The effect of biofeedback training on affective regulation and simulated car-racing performance: a multiple case study analysis     

Edmonds WA  Tenenbaum G  Mann DT  Johnson M  Kamata A 《Journal of sports sciences》2008,26(7):761-773

The foundation of this study was based on an idiosyncratic concept, which uses probabilistic determinations (Kamata, Tenenbaum, & Hanin, 2002) to verify the utility and effectiveness of a biofeedback intervention by manipulating affective performance states in a race-car simulator. Nine males completed five separate time-trials of a simulated racing task and were then randomly assigned to one of three arousal regulation treatment conditions: (1) optimal, (2) poor, and (3) attention control. Following the biofeedback intervention, participants underwent another series of race trials to determine the effectiveness of the arousal regulation intervention. The results indicated that there were relative similarities in the strength and direction of the perceived and physiological states between the participants; however, the subtle details of the participants' unique performance zones and the probability of achieving each zone were revealed to be unique among the participants. The results also indicated that: (a) the biofeedback manipulation resulted in the expected changes for each participant, and (b) there were some large individual differences among the participants, necessitating the idiosyncratic approach. Limitations and future directions are also addressed.  相似文献   

Edwin Smith: a life in Derbyshire cricket     

Derek Barnard 《Sport in History》2018,38(1):123-125

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The unexplainable     

Shiller  Derek 《Metascience》2020,29(1):51-54

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怎样做一个尽职尽责的校长     

Derek Bok  李院莉 《高校教育管理》2010,4(4):1-2

作为一名大学校长,他必须足够熟悉校长最重要的几项任务：首先,大学校长必须捍卫质疑和探索的自由,这是在大学各个机构里工作的教职工从事教学、学术研究,提高职业道德和满足自我尊重的基础。其次,大学校长必须为大学的发展积累和发掘资源,无论是在艰苦还是繁荣时期。他必须致力于保持高水平的教学质量以确保当代人才的培养,不能对这代学生以及以后学生受教育的质量构成威胁。当然,大学校长必须使大学摆脱可能会产生认为自己已经很优秀的这种自满倾向。他必须唤醒各个学院的院长和教职工以及所有与大学紧紧相联的人员为实现其大学所能够达到的奋斗目标而努力。  相似文献   

Family assessment in K‐12 settings: Understanding family systems to provide effective,collaborative services     

Christie Eppler  Sarah Weir 《Psychology in the schools》2009,46(6):501-514

Professional school counselors, school psychologists, and other professionals working in K‐12 settings have a complex job of meeting the needs of all students. Often, referral to outside counseling is necessary; however, an effective and comprehensive counseling model advocates for school mental health professionals to employ a wide variety of techniques to ensure equitable distribution of services to all students and their families. This article explores using family assessment tools to support both students' academic achievement and their families within a school context. A case study illustrates how a professional school counselor could employ and collaborate with family assessment tools to support the student, family, and school systems. © 2009 Wiley Periodicals, Inc.  相似文献   

It’s time for critical educators to join the Party: A response to our reviewers     

Curry Stephenson Malott  Derek R. Ford 《Educational Philosophy and Theory》2016,48(11):1181-1185

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Learning and Knowledge Analytics in Open Education: a Brief Overview     

Juhong Christie Liu  Xiaoqing Gu  Yanyan Sun  Charles Xiaoxue Wang 《TechTrends》2016,60(1):85-86

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Priming institutional change through effective project management:A case study of the Chic project     

Richard Hall  Derek Harding  Chris Ramsden 《International Journal for Academic Development》2013,18(2):152-161

This paper explores how learning and teaching innovations undertaken by externally funded projects, with a fixed remit and lifecycle, can be integrated successfully into institutional educational developments. The example and methods of one particular project, in embedding its work within and relating it to the context of wider, nationally-promoted educational designs, is utilized to illustrate the possibilities for fostering institutional change. Such change relies upon working to promote a climate whose norms support a culture of trust, where team-working can forge a broader ownership of innovation  相似文献   

The history of citizenship education in England     

Derek Heater 《Curriculum Journal》2013,24(1):103-123

The publication of the Crick report (1998) on citizenship education and the subsequent Order for implementing the compulsory status of the topic for Key Stages 3 and 4 have generated considerable comment. However, the historical background to this development has been only sketchily treated. This article attempts to provide a little more detail, to suggest a framework of analysis to illuminate the history and to indicate the relevance of this past experience for current work. The analytical framework is provided by the identification of five factors that have shaped the evolution of citizenship education in England. These are: the lack of central guidance and reliance on private initiatives; the extension of the franchise and the issue of maturity; social class and examination structures; war and peace; Empire and Commonwealth.  相似文献   

The Beautiful Risk of Education     

Derek R. Ford 《Educational Philosophy and Theory》2016,48(2):210-213

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