Validity and Reliability of Three Self-Report Instruments for Assessing Attainment of Physical Activity Guidelines in University Students     

Joseph J. Murphy  Marie H. Murphy  Ciaran MacDonncha  Niamh Murphy  Alan M. Nevill  Catherine B. Woods 《Measurement in physical education and exercise science》2017,21(3):134-141

The purpose of this study was to compare the validity and reliability of three short physical activity self-report instruments to determine their potential for use with university student populations. The participants (N = 155; 44.5% male; 22.9 ± 5.13 years) wore an accelerometer for 9 consecutive days and completed a single-item measure, the a brief two item measure and the International Physical Activity Questionnaire—Short Form questionnaires on day 1 and 9. Correlations between self-reported and accelerometer derived moderate-to-vigorous physical activity levels were moderate for the International Physical Activity Questionnaire—Short Form, while poor for the single-item measure and the a brief two item measure. The agreement level was high with the International Physical Activity Questionnaire—Short Form (77.4%) and moderate for both the single-item measure (45.2 %) and a brief two item measure (44.5 %). The intraclass correlations between the two administrations were moderate to strong across all measures (0.52–0.70) in 133 participants. The International Physical Activity Questionnaire—Short Form is the most suitable of these three self-report instruments for use with this population due to higher correlations and levels of agreement with accelerometry.  相似文献   

Acknowledgements     

Dale L. Domian  Marie D. Racine  Craig A. Wilson 《Journal of Cultural Economics》2006,30(4):321-321

Acknowledgement

Acknowledgements  相似文献   

Scolarisation Et Promotion Feminines En Afrique Francophone (Côte-D'ivoire,Haute-Volta,Senegal)     

Marie Eliou 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(1):30-46

Sans résumé

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The education and advancement of women in Africa (Ivory Coast, Upper Volta, Senegal)

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Bildung Und FÖrderung Der Frauen In Afrika (Elfenbeinküste, Ober-Volta, Senegal)

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Version abrégée, allégée notamment de nombreux tableaux et références, d'un article paru dansTiers-Monde, revue publiée par l'Institut d'Etude du Développement Economique et Social (Université Paris I), Tome 13, N^o 49, Janvier-Mars 1972, pp. 41–83. Le présent rapport est redevable, par ailleurs, de nombreuses informations concernant la situation des filles et des femmes en Afrique à Mlle Nicole Friedrich de l'UNESCO.  相似文献   

Further Studies on Some Effects of Physical Fatigue on the Peripheral Circulation of Athletes     

Marie A. Hinrichs M.D. Ph.D. 《Research quarterly for exercise and sport》2013,84(3):175-181

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Education and training — a review of developments in the European year of lifelong learning     

Marie Morrissey  Gerry McNamara  Peter McKenna 《Irish Educational Studies》2013,32(1):199-212

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International Education and Training at Ecole Nationale des Ponts et Chausées/La Formation a l'international a l'Ecole Nationale des Ponts et Chaussées     

Marie‐Ange Cammarota 《European Journal of Engineering Education》1995,20(1):27-29

The programme of the Département de la Formation Internationale at Ecole Nationale des Ponts et Chausées (ENPC) was created in 1981 to address the ever‐increasing international role of today's engineer in the scientific, economic and social spheres. Each year, 75 ENPC students spend at least 3 months abroad, mainly in Europe. ENPC has double degree programmes in engineering studies with three European partners in Germany and Spain: TU Munich and TU Berlin; Universidad Politécnica de Madrid. Twenty per cent of the student curriculum is devoted to language study; the students are required to study English plus one of the following languages: German, Spanish, Italian, Russian, Japanese or Chinese. French courses for foreign students are also provided. Language teaching aims to provide students not only with the linguistic skills necessary for communication, but also to make them more sensitive to other cultures as well as their own.  相似文献   

Motivation,Metacognition, Mentors,and Money: Ingredients that Support Teaching Expertise   总被引：1，自引：0，他引：1  

DeAnna Marie Laverick 《Early Childhood Education Journal》2007,34(4):247-249

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I am sailing—towards a transactional analysis of ‘body techniques’     

Joacim Andersson  Leif Östman  Marie Öhman 《Sport, Education and Society》2015,20(6):722-740

In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James' radical empiricism, Dewey's transactional understanding of experience and learning and Marcel Mauss' concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.  相似文献   

Bergmann,Jonathan & Sams,Aaron (2014) Flipped learning. ISTE (Washington & Eurospan,London) isbn 978‐1‐56484‐344‐9 227 pp £18.50 https://www.iste.org/resources/product?ID=3014          下载免费PDF全文

Marie Martin EdD 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):E28-E28

This deceptively simple book aims to show how flipped learning optimises class time, by delivering direct instruction by video for students to use outside of class, freeing up teachers to individualise their learning in the classroom. It is essentially a “book of stories” for teachers shared by practising teachers who have enthusiastically embraced this model. I strongly recommend that you buy Flipped learning if it is in your area of interest. Marie Martin  相似文献   

Learning: in,through and as action research     

Marie Brennan 《Educational Action Research》2013,21(1):1-3

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