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101.
Sally Robinson Alison Ekins Ian Durrant Kathryn Summers 《Pastoral Care in Education》2018,36(1):57-69
The number of children with life-limiting or life-threatening conditions in England is double what it was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with children with life-limiting or life-threatening conditions. Ninety teachers completed a questionnaire and 38 completed individual and group interviews. About half the teachers interviewed had experience of working with children with life-limiting or life-threatening conditions, and half did not. The teachers expressed a number of anxieties about coping with illness, death and bereavement. They described difficulties in communicating with parents, children and health professionals. They worried about maintaining their professional role whilst needing to contain their own emotions and the emotions of others, within school cultures that did not feel supportive. The paper concludes that policies and practices that seek to support children with medical conditions need to acknowledge the weight of responsibility for teachers. They need to articulate with a whole school approach that protects and promotes teachers’ emotional well-being. 相似文献
102.
We evaluated the effects of specific inspiratory muscle training on simulated time-trial performance in trained cyclists. Using a double-blind, placebo-controlled design, 16 male cyclists (VO 2max = 64 - 2 ml·kg -1 ·min -1 ; mean - sx ¥ ) were assigned at random to either an experimental (pressure-threshold inspiratory muscle training) or sham-training control (placebo) group. Pulmonary function, maximum dynamic inspiratory muscle function and the physiological and perceptual responses to maximal incremental cycling were assessed. Simulated time-trial performance (20 and 40 km) was quantified as the time to complete pre-set amounts of work. Pulmonary function was unchanged after the intervention, but dynamic inspiratory muscle function improved in the inspiratory muscle training group ( P h 0.05). After the intervention, the inspiratory muscle training group experienced a reduction in the perception of respiratory and peripheral effort (Borg CR10: 16 - 4% and 18 - 4% respectively; compared with placebo, P h 0.01) and completed the simulated 20 and 40 km time-trials faster than the placebo group [66 - 30 and 115 - 38 s (3.8 - 1.7% and 4.6 - 1.9%) faster respectively; P = 0.025 and 0.009]. These results support evidence that specific inspiratory muscle training attenuates the perceptual response to maximal incremental exercise. Furthermore, they provide evidence of performance enhancements in competitive cyclists after inspiratory muscle training. 相似文献
103.
ABSTRACTThe research aimed to evaluate the effects of an intervention aimed at altering pressure towards the medial aspect of the foot relating to stability mechanisms associated with the golf swing. We hypothesised that by altering the position of the foot pressure, the lower body stabilisation would improve which in turn would enhance weight distribution and underpinning lower body joint kinematics. Eight professional golf association (PGA) golf coaches performed five golf swings, recorded using a nine-camera motion analysis system synchronised with two force platforms. Following verbal intervention, they performed further five swings. One participant returned following a one-year intervention programme and performed five additional golf swings to provide a longitudinal case study analysis. Golf performance was unchanged evidenced by the velocity and angle of the club at ball impact (BI), although the one-year intervention significantly changed the percentage of weight experienced at each foot in the final 9% of downswing, which provided an even weight distribution at BI. This is a highly relevant finding as it indicates that the foot centre of pressure was central to the base of support and in-line with the centre of mass (CoM), indicating significantly increased stability when the CoM is near maximal acceleration. 相似文献
104.
This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers completed a previously validated belief systems instrument designed to measure the relative importance of four outcome goals for programs (physical activity/fitness, self-actualization, motor skill development, and social development). Internal consistency reliability for the instrument was .98. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized outcomes model. Multivariate analysis of variance results revealed a significant interaction in outcome preservice teachers' priorities for year in school by region. The teachers' views also differed on the important outcome goals for physical education. Two critical “tensions” are discussed: (a) the need to examine more fully the consistency of preservice teacher/teacher belief systems, and (b) implications for teacher education and professional development programming. It is important to heed prospective teachers' voices and address their belief systems in teacher education programs. 相似文献
105.
Abstract This study was designed to investigate the effect of an interactive videodisc motor skill assessment training program on the development of preservice and inservice teachers' qualitative assessment proficiency on two motor skills: the overhand throw and catch. Twenty-seven preservice and 27 inservice physical education teachers were randomly assigned to one of three treatment conditions: interactive videodisc (IVD), teacher-directed (TD), or self-directed (SD). Motor skill qualitative assessment accuracy was evaluated on a pre- and post-test basis using a 50-item motor skill assessment accuracy test (10 performances rated on 5 components) for each skill. Analysis of covariance results indicated significant main effects for treatment for both skills. Post hoc tests revealed that for the over hand throw, the IVD and TD groups were superior to the SD group but not different from each other. For the catch, the IVD group was found to be superior to both the TD and SD groups. These findings are discussed in relation to the advantages of interactive videodisc in terms of efficiency and user independence and with comparable findings in other educational applications. 相似文献
106.
Linda Banwell Kathryn Ray Graham Coulson Christine Urquhart Ray Lonsdale Chris Armstrong Rhian Thomas Siân Spink Alison Yeoman Roger Fenton Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):607-616
This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions. 相似文献
107.
Abstract This paper reports a simple experiment which explores young children's written representation of number. Previous research (e.g. Hughes, 1983; Sinclair, Siegrist & Sinclair, 1982) has shown that several factors may influence the extent to which children will spontaneously deploy their knowledge of numerals to represent numerosity, but the available evidence is insufficient to provide a clear account of the relative weight of these factors. The present experiment involved presenting five to six year‐old children with arrays of simple objects and manipulating the wording of the instructions. The results showed that the use of the term ‘how many’ led the vast majority of the children to show numerosity by using materials. In contrast, when asked to represent ‘what’ they could see, most children concerned themselves with depicting the nature of the objects in the array by drawing or writing. These findings suggest that the linguistic context of the task is important in determining the children's representational strategies. Furthermore, it is argued that children's understanding of number and their ability to use numerals is quite separable from their knowledge of when it is appropriate to deploy these skills. 相似文献
108.
Jeffree, Dorothy M. and Skeffington, Margaret (1980) Let Me Read. MacFarlane, Tom, with Moyle, Donald (adviser), (1980) Comprehension Through the Newspaper. Pugh, A.K., Lee, V.J. and Swann, J. (Ed.) (1980) Language and Language Use. Veatch, Jeannette (1978) Reading in the Elementary School. 相似文献
109.
Alison Jones 《Gender and education》1993,5(2):157-166
Post‐structuralist analyses have yet to be used widely by feminist classroom researchers. Some, such as Bronwyn Davies and Valerie Walkerdine, have showed how post‐structuralism provides a conceptual language which transcends agency/structure dualisms, as well as avoids the simplicities of theories which invoke a monolithic notion of patriarchal power in understanding girls’ classroom experiences. This paper attempts to spell out some of the diverse benefits of post‐structuralism for feminist empirical research in education. 相似文献
110.