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261.
Amanda Maria Brito Cardoso Cláudia Regina Oliveira de Paiva Lima 《European Journal of Sport Science》2018,18(10):1405-1412
Objective: To evaluate the prevalence of urinary incontinence (UI) in female athletes practising high-impact sports and its association with knowledge, attitude and practice (KAP).Design: Observational study.Methods: A semi-structured evaluation form, KAP survey and the International Consultation on Incontinence Questionnaire – Short Form were used. Univariate and multivariate analyses were performed to verify the association of UI with KAP, sociodemographic, gynaecological and sports-related variables, with significant variables remaining in the model (p?.05), through a stepwise strategy.Results: The prevalence of UI in 118 athletes was 82 (70%), of which 19 (23%) had pure stress UI, 19 (23%) had pure urgency UI and 44 (54%) had mixed UI; with 50 (61%) athletes losing urine during training and 37 (45%) during competitions. Regarding the KAP survey, 37 athletes (31%) demonstrated adequate knowledge, 63 (53%) adequate attitude and zero adequate practice. In the multivariate analysis, a sports practice time of over 8 years and dyspareunia presented significant values, with odds ratios (OR) of 2.66 and 2.99, respectively. Knowledge was significantly associated with UI (OR 0.43). UI had a slight impact on QOL.Conclusions: There is a high prevalence of UI yet low levels of adequate knowledge and practice regarding the occurrence of UI in sports, with sports practice time over 8 years and dyspareunia factors predisposing female athletes to UI by 2.7 and 3 times, respectively. Athletes with adequate knowledge were 57% less likely to develop UI. 相似文献
262.
Jorge Fernández Herrero Francisco Gómez Donoso Rosabel Roig Vila 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1939-1963
To test the suitability of an automatic system for emotional management in the classroom following the control-value theory of achievement emotions (CVT) framework, the performance of an emotional expression recognition software of our creation is evaluated in an online synchronous context. Sixty students from the Faculty of Education at the University of Alicante participated in 16 educational activities recording close-ups of their faces and completing the AEQ emotional self-report, as well as detailed reports from the subsequent review of their videos. In addition, they completed the VCQ-36 test to measure their volitional competencies and relate their influence on their emotional response. The results indicate a high coherence between the emotional expressions detected by the automatic system and the detailed emotional self-reports, but insufficient precision to meet the CVT requirements. On the other hand, both the AEQ test results and the emotion expression recognition software suggest students' preference for participative activities as opposed to passive ones. Meanwhile, statistical analysis results indicate that volitional competencies seem to influence the emotional response of students in the educational context, although the AI system does not show sufficient sensitivity in this field. Implications and limitations of this study for future work are discussed.
Practitioner notes
What is already known about this topic
- Student motivation and involvement in the learning process are highly related to appropriate emotional regulation, which can be associated with particular educational activities, strategies and methodologies.
- Deep learning technology based on convolutional neural networks feeds automatic systems focused on facial expression recognition from image analysis.
What this paper adds
- There is high coherence between the emotional expressions detected by the AI system and the students' emotional self-reports, but the AI system provides just emotional valences, insufficient to meet the CVT framework.
- Both emotional self-reports and the emotion recognition software suggest students' preference for active educational activities as opposed to passive ones.
- Volitional competencies seem to influence the emotional response of students in the educational context.
Implications for practice and/or policy
- It is possible to use automatic systems to effectively monitor the emotional response of students in the learning process.
- Only if sensitivity improved, a real-time, easy-to-interpret emotional expression recognition software interface could be implemented to assist teachers with the emotional management of their classes within the CVT framework, maximizing their motivation and engagement.