Impact of compliance with different guidelines on physical activity during pregnancy and perceived barriers to leisure physical activity     

Paula Clara Santos  Sandra Abreu  Carla Moreira  Diana Lopes  Rute Santos  Odete Alves 《Journal of sports sciences》2013,31(14):1398-1408

Abstract

The aims of the this prospective study were to analyse physical activity (PA) engagement during the first and second trimesters, considering the different guidelines published on PA, to document the individual characteristics associated with the accomplishment of these guidelines and to examine pregnant women’s perceived barriers to leisure PA, using a socioecological framework. A sample of 133 pregnant women in two stages – at 10–12 weeks’ gestation (T1) and 20–22 weeks’ gestation (T2) – were evaluated. PA was assessed by accelerometry during the T1 and T2 evaluation stages. Socio-demographic characteristics, lifestyle factors and barriers to leisure PA were assessed via questionnaire. A large proportion of women (ranging from 32% to 96%) did not reach the levels of PA recommended by the guidelines. There were no significant differences between T1 and T2 with regard to compliance with PA recommendations. A decrease in PA levels from T1 to T2 was noted for all recommendations. No associations were found between participants’ characteristics and adherence to the recommendations in T1 and T2. No significant differences were found in barriers to leisure PA between T1 and T2. The most commonly reported barriers to leisure PA were intrapersonal, not health related. Our results indicate that there were no differences between trimesters regarding compliance of PA recommendations, and perceived barriers were similar in both trimesters.  相似文献   

On the allocation of resources for secondary schools     

Carla Haelermans  Kristof De Witte  Jos L.T. Blank 《Economics of Education Review》2012

This paper studies the optimal allocation of resources – in terms of school management, teachers, supporting employees and materials – in secondary schools. We use a flexible budget constrained output distance function model to estimate both technical and allocative efficiency scores for 448 Dutch secondary schools between 2002 and 2007. The results indicate that the average technical efficiency amounts to about 78 percent, implying that, with the given resources, schools could improve students’ educational performance by 28 percent. In terms of allocative efficiency, we estimate a 0.65 percent overutilization of teachers while management and supporting personnel are underutilized. The outcomes indicate that, despite the significant variation among schools, the average school is close to the optimal allocation of teachers.  相似文献   

From autonomy to quality management: NPM impacts on school governance in Switzerland     

Judith Hangartner  Carla Jana Svaton 《Journal of educational administration and history》2013,45(4):354-369

This article reviews the impact of discourses on ‘New Public Management’ (NPM) on compulsory schooling in Switzerland during the last two decades and traces its implementation in the Canton of Bern. The analysis suggests that while NPM reformers initially promoted increased school autonomy, the introduction of market elements and school choice, the focus subsequently shifted to a concern with school management, supervision and accountability. NPM-guided reforms led to the introduction of headteachers and quality management procedures in a majority of cantons. Ethnographic research in the Canton of Bern shows that NPM-influenced decentralisation policy results in a growing standardisation of schools' conditions and processes. Additionally, lay school boards as traditional, democratically legitimised bodies of local supervision are coming under threat.  相似文献   

Evaluación de procesos cognitivos y optimización instruccional     

Càndid Genovard  Concepció Gotzens  Antoni Castelló  Carla González  Juan Pablo González 《Infancia y Aprendizaje》2013,36(59-60):143-152

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‘Getting more comfortable in an uncomfortable space’: learning to become an activist researcher in a socially vulnerable sport context     

Carla Luguetti  Kimberly L. Oliver 《Sport, Education and Society》2018,23(9):879-891

Activist research engages all participants as co-researchers in order to challenge the status quo in hopes of creating spaces in which they will actively participate in their education and feel responsible for their own and others’ learning. There are a number of challenges that researchers might face when engaging in activist research with co-researchers. In that sense, researchers must be open to multiple perspectives and critical attitudes in order to negotiate the challenges that arise in the process. This paper describes the challenges that the lead author faced in learning to become an activist researcher in a socially vulnerable sport context and how these challenges were negotiated. The lead author, supervised by the second author, conducted a six month activist research study in a soccer program in a socially and economically disadvantaged neighborhood in Brazil. Participants included two researchers (lead and second authors), 17 young people, four coaches, a pedagogic coordinator and a social worker as co-researchers. Multiple sources of data were collected, including 38 field journal/observations and audio records of: 18 youth work sessions, 16 coaches’ work sessions, three combined coaches and youth work sessions, and 37 meetings between the lead author and the second author. By using an activist approach four challenges were identified and negotiated: learning to become more comfortable with an activist approach, helping young people to articulate what they know and the researcher to see what they say, valuing co-researchers’ knowledge, and negotiating the culture of sport. We argue that challenges are essential, necessary and significant in an activist research project in order to transform ourselves as researchers and our relationship with others.  相似文献   

‘Where do I go from here?’: learning to become activist teachers through a community of practice     

Kimberly L. Oliver  Carla Luguetti  Raquel Aranda  Oscar Nuñez Enriquez  Ana-Alycia Rodriguez 《Physical Education & Sport Pedagogy》2018,23(2):150-165

Background: Student-Centered Inquiry as Curriculum (SCIC) is an activist approach [Oliver, K. L., and H. A. Oesterreich. 2013. Student-Centered Inquiry as Curriculum as a Model for Field-Based Teacher Education. Journal of Curriculum Studies 45 (3): 394–417. doi:10.1080/00220272.2012.719550] inspired by years of research with youth. It was designed as a means of listening and responding to youth in order to better facilitate students’ interest, motivation, and learning in physical education settings. While we have a strong and growing body of activist research with youth in physical education, SCIC as a specific approach to working with youth is in its infancy; thus, there is a need to further explore the challenges teachers/researchers face learning to use this approach to teaching.

Purpose: This study explores how educators, in different contexts, learn to use an activist approach called SCIC, in order to better facilitate students’ interest, motivation, and learning in physical education and physical activity settings.

Research setting and participants: Participants included a university professor, a college instructor, a postdoctoral student, a doctoral student, and a pre-service teacher. Data were collected between January and May 2016.

Data collection and analysis: Data collection included weekly field notes and debriefings following observations, teacher artifacts, weekly collaborative group meetings, and two individual interviews per teaching participant.

Discussion and conclusions: The main challenge that emerged was learning how to move from a theoretical understanding of student-centered pedagogy to the practice of student-centered pedagogy. Specifically, the amount of time that was necessary to build a foundation that allowed for student and teacher understanding, respect, and comfort, negotiating teacher and student assumptions that were embedded in the status quo of physical education (PE), and the struggle to gather and use meaningful data to guide pedagogical decisions. We negotiated these challenges through our professional learning community whereby we worked to all be able to see and name what was happening in our individual classes and collectively planned what was needed to move forward through these challenges.  相似文献   

An unexpected world population variation of MCT1 polymorphism 1470T > A involved in lactate transport     

Federico Onali  Carla M. Calò  Myosotis Massidda  Miguel M. Álvarez-Álvarez 《European Journal of Sport Science》2018,18(10):1376-1382

A common missense mutation (1470T > A) in gene SLC16A1 responsible for an amino acid substitution in protein MCT1 has been associated with differential lactate transport and hence, differences in physical performance and muscle injuries in relation to physical exercise. This study describes, for the first time, the worldwide variation of MCT1 variant 1470T > A at an intra- and inter-continental level. Two thousand five hundred and four individual genotypes of 26 populations clustered in 5 population groups have been analysed with data downloaded from the public database 1000 Genomes Phase 3 Browser. Several parameters of population differentiation and structure have been explored as well as selection signatures in the whole gene. Allele T, the common variant, shows extremely high values in Sub-Saharan African groups (frequencies 86–91%) as compared with the remaining world regions (69–49%). TT genotype also predominates in African groups, showing significant differences with the rest of world populations. In view of the evidence that the TT genotype is associated with clinical implications and a better predisposition to sprint/power performances, we suggest that the high presence of the TT genotype in African populations should be taken into account in future association studies at both medical and sports fields.  相似文献   

Cultivating disability arts in Ontario     

Eliza Chandler  Nadine Changfoot  Carla Rice  Andrea LaMarre  Roxanne Mykitiuk 《Review of Education, Pedagogy & Cultural Studies》2018,40(3):249-264

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Teams’ innovation: getting there through knowledge sharing and absorptive capacity     

Carla Curado  Mírian Oliveira  Antonio Carlos Gastaud Maçada  Felipe Nodari 《知识管理研究与实践》2017,15(1):45-53

This study addresses the contribution of knowledge sharing behaviour and absorptive capacity to innovation at team level. Although the hypotheses reflect the dominant literature, the study’s novelty lies in the data collected from several industries in Portugal, avoiding possible industry bias. Relationships are tested outside sectors where traditionally team effects are studied, for example healthcare. Data were collected from 141 employees working in organizational teams, excluding top management teams, which are often the object of research addressing phenomena leading to innovation. There is no evidence in support of organizational size effect, team’s geographic concentration effect or gender effect. However, team tenure duration is positively related to increased knowledge sharing, that is, recent teams do not share as much knowledge as older ones. Structural Equation Modelling was used to test the mediation effect of absorptive capacity between individual knowledge sharing behaviour and team innovation. Evidence in support of full mediation was found.  相似文献   

Effects of variations in orthographic information on Asian and American readers' English text reading     

Jackson  Nancy Ewald  Chen  Huanwen  Goldsberry  Lonie  Kim  Ahyoung  Vanderwerff  Carla 《Reading and writing》1999,11(4):345-379

Orthographies vary in the support they provide for word identification based on grapheme-phoneme correspondences. If skills developed in acquisition of first-language (L1) reading transfer to reading English as a foreign language (EFL), the extent to which EFL readers' word identification shows reliance on information other than grapheme-phoneme correspondences could be expected to vary with whether their L1 orthography is a non-Roman alphabet such as Korean hangul or a nonalphabetic (morpho-syllabic) system such as Chinese characters. Another influence could be whether EFL readers have learned to read a morpho-syllabic L1 by means of an alphabetic transliteration. English text reading speeds and oral reading quality ratings of three groups of adult Asian EFL readers attending an American university were compared with those of two groups of American L1 readers: Graduate student peers and eighth-grade students. All EFL groups read more slowly than both groups of L1 readers, and their reading was more impaired when orthographic cues were disrupted by mixed case print or pseudohomophone spellings. Some of these effects were reduced in EFL readers from Hong Kong, who had earlier exposure to English. Contrary to previous findings, no effects could be attributed to type of first orthography or early exposure to alphabetic transliteration of Chinese characters, which differentiated the Taiwanese and Hong Kong groups. As a whole, the results suggest that, at least across the L1 groups studied, differences in EFL word reading are associated less with type of L1 orthography than with history of exposure to English.  相似文献