‘Girls just want to have fun?’ Sex differences in motives of watching the FIFA World Cup and the UEFA European Championship     

Christiana Schallhorn  Johannes Knoll  Holger Schramm 《Sport in Society》2017,20(9):1118-1133

With global media attention and a global reach, mega-sporting events play a crucial role in sports communication. Although the audience of these events has traditionally been overwhelmingly male, in recent years they have attracted an increasing number of women. The present paper therefore explores women’s and men’s motives for watching three mega-sporting events – FIFA World Cup 2006, the UEFA European Championship 2008 and FIFA World Cup 2010 – and compares the intensities of the three central motives of thrill, entertainment and information, especially as they relate to participants’ levels of general interest in sport. The results indicate that as their interest in sport increases, the differences between the motives of women and men decrease. This finding provides valuable initial insights into the increasing popularity of mega-sporting events among women.  相似文献   

Creating a Sport Historian’s Life Story Narrative in Society     

Francois Johannes Cleophas 《国际体育史杂志》2017,34(5-6):330-334

Abstract

This narrative relayed life story experiences of a South African sports historian. Written in the first person, it related how academic, employment, schooling, sport, and political experiences laid a foundation for sport historical engagement with the world. Individual names and places, not commonly used in grand narratives, or those who function below the national were highlighted throughout the text. These were people and places that may be regarded as marginal or subalteran and largely ignored in present dominant narratives. Therefore, the reader gets a glimpse of the South African Senior Schools Sports Association, South African Amateur Athletics Board, Teachers’ League of South Africa, University of the Western Cape. Local areas such as Blouvlei and the village of Wellington are also visited. There was a deliberate attempt to avoid statistics because the black historical experience was largely ignored in official accounts. Throughout the narrative, a relational plot was utilized that sought significant relationships between the historian and others. The narrative thus does not follow a linear projection because these relationships affect the sportsperson at different times in his or life sometimes being unaware of their existence. Instead, places and spaces in Cape Town that impacted on the shaping of a sport historian were emphasized.  相似文献   

Formative assessment strategies for students' conceptions—The potential of learning analytics     

Judith Stanja  Wolfgang Gritz  Johannes Krugel  Anett Hoppe  Sarah Dannemann 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):58-75

Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions.

Practitioner notes

What is already known about this topic

• Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.
• Assessment tools have been developed in different educational domains for teaching practice.
• Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.

What does the paper add

• Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.
• Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.
• Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.

Implications for practice and/or policy

• Learning analytics can enhance the eliciting of students' conceptions.
• Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions.

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