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Jean Camy Patrick Fargier Claire Perrin Alain Belli 《European Journal of Sport Science》2017,17(1):30-41
AbstractInterdisciplinarity is often presented as a significant element of sport science. We present here the results of an investigation conducted in four European Sport Science Research Centres applying interdisciplinarity. Four main dimensions, that we have called “forms”, have been investigated. The “scientific”, “organisational”, “academic” and “societal” forms cover a wide range of activities run by these Centres. We have compared their situations using indicators. Globally they present quite similar combinations of forms, with dominant roles in the construction of interdisciplinarity played by the organisational and societal forms. The scientific form is never quite supported by an epistemological setting and the academic form, mostly characterised by the position of the university, plays an influential role when it is hostile to that kind of research. Following Klein classification, all of them remain at a multidisciplinary stage, one of them exploring interdisciplinary tracks in some research projects. The development of a common culture and a curiosity regarding disciplines other than its own is a key factor for a sustainable situation, as is the capacity to secure long-term financial resources, often linked to a high academic recognition for the director(s). 相似文献
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Muscle utilisation in squat exercise depends on technique. The purpose of this study was to compare net joint moments (NJMs) and muscle activation during squats without and with restricted leg dorsiflexion. Experienced men (n = 5) and women (n = 4) performed full squats at 80% one repetition maximum. 3D motion analysis, force platform and (EMG) data were collected. Restricting anterior leg rotation reduced anterior leg (P = 0.001) and posterior thigh (P < 0.001) rotations, resulting in a smaller knee flexion range of motion (P < 0.001). At maximum squat depth, ankle plantar flexor (P < 0.001) and knee extensor (P < 0.001) NJM were higher in unrestricted squats. Hip extensor NJM (P = 0.14) was not different between squat types at maximum squat depth. Vastus lateralis (P > 0.05), vastus medialis (P > 0.05) and rectus femoris (P > 0.05) EMG were not different between squat types. Unrestricted squats have higher ankle plantar flexor and knee extensor NJM than previously reported from jumping and landing. However, ankle plantar flexor and knee extensor NJM are lower in restricted squats than previous studies of jumping and landing. The high NJM in unrestricted squat exercise performed through a full range of motion suggests this squat type would be more effective to stimulate adaptations in the lower extremity musculature than restricted squats. 相似文献
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In this article, we explore the transition from philosophical and theological manifestos to their practical and educational implementation as we analyze the official American Reform-Judaism discourse as curricular text. This analysis provides a tool for a discussion of the relationships between vision and its implementation particularly for educators and leaders. We highlight the possibilities of dialogue among educators, rabbis-in-training, and leaders to aid in the formation of new visionary documents and, in doing so, affect the dynamics of paving new directions. We demonstrate a model that may be used to investigate such translations from vision to a lived experience and back to reconstruction of a vision. 相似文献
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Maria Gabriella Melchiorre Carlos Chiatti Giovanni Lamura 《Educational gerontology》2013,39(10):699-712
In Italy, data and information on prevalence and characteristics of elder abuse are very limited, and a specific legal and policy framework is lacking. Some articles of the Penal Code refer to the larger context of violence against disadvantaged groups, and some general support services not specifically dedicated to this issue are managed by local municipalities. In this context, empirical research is useful for disseminating information and implementation of good practices. Such research indicates future directions for the education of the public and training of professionals on the prevention, detection, and treatment of abusive practices. 相似文献
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Frédérique Hintzy Nicolas Tordi Eric Predine Jean-Denis Rouillon Alain Belli 《Journal of sports sciences》2013,31(11):921-926
The aim of this study was to determine the relationship between force and velocity parameters during a specific multi-articular upper limb movement – namely, hand rim propulsion on a wheelchair ergometer. Seventeen healthy able-bodied females performed nine maximal sprints of 8?s duration with friction torques varying from 0 to 4?N?·?m. The wheelchair ergometer system allows measurement of forces exerted on the wheels and linear velocity of the wheel at 100 Hz. These data were averaged for the duration of each arm cycle. Peak force and the corresponding maximal velocity were determined during three consecutive arm cycles for each sprint condition. Individual force–velocity relationships were established for peak force and velocity using data for the nine sprints. In line with the results of previous studies on leg cycling or arm cranking, the force–velocity relationship was linear in all participants (r?=??0.798 to ?0.983, P?<0.01). The maximal power output (mean 1.28?W?·?kg?1) and the corresponding optimal velocity (1.49?m?·?s?1) and optimal force (52.3?N) calculated from the individual force–velocity regression were comparable with values reported in the literature during 20 or 30?s wheelchair sprints, but lower than those obtained during maximal arm cranking. A positive linear relationship (r?=?0.678, P?<0.01) was found between maximal power and optimal velocity. Our findings suggest that although absolute values of force, velocity and power depend on the type of movement, the force–velocity relationship obtained in multi-articular limb action is similar to that obtained in wheelchair locomotion, cycling and arm cranking. 相似文献
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Margareta Widarsson Birgitta Kerstis Kristina Sundquist Gabriella Engstr?m Anna Sarkadi 《The Journal of perinatal education》2012,21(1):36-44
The aim of this study was to describe expectant mothers’ and fathers’ perceived needs of support during pregnancy. Twenty-two women and 10 men were interviewed in four focus groups and 13 individual interviews. Systematic text condensation was performed to analyze the data. Parents described not only a broad spectrum of social support needs but also needs of psychological and physical support. They also requested to share their experiences with others. The foci of care and parents’ needs of support are more harmonized with medical support than with psychological and emotional support. Mothers’ needs were predominately addressed in the health services, but fathers often felt “invisible.” Antenatal services may need to offer more customized individual support and emphasize peer support in groups; the challenge is to involve both parents through communication and encouragement so they can support each other. 相似文献
38.
The aim of this study was to determine the relationship between force and velocity parameters during a specific multi-articular upper limb movement--namely, hand rim propulsion on a wheelchair ergometer. Seventeen healthy able-bodied females performed nine maximal sprints of 8 s duration with friction torques varying from 0 to 4 N x m. The wheelchair ergometer system allows measurement of forces exerted on the wheels and linear velocity of the wheel at 100 Hz. These data were averaged for the duration of each arm cycle. Peak force and the corresponding maximal velocity were determined during three consecutive arm cycles for each sprint condition. Individual force-velocity relationships were established for peak force and velocity using data for the nine sprints. In line with the results of previous studies on leg cycling or arm cranking, the force-velocity relationship was linear in all participants (r = -0.798 to -0.983, P < 0.01). The maximal power output (mean 1.28 W x kg(-1)) and the corresponding optimal velocity (1.49 m x s(-1)) and optimal force (52.3 N) calculated from the individual force-velocity regression were comparable with values reported in the literature during 20 or 30 s wheelchair sprints, but lower than those obtained during maximal arm cranking. A positive linear relationship (r = 0.678, P < 0.01) was found between maximal power and optimal velocity. Our findings suggest that although absolute values of force, velocity and power depend on the type of movement, the force-velocity relationship obtained in multi-articular limb action is similar to that obtained in wheelchair locomotion, cycling and arm cranking. 相似文献
39.
Assessment of students’ learning in school is deeply implicated in teaching for social justice. Yet classroom assessment is
neglected relative to other aspects of curriculum and pedagogy in the literature on teaching for social justice. Some books
have a relatively clear theory of anti-oppression education at their core but do not provide details about the links between
assessment and their anti-oppression theory, while others provide a more detailed view of assessment practices but do not
specify precisely how particular assessment strategies either promote or hinder anti-oppression education. This article provides
a theoretical framework that spotlights key links between teaching for social justice and classroom assessment. To illustrate
these connections, we draw on guided group discussions with ten high school social studies and English teachers, interested
in pursuing professional development in this area. We conceptualize assessment as a set of institutional processes with the
potential either to inhibit or nurture the development of young people as well as their capacity for self-determination. We
analyze: (a) how teachers, through various assessment practices, can attempt to enable equitable relations within and beyond
the classroom; and (b) performance standards aimed at helping teachers assess their students’ progress toward becoming more
socially responsible and, ultimately, more self-determining. We conclude that even as teachers struggle to enact more socially
just assessment practices, they need to communicate clearly with students and parents about what constitutes equitable assessment
and what institutional practices, by contrast, sow seeds of self-doubt and lead to destructive labeling, ranking, and gate
keeping. 相似文献
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Gabriella Thorell Christian Augustsson Owe Stråhlman Karin Morgan 《Sport in Society》2018,21(9):1416-1431
The aim was to explore how young riders experience the riding school. By analysing focus groups interviews, a picture emerged showing that young riders’ main motive for participating at riding schools was the social aspects. Riding schools could be characterized through an institutional perspective in which the young riders became internalized and socialized into a stable culture. The young riders identified with the norms and values of the riding instructors through master–apprentice learning. In addition, the results revealed a change in the stable culture since the instructors encouraged social interactions and participation in the community that became central to learning and development. Opportunities to influence and interact were important for the individuals and from a child’s rights perspective. Through participation in the community of practice at riding schools, young riders not only learn about riding and horse management but also develop important personal social skills. 相似文献