool for educational ethnography     

Sabine Siekmann  Joan Parker Webster 《Ethnography and Education》2019,14(3):377-393

ABSTRACT

This paper explores the tensions that exist between the recognition of the importance of ethnicity and culture for individual and group identities without essentilisation, by reframing conceptualisations of multi- and interculturalism. Drawing from our ongoing ethnography conducted with a research community of Alaska Native PhD candidates involved in participatory action research, we examine how situated and multiple positionalities enacted through participation in Engeström’s concept of an ‘activity system’ can: (a) contribute to the ‘doing’ of ethnography and provide an analytic framework for ethnographic research; and, (b) contribute to understandings of multi- and intercultural education that promote the questioning of hierarchical power structures through dialogue aimed toward equity and social justice.  相似文献   

Reflexions sur l' intervention judiciaire en france dans le domaine de l' enfance victime de sevices     

Sabine Foulon  Juge d' Instruction 《Child abuse & neglect》1979,3(3-4)

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Lernkultur: überlegungen zu einer kulturwissenschaftlichen Grundlegung qualitativer Unterrichtsforschung     

Fritz-Ulrich Kolbe  Sabine Reh  Bettina Fritzsche  Till-Sebastian Idel und Kerstin Rabenstein 《Zeitschrift für Erziehungswissenschaft》2008,11(1):125-143

Zusammenfassung In der Kritik an der schulp?dagogischen Rezeption des Kulturbegriffs, insbesondere an der normativ aufgeladenen Konzeption einer „neuen Lernkultur“, wird in diesem Aufsatz an einem sozialwissenschaftlichen, im engeren Sinne „praxistheoretischen“ Verst?ndnis von Kultur Anschluss genommen. Lernkultur konstituiert sich in p?dagogischen Praktiken, in regelgeleiteten, typisierten und routinisierten, k?rperlich aufgeführten und Interaktionen einschlie?enden Bearbeitungen verschiedener (p?dagogischer) Differenzen, etwa der zwischen der sozialen Ordnung eines p?dagogischen Angebotes und anderen Ordnungen, zwischen Vermittlung und Aneignung und der zwischen schulisch relevantem und anderem Wissen. Diesem Verst?ndnis von Lernkultur entspricht methodologisch die Entscheidung für eine in besonderer Weise vorgehende, videobasierte Erforschung p?dagogischer Praktiken. Das w?re als Konstituierung einer „empirischen Didaktik“ zu verstehen.   相似文献   

Stichwort: Soziale Benachteiligung und Bewältigung     

Lothar?B?hnischEmail author  Wolfgang?Schr?er 《Zeitschrift für Erziehungswissenschaft》2004,7(4):467-478

Ohne Zusammenfassung  相似文献   

Spatial/temporal indexing and information visualization genre for environmental digital libraries     

CHEN Su-shing GRUNWALD Sabine 《浙江大学学报(A卷英文版)》2005,6(11):1235-1248

INTRODUCTION A large number of environmental digital librar- ies have been designed and implemented recently to effectively manage environmental data such as satel- lite photos and images, map images, cartographic materials, and so on. Support for storing, distributing, searching for, retrieving, and utilizing this informa- tion is imperative in order for it to be used to its maximum potential benefit and effectiveness (Hicks and Tochtermann, 1998). The variability of envi- ronmental data…  相似文献   

Gender and Gender Identity Differences in Learning Styles     

Sabine Severiens  Geert Ten Dam 《教育心理学》1997,17(1-2):79-93

In the past decade, extensive research on gender and learning styles has produced a multitude of findings: gender differences in learning styles are small on average, but across studies quite different results are observed. In the present study, this heterogeneity is the central focus of our attention. Two possible interpretations concerning the educational context and the concept of gender identity are investigated: the teacher and the subject he or she teaches. Besides the variable gender as a dichotomous variable, the variable gender identity is included to reflect the theoretical standpoint of the social construction of gender differences. Using multivariate techniques on a data set of 432 adult secondary students, the observed relations between gender, gender identity and learning styles are described. Gender identity turns out to explain more variance in the use of learning styles compared to gender. Furthermore, it is shown that gender (identity) differences in learning styles do not vary across teachers and, with one exception, they do not vary across subjects.  相似文献