Effects of distinct practice conditions on the learning of the o soto gari throwing technique of judo     

Fábio Rodrigo Ferreira Gomes  Flavio Henrique Bastos  Cássio de Miranda Meira Jr.  Jaqueline Freitas de Oliveira Neiva  Go Tani 《Journal of sports sciences》2017,35(6):572-578

The aim of this study was to investigate the effects of different types of practice on learning the o soto gari, focusing on the kuzushi (unbalancing the opponent). A total of 64 children (mean age 9.19 ± 1.41 years) were assigned to one of four groups: (1) static traditional practice, i.e., uchikomi – repetition of the moving pattern that characterises the technique up to the point of throwing; (2) in motion traditional practice – uchikomi with the tori (player executing the technique) moving/walking; (3) whole practice with pre-kuzushi – full technique with a preparatory component for kuzushi; (4) progressive parts practice with pre-kuzushi – progressively introducing kuzushi, tsukuri (set-up to execute the technique) and kake (final part of the technique; projection) with pre-kuzushi. Pre-test, acquisition, post-test and retention test were carried out. Movements were video recorded and analysed regarding three aspects: global technique of the tori, occurrence of a movement pattern performed by the tori to unbalance the uke (player receiving the “attack”), and occurrence of actual unbalance (kuzushi). Results showed no significant differences between-groups. However, different within-groups improvements suggest that using a uchikomi with pre-kuzushi can help learners deal with the motor actions of pulling and pushing in order to unbalance the opponent.  相似文献   

Individual differences in incompetence avoidance     

Kaye MP  Conroy DE  Fifer AM 《运动与训练心理学杂志》2008,30(1):110-132

This study compared the fear of failure and perfectionism constructs by analyzing their latent structure as well as their motivational antecedents and consequences. College students (N = 372) enrolled in physical activity classes completed a battery of questionnaires assessing fear of failure, perfectionism, approach and avoidance motivational temperaments, and 2 x 2 achievement goals. Structural equation modeling revealed that responses were best summarized by two correlated factors representing perfectionistic strivings and concerns. Avoidance temperament was positively associated with both forms of incompetence avoidance; however, approach temperament was positively related only to perfectionist strivings. Perfectionistic concerns were positively related to the adoption of mastery-avoidance and performance-avoidance goals and negatively related to the adoption of mastery-approach goals. Perfectionistic strivings were positively associated with both approach goals. These results indicate that strivings to avoid incompetence can be distinguished with respect to their latent structure, temperamental antecedents, and motivational consequences.  相似文献   

Preschool Children’s Social Play and Involvement in the Outdoor Environment     

Nekane Miranda  Alexander Muela  Alexander Barandiaran 《Early education and development》2017,28(5):525-540

Research Findings: The primary purpose of the present study was to examine the relationship between social play and involvement in the outdoor preschool environment. The study included 173 children ranging in age from 3 to 6 years (M_age = 3.95, SD = 0.82) and attending 19 preschools in the Basque Country (Spain). A total of 51 teachers (50 women, 1 man) also participated. Our results indicated that there is a relationship between social participation and involvement and that group play is the type of play that best predicts greater involvement. No significant differences in levels of involvement were found between boys and girls, although gender was found to have a moderating effect on the relationship between the type of group play and involvement. Practice or Policy: The results are discussed with reference to the need to implement innovations in the outdoor preschool environment that have a positive effect on child development. The outdoor environment should promote social participation as well as gender equality and inclusion, and consequently it should be designed to offer both access to a natural environment and multiple opportunities for play.  相似文献   

Science Teachers’ Beliefs about the Influence of their Summer Research Experiences on their Pedagogical Practices     

Rommel J. Miranda  Julie B. Damico 《Journal of Science Teacher Education》2013,24(8):1241-1261

This study sought to determine the beliefs that tenured, in-service high school science teachers hold about how their participation in a large mid-Atlantic university’s 6-week summer research experiences for teachers (RET) program might influence their pedagogical practices. The findings show a number of factors that teachers believed helped them to be successful during their summer RET program that center on science content knowledge, laboratory experiences, cognitive skills, and mentor dispositions. Teachers further believed that the successes they experienced during their summer RET program influenced how they would plan to teach their own students science. The findings suggest that having science teachers conduct research might help to facilitate changes in their beliefs about their pedagogical practices.  相似文献   

Rethinking e-learning support strategies     

Thomas Cochrane  Becca Black  Michelle Lee  Vickel Narayan  Miranda Verswijvelen 《International Journal for Academic Development》2013,18(3):276-293

This paper discusses an e-learning support team model developed as part of a new e-learning strategy within a tertiary education polytechnic. Based upon a community of practice model, the e-Team supports the establishment of e-learning and m-learning (mobile learning) throughout the institution as a catalyst for the adoption of social constructivist pedagogy. The paper reviews and reflects upon the impact of strategies for creating and supporting communities of practice across the institution along with the ways this model is achieving the breaking down of the barriers to ‘e’ and ‘m’ learning adoption among lecturers. This model helped to move lecturers from non-engagement to legitimate peripheral participation and onto full participation within the institution’s e-learning community, and ultimately enabling social constructivist learning environments for students. This model based on a community of practice framework for e-learning support is potentially transferable to other educational contexts.  相似文献   

Empathy and critical thinking: primary students solving local environmental problems through outdoor learning     

David Ampuero  Christian E. Miranda  Luisa E. Delgado  Samantha Goyen  Sean Weaver 《Journal of Adventure Education & Outdoor Learning》2013,13(1):64-78

The present study explores the outcomes of teaching empathy and critical thinking to solve environmental problems. This investigation was done throughout the duration of an environmental education course within a primary school located in central Chile. A community-based research methodology was used to understand the formation of empathy and critical thinking. The findings reveal a significant benefit in using empathy strategies to engage students regarding the thinking processes involved with solving environmental problems. Using these elements as teaching techniques for environmental education courses can be very helpful in reaching the aims of creating a sustainable citizenry.  相似文献   

Helping Teachers Support Pupils with Mental Health Problems Through Inter-professional Collaboration: A Qualitative Study of Teachers and School Principals     

Ellen Nesset Mælan  Hege Eikeland Tjomsland  Børge Baklien  Miranda Thurston 《Scandinavian Journal of Educational Research》2020,64(3):425-439

ABSTRACT

A qualitative study conducted in four lower secondary schools in Norway explored teachers’ and school principals’ experiences of collaboration with a variety of extended services (ES). Particular attention was directed to the ways (if any) they perceived collaboration to be relevant to helping teachers support pupils with mental health problems through their everyday social and pedagogic practices. Findings of the study indicated that teachers valued initiatives that could help develop mutual understandings of teachers’ and ES professionals’ roles and responsibilities. Initiatives to build inter-professional relationships were perceived as laying the foundation for more productive collaboration. However, to be able to provide coherent, sustained support in the classroom, teachers needed guidance from ES professionals. This required a shift in collaborative processes away from a focus on individualized pupil support towards helping teachers support pupils through their classroom-based social and pedagogical practices. Implications for policy and practice are discussed.  相似文献   

Chinese Parents’ Beliefs about the Importance and Feasibility of Quality Early Childhood Inclusion     

Bi Ying Hu  Miranda Chi Kuan Mak  Chun Zhang  Xitao Fan  Jieling Zhu 《International Journal of Disability, Development & Education》2018,65(2):163-182

This study aims to explore Chinese parents’ understanding about the importance and feasibility of quality pre-school inclusion and how these beliefs are affected by their levels of education and the types of disabilities in the Chinese socio-cultural and policy contexts. Findings support parents are highly supportive of the philosophy of inclusion. Both groups of parents of children with and without disabilities have different expectations for what quality inclusion looks like in the six dimensions of inclusion except for professional development and resources. The higher the levels of education, the more likely regular parents agree on all six dimensions of inclusion. Finally, disability categories did not affect parents’ beliefs. Parents of children with multiple disabilities expressed the greatest need for inclusion. Overall, parents’ agreement with the important features of inclusion reflects a greater expectation for quality inclusion and policy-making to make this happen to all young children.  相似文献   

What global perspective does our university foster in our students?     

Kerry Shephard  Michael Bourk  Miranda Mirosa  Pete Dulgar 《Environmental Education Research》2017,23(3):398-414

We used a modified circuit of culture enquiry to explore processes of production, representation and consumption of global perspective at our university, in the context of fostering this perspective as a graduate attribute. We identified four frame packages by which this perspective is understood and communicated. Global perspective is framed within our institution simultaneously as essentially cooperative and as competitive. We express concern about how such complexity is fostered in our students. We ask our colleagues and university teachers internationally to critically reflect upon the diversity of global perspectives extant within higher education and potentially to clarify their intentions as university teachers.  相似文献   

The influence of childhood sexual abuse,physical abuse,family environment,and gender on the psychological adjustment of adolescents     

Meyerson LA  Long PJ  Miranda R  Marx BP 《Child abuse & neglect》2002,26(4):387-405

OBJECTIVE: The primary aim of the current study was to examine the contributions of sexual abuse, physical abuse, family cohesion, and conflict in predicting the psychological functioning of adolescents. Additional analyses were conducted to determine whether adolescent victims of child sexual abuse and physical abuse perceive their family environments as more conflictual and less cohesive than nonabused adolescents. METHOD: Participants were 131 male and female adolescents, ages 16 years to 18 years, receiving services at a residential vocational training program. Participants completed well established psychological assessment tools to assess abuse history, family environment characteristics, and current adjustment. RESULTS: Physically abused adolescent females perceived their family environments as more conflictual and less cohesive than females without physical abuse, and sexually abused females perceived their family environments as more conflictual and less cohesive than females without sexual abuse. Physically abused adolescent males reported more conflict than males without physical abuse, but did not differ with regard to cohesion. Adolescent males with and without a sexual abuse history did not differ on the family dimensions. Multiple regression analyses revealed that both conflict and cohesion, in addition to a history of sexual and physical abuse, predicted depression and distress. Separate analyses by gender revealed these variables differentially impact adjustment in male and female adolescents. Results of a power analysis indicated sufficient power to detect these differences. CONCLUSIONS: Findings indicate that in addition to child sexual abuse and physical abuse, family conflict and cohesion are risk factors for the development of psychological distress and depression in adolescence. Implications for treatment and directions for future research are discussed.  相似文献