为什么运动员常常不在运动中补充足够的液体?如何弥补?   总被引：2，自引：0，他引：2  

艾华  史小才 《体育科学》2002,22(1):138-140,F003

(1)运动员在运动中因出汗丢失大量体液而补液不足的现象屡见不鲜，这就是所谓的“自愿脱水”，对运动员的身体健康和运动能力带来严重影响。(2)运动员补液不充分有诸多原因，包括：用饮料湿润口腔而造成的生理性渴感抑制，液体引起胃部不适，运动中不易取得饮料，饮料质量欠佳，以及缺乏对运动中补液必要性的认识，等等。(3)发生脱水后，年龄较大的运动员往往比年轻的队员补液少。(4)通过补液指导和训练，运动员能够做到在运动的前、中、后较充分地补液。(5)增进饮品的口感，可使运动中液体的补充量奇迹般增加。(6)运动员大多选择冷饮料，而选择热饮料的较少。饮品的温度对中心体温的影响一般不大。  相似文献   

Interactive or inactive? a consideration of the nature of interaction in whole class teaching   总被引：1，自引：1，他引：1  

Chris Burns  Debra Myhill 《Cambridge Journal of Education》2004,34(1):35-49

Recent learning theories and the suggested importance of ‘interactive’ approaches in national initiatives, (NLS, NNS) led to an ESRC‐funded action research project involving the University of Exeter and teachers in three schools—‘Using Talk to Activate Learners’ Knowledge' (TALK). This investigated how ‘interactive’ whole class teaching was and whether teacher‐pupil interactions permitted recoding of information and understanding. The findings corroborate those from Galton (1999 Galton M Hargreaves L Comber C Wall D Pell T (1999a) Inside the primary classroom—20 years on (London, Routledge) [Crossref] [Google Scholar]a, 1999 Galton, M, Hargreaves, L, Comber, C, Wall, D and Pell, T. (1999b). Changes in patterns of teacher interaction in primary classrooms: 1976–1996. British Educational Research Journal, 25(1): 23–37. [Taylor & Francis Online] [Google Scholar]b), Mroz (2000 Mroz, M, Smith, F and Hardman, F. (2000). The discourse of the Literacy Hour. Cambridge Journal of Education, 30(3): 379–390. [Taylor & Francis Online] [Google Scholar]) and English (2002 English, E, Hargreaves, L and Hislam, J. (2002). Pedagogical dilemmas in the National Literacy Strategy: primary teachers' perceptions, reflections and classroom behaviour. Cambridge Journal of Education, 32(1): 9–26. [Taylor & Francis Online] [Google Scholar]): that teacher‐led questioning and explanation still dominate, as do teachers' objectives. Interaction as participation was differentially experienced by higher and lower abilities, boys and girls, with few opportunities for pupil initiation or extended response. The study, however, provides a model for more fully analysing the varying forms and functions of teachers' questions and statements which may lead to a greater clarity in recognising ways to provide more effective discourse for learning.  相似文献   

Reexamining data from the national reading panel's meta‐analysis: Implications for school psychology     

Matthew K. Burns 《Psychology in the schools》2003,40(6):605-612

The National Reading Panel (NRP) recently conducted a meta‐analysis about reading interventions and made several recommendations from the data. However, given that reading is the academic area for which most children are referred to school psychologists, further exploration of the implications of the NRP data may be warranted. Effect size data for reading outcome measures were qualitatively interpreted, with none of the posttest effect sizes, and only one‐third of all of the effect size coefficients exhibiting a large effect. Furthermore, reading outcome measures were divided into three categories: pseudowords, words in isolation, and contextual reading. The resulting recomputed mean effect sizes of .84, .92., and .37, respectively, questions the grouping of these three variables into one outcome. Other concerns about methodology were also included. This supports the need for targeted reading interventions based on assessment of reading skills. Implications for the three roles that school psychologists play in the educational research area are also discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 605–612, 2003.  相似文献   

Functional anatomy of the cardiovascular system: Professional development for PreK‐3 teachers using a “Train and equip” method results in learning opportunities for students     

E. Robert Burns 《Anatomical sciences education》2008,1(3):119-125

Preadolescent students are interested in learning the structure and function of the human body. However, their teachers are not trained in this content. The purpose of this project was to expand a successful outreach effort in the health sciences for grade 7–12 teachers to include PreK‐3 teachers. A “Healthy Hearts” workshop was offered to train the teachers in relevant content and also to give them a resource kit of supplies and equipment to facilitate the transference of the training into educational opportunities for their students. The workshop included many role‐playing activities and use of all items in the resource kit. A total of 25 workshops were conducted in 14 different community locations with 716 PreK‐3 teachers attending from 169 communities representing 59 (79%) of the state's 75 counties. African American (AA) teacher participation was 35%, twice the state AA population rate and 3.5× the AA public school teacher rate. Pre to Posttest scores increased an average of 15%. The results of the evaluation measures regarding the workshop and the transference of the training and use of resource kit items into learning opportunities for students were excellent. Universities have the capability, perhaps the responsibility, to provide the much‐needed professional development training to PreK‐12 teachers. Anatomists in medical and nonmedical school settings are well positioned to participate in this process and help close the gap between the interest young children have in learning about the human body and the lack of teacher training in this content. Anat Sci Ed 1:119–125, 2008. © 2008 American Association of Anatomists.  相似文献   

Study and Stress among First Year Overseas Students in an Australian University     

Robert B. Burns 《高等教育研究与发展》1991,10(1):61-77

Overseas students bring to Australia a very different cultural, social and intellectual experience from that which awaits them. Reviews of previous studies suggest that their beliefs, values and attitudes to knowledge, to styles of learning and study can lead to study shock. A questionnaire survey of a sample of 133 first year overseas students mainly from Singapore, Malaysia and Hong Kong, most of whom were studying for a Bachelor of Business degree, and 76 Australian born first year students mainly of British and European origin from the same classes, showed that compared to local students the overseas group had significantly greater difficulties adjusting to academic requirements, particularly with regard to managing the demands of study, specifically study methods, independent learning, language skills, participation and time management. The overseas students manifested significantly higher degrees of various stress indicators than did the local students. More academic and counselling support and resources for this increasing intake of overseas students should be provided.  相似文献   

Simultaneous contrast in the goldfish     

Richard A. Burns  William T. Woodard  T. B. Henderson  M. E. Bitterman 《Learning & behavior》1974,2(2):97-100

In this, as in two prior experiments, goldfish trained with small reward for response to one color and large reward for response to another color performed less well for the small reward than control animals trained with small reward for response to both colors. The results obtained in the present experiment (with liquid food as reward) cannot be explained in terms of postingestive inhibition (evidence from the prior experiments withTubifex worms as reward being inconsistent on this point) or in terms of within-sessions decrement in drive. The results bear on the phyletic generality of simultaneous contrast and on the relation of simultaneous to successive contrast, a phenomenon that has thus far failed to appear in goldfish.  相似文献   

Assessing giftedness with the WISC‐III and the SB‐IV     

Michael Simpson  Dominic A. Carone  William J. Burns  Traci Seidman  Doil Montgomery  Alfred Sellers 《Psychology in the schools》2002,39(5):515-524

The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc.  相似文献   

Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept     

Richard A. Burns  Dimity A. Crisp  Robert B. Burns 《European Journal of Psychology of Education - EJPE》2018,33(4):649-663

A hierarchical and multi-dimensional model of self-concept is well-validated. Despite increasing evidence that self-concept comprises two latent factors related to perceptions of ‘competence’ and ‘affect’, many researchers continue to examine the impact of a unitary self-concept on educational outcomes. This study explores evidence for a 2-factor academic subject-specific self-concept factor structure and examines the association between these factors with self-efficacy in a sample of higher education students. Participants from two studies (N?=?314; N?=?475) were enrolled in introductory psychology courses. Exploratory (EFA) and confirmatory (CFA) factor analysis examined and confirmed the factor structure of two oblique self-concept factors, reflecting affect and competence, in both studies. Temporal invariance of the 2-factor model was supported. Despite a substantial literature that discriminates between self-concept and self-efficacy, self-efficacy appears to be itself a facet of competency self-concept.  相似文献   

Teacher identity development through action research: a Chinese experience     

Rui Yuan  Anne Burns 《Teachers and Teaching》2017,23(6):729-749

This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of ‘community of practice’, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development. Four distinctive routes of identity change were noted, namely their transformation from ‘fisherman’ to ‘fishing coach’, from ‘craftsman’ to ‘teacher researcher’, from ‘lonely fighter’ to ‘collaborator’, and from ‘housekeeper’ to ‘change agent’. Such change can be attributed to their engagement and practice in different communities of practice. However, the participants’ identity development also encountered some contextual obstacles, including the rigid school curriculum, lack of research knowledge, as well as the power dynamics between them and the researchers. Several implications can be drawn for teachers, teacher educators, and school leaders to help teachers construct a solid and robust professional identity in seeking their continuing professional development through AR.  相似文献   

The utility of general and school-specific personality traits and an examination of their relationship over time     

Kevin J. Eschleman  Gary Burns 《Learning and individual differences》2012,22(4):537-543

A university student sample was used to compare school-specific (i.e., personality at school) and general personality (i.e., personality across all life domains) over eight weeks. School-specific and general personality incrementally predicted change in school-specific criteria (i.e., school satisfaction and school citizenship behaviors). Less consistent results were found for general criteria. Specifically, school-specific and general personality incrementally predicted change in general mental health, but failed to incrementally predict change in life satisfaction. In addition, we examined the school-specific–general personality relationship over time. Contrary to expectations, a unidirectional relationship was found in which school-specific personality predicted change in general personality, but general personality did not predict change in school-specific personality. Theoretical and practical implications are discussed.  相似文献