Development,content validity and test-retest reliability of the Lifelong Physical Activity Skills Battery in adolescents     

Ryan M. Hulteen  Lisa M. Barnett  Philip J. Morgan  Leah E. Robinson  Christian J. Barton  Brian H. Wrotniak 《Journal of sports sciences》2018,36(20):2358-2367

Numerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the “Lifelong Physical Activity Skills Battery”. Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls; M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72–0.90) with individual skill reliability scores ranging from moderate (warrior I; ICC = 0.56) to high (tennis forehand; ICC = 0.82). Typical error (4.0; 95% CI 3.4–5.0) and proportional bias (r = ?0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population.  相似文献   

A Nontraditional Approach to Cardiac Rehabilitation in the Dialysis Center for a Patient with End-stage Renal Disease Following Coronary Artery Bypass Surgery: A Case Report     

Lisa W McVey  Ellen Hillegass 《Cardiopulmonary Physical Therapy Journal》2010,21(4):14-21

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Bringing Science to Life Through Community-Based Watershed Education   总被引：2，自引：1，他引：1  

Donahue  Timothy P.  Lewis  Lisa Bryce  Price  Lawrence F.  Schmidt  David C. 《Journal of Science Education and Technology》1998,7(1):15-23

Four elements of successful student-scientist partnerships (SSPs) have been identified through experience in a wide variety of educational settings. SSPs should: use an inquiry-based approach to education; be built around authentic, community-based investigations; let students be scientists; and allow scientists to be educators. Each element is discussed and illuminated with examples from case studies of watershed education programs that are based on an interdisciplinary, action-oriented watershed education model developed by the Global Rivers Environmental Education Network (GREEN).  相似文献   

Asynchronous discussion forum design to support cognition: effects of rubrics and instructor prompts on learner’s critical thinking,achievement, and satisfaction     

Giacumo  Lisa A.  Savenye  Wilhelmina 《Educational technology research and development : ETR & D》2020,68(1):37-66

Educational technology research and development - The purpose of this study was to test the effects of two metacognitive scaffolds on learners’ cognition by evaluating student critical...  相似文献   

纳粹统治下的德国物理学会     

迪特尔·霍夫曼  马克·沃克 《科学文化评论》2005,2(4):78-89

1933年到1945年的德国物理学会的历史并不能完全涵盖希特勒统治下的物理学史,但它确实也反映了在第三帝国期间物理学家工作和生活的许多重要方面.  相似文献   

Metacognition and Multiplicity: The Arts as Models and Agents     

Jessica Hoffmann Davis 《Educational Psychology Review》2000,12(3):339-359

This article proposes (1) that educational theories usually reserved for behind-the-scenes curriculum design should be considered as the open content of metacognitive activities in the classroom; and (2) that works of art are particularly rich sources for the invitation and validation of multiple perspectives. The author provides examples of reflection on evolving theories of education that may help students' metacognition with regard to their own learning and the learning of others. As specific examples of this claim, Gardner's theories of multiple intelligences and entry points are explored as authentic topics for classroom learning. Suggesting and reviewing art-related metacognitive activities that engage inquiry, access, and reflection, the paper draws from research led by the author in Project Museums Uniting with Schools in Education (MUSE).  相似文献   

Tool time: Gender and students' use of tools,control, and authority     

M. Gail Jones  Laura Brader‐Araje  Lisa Wilson Carboni  Glenda Carter  Melissa J. Rua  Eric Banilower  Holly Hatch 《科学教学研究杂志》2000,37(8):760-783

In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender‐related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000  相似文献   

Recovery from blocking achieved by extinguishing the blocking CS     

Aaron P. Blaisdell  Lisa M. Gunther  Ralph R. Miller 《Learning & behavior》1999,27(1):63-76

Extinction-induced attenuation of single-phase and two-phase blocking was examined with rats in a conditioned lick-suppression task. In Experiment 1, which compared the effectiveness of single- and two-phase blocking, it was found that single-phase blocking was facilitated by the initiation of training with an A-US trial rather than an AX-US trial. Single-phase (but not two-phase) blocking was attenuated as a result of 200 extinction trials with the blocking stimulus (Experiment 2). Experiment 3 revealed recovery from two-phase blocking after 800 extinction trials with the blocking stimulus. Recovery from both types of blocking was specific to the blocked CS trained in compound with the extinguished stimulus (Experiment 4). This is the first article to report that the blocking deficit can be reversed by extinguishing the blocking stimulus. These results are discussed in light of acquisition models (i.e., retrospective revaluation) and expression models (i.e., the comparator hypothesis).  相似文献   

Can a teacher-led RCT improve adolescent girls’ physical self-perception and perceived motor competence?     

Natalie Lander  Judith Mergen  Philip J. Morgan  Jo Salmon  Lisa M. Barnett 《Journal of sports sciences》2019,37(4):357-363

Perceived and actual motor competence (MC) influence physical activity (PA) behaviour. Notably, both are lower in girls than in boys. This study aimed to investigate (i) whether a 12-week, teacher-led intervention that improves actual MC (Lander, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2017). Improving early-adolescent girls’ motor skill: A cluster randomized controlled trial. Medicine and Science in Sports and Exercise. 49(12), 2498–2505) could also improve adolescent girls’ physical self-perception and perceived MC, and (ii) whether change in actual MC is associated with post-intervention perceptions A randomized controlled trial with 171 girls (mean age 12.48 ± 0.34 years), measured perception (i.e., physical self-perception profile (PSPP) and pictorial scale of perceived movement skill competence (PMSC)) and actual MC (i.e., Victorian FMS Teachers’ Assessment Manual). Mixed models with post-intervention perception as the outcome, adjusting for baseline perception, group, and change in actual MC, as well as clustering, were performed. An interaction term between change in MC and intervention status was included to test the secondary aim. There were significant intervention effects on girls’ physical self-perception as well as their perceived MC. However, there was no association between change in actual MC across the intervention and post intervention perception. While the intervention improved both actual MC and perceived MC, they were not associated.  相似文献   

The feasibility of fundamental movement skill assessments for pre-school aged children     

Brooke Klingberg  Natasha Schranz  Lisa M. Barnett  Verity Booth  Katia Ferrar 《Journal of sports sciences》2019,37(4):378-386

Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of “fundamental movement skills” and “pre-school children”. Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as ‘poor = 1?, ‘average = 2? and ‘good = 3?; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12–14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments.  相似文献