Body composition of English Premier League soccer players: Influence of playing position,international status,and ethnicity     

Laura Sutton  Mark Scott  Joanne Wallace  Tom Reilly 《Journal of sports sciences》2013,31(10):1019-1026

Abstract

Body composition is a key consideration in the physical make-up of professional soccer players. The aims of the present study were to determine whether the body composition of professional soccer players varied according to playing position, international status or ethnicity, and to establish which variables best distinguished the soccer players from a reference group. Body composition was assessed using dual-energy X-ray absorptiometry in 64 male professional soccer players. Measured variables included bone mineral density and the relative amounts of lean and fat mass. Data were analysed using analysis of variance and stepwise discriminant function. The soccer players recorded better values than a reference group (n = 24) for all body composition compartments. Percent lean mass and bone mineral density were the variables best able to identify the soccer players (95.5% correctly classified). Differences in body composition were evident between goalkeepers and outfield players, but not between outfield playing positions. No differences were found on the basis of international status. The non-Caucasian players demonstrated significantly lower percent body fat (9.2 ± 2.0%) than the Caucasian players (10.7 ± 1.8%). It was concluded that body composition is important for elite soccer players, but that homogeneity between players at top professional clubs results in little variation between individuals.  相似文献   

The lady footballers: struggling to play in Victorian Britain     

Joanne Hill 《Sport, Education and Society》2013,18(2):273-276

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Irish student teachers’ levels of moral reasoning: context,comparisons, and contributing influences     

Joanne O’Flaherty  Jim Gleeson 《Teachers and Teaching》2017,23(1):59-77

The moral role of the teacher has long been recognised and this has implications for the selection and education of student teachers. There is growing recognition of the importance of teachers’ capacity to make sound moral judgements and of the influence of teachers’ levels of moral reasoning on their professional practice. The paper presents the findings of a longitudinal study of 102 undergraduate student teachers who completed the DIT 2 measure of moral reasoning, at the beginning, mid-point and end of their four-year degree programme at an Irish university. While these students’ levels of moral reasoning were found to be higher than those of their international peers, more than half of graduating students were reasoning at the conventional level as defined by Kohlberg. These findings are located in the context of Irish education policy and practice. Some possible explanations for the students’ performance are suggested and discussed including their entry characteristics, the status of the teaching profession in Ireland, the nature of their teacher education programme and participation in the Transition Year option.  相似文献   

Talking about feelings: Young children''s ability to express emotions     

Michelle Aldridge  Joanne Wood 《Child abuse & neglect》1997,21(12):1221-1233

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Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability     

Zhenghan Qi  Yoel Sanchez Araujo  Wendy C. Georgan  John D. E. Gabrieli  Joanne Arciuli 《Scientific Studies of Reading》2019,23(1):101-115

ABSTRACT

There is growing interest in the link between implicit statistical learning (SL) and reading ability. Although learning to read involves both auditory and visual modalities, it is not known whether reading skills might be more strongly associated with auditory SL or visual SL. Here we assessed SL across both modalities in 36 typically developing children and 36 healthy adults using the classic triplet-learning paradigm. Auditory SL was significantly associated with sentence reading fluency (Woodcock Johnson III Test of Achievement) in the combined sample of children and adults after controlling for age and nonverbal intelligence. In further analysis of the child data, auditory SL was significantly associated with nonword reading accuracy (Woodcock Reading Mastery Test), a relationship which appeared to be mediated by phonological processing abilities (Comprehensive Test of Phonological Processing). These findings suggest that auditory SL might contribute more strongly to certain aspects of reading development compared to visual SL.  相似文献   

‘Is it like one of those infectious kind of things?’ The importance of educating young people about HPV and HPV vaccination at school     

Cristyn Davies  Susan Rachel Skinner  Tanya Stoney  Helen Siobhan Marshall  Joanne Collins  Jane Jones 《Sex education》2017,17(3):256-275

Abstract

The National Human Papillomavirus (HPV) Vaccination Program in Australia commenced in 2007 for girls and in 2013 for boys, using the quadrivalent HPV [4vHPV] vaccine. In Australia, students are primarily vaccinated en masse, on school grounds, after parental/guardian consent is obtained. Students most often receive little, or no, education at school about HPV or HPV vaccination prior to immunisation. There is also some uncertainty about where young people can and should obtain reliable information about the vaccine, outside of school. We conducted a cluster randomised controlled trial of a complex intervention in schools. This study aimed to improve: (1) student knowledge about HPV vaccination; (2) psycho-social outcomes and (3) vaccination uptake. In this paper, we briefly outline our educational intervention and discuss its implementation by educators including facilitators and barriers. We also discuss the study findings pertaining to student knowledge about HPV and HPV vaccination and their attitudes to vaccination across control and intervention schools. Study results showed students in intervention schools demonstrate greater knowledge and understanding of HPV and HPV vaccination. Greater knowledge and understanding of HPV and HPV vaccination appeared to promote positive attitudes towards vaccination and supported confidence with vaccination.  相似文献   

Transitioning to a more sustainable society: unpacking the role of the learning–action nexus     

Joanne M. Moyer  A. John Sinclair  Lisa Quinn 《International Journal of Lifelong Education》2016,35(3):313-329

In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action. The purpose of this paper is to deepen our understanding of the learning–action cycle among adult learners in the sustainability context. We consider this through insights from two studies in Kenya and Canada, utilizing a qualitative approach. Both studies employed semi-structured interviews as their primary data collection instrument and used other tools such as focus groups and journal writing. Three broad nodes of social action—individual, interpersonal and collective—are identified and defined based on the data collected. Results show that while all three types of action were evident in the outcomes of participants, individual social action was the most common and collective social action was the least. Barriers to applying learning in action are also derived from the data, including situational, personal, interpersonal, sociocultural and environmental obstacles. Factors that assist in overcoming such barriers include community support networks and skills training.  相似文献   

Intervening to influence teachers'' actions and students'' involvement     

Joanne M. Herbert 《Journal of Personnel Evaluation in Education》1993,6(3):249-261

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Educators’ perceptions of bringing students to environmental consciousness through engaging outdoor experiences     

Joanne Nazir  Erminia Pedretti 《Environmental Education Research》2016,22(2):288-304

This paper explores the premise that environmental education involves raising environmental consciousness rather than simply knowing about the environment in a technical-rational manner and acting for it in mechanistic prescribed ways. The paper draws on educational theory and data from a phenomenological case study of educators working together at an outdoor education centre in urban Canada, whose practice of environmental education we believe can best be described as environmental consciousness raising. Based on our study’s findings, we suggest that raising environmental consciousness involves connecting people to their environment, fostering care for the environment, and building agency for the environment. Educating for environmental consciousness also requires providing people with deeply engaging experiences that afford authenticity, multidimensionality and serendipity. Our study shows how these features can work to raise environmental consciousness, by creating epiphanies or moments when sudden expansions of the self, realization and empowerment become possible.  相似文献   

Do actions speak louder than words? An effect of the functional use of language on dominant sex role behavior in boys and girls     

Joanne Hendrick  Terry Stange 《Early childhood research quarterly》1991,6(4)

Although a number of studies document the fact that adult males interrupt females more often than females interrupt males, less is known about whether this behavior is also true of younger boys and girls. This study examined some aspects of dominant-submissive sex role behavior in preschool children and their teachers during conversation at the snack table. It asked whether there was any difference in the number of times girls and boys interrupted their teacher, and whether there was any difference in the number of times the teacher interrupted boys or girls. In succeeding observations, researchers investigated whether girls or boys were assigned the privilege of passing snack more frequently.In Investigation 1 nine boys and nine girls, 4 years of age, were observed talking with a variety of student teachers in a naturalistic snack setting, and checklists were kept of the number of teacher-child, child-teacher interruptions during conversation. In Investigation 2, tallies were kept of the number of times boys and girls assumed the dominant roles of distributing snacks and snack materials.Results indicted that during conversation, boys interrupted their teachers more frequently than the girls did (p > .03). Teachers interrupted girls more frequently than they interrupted boys (p > .02). No significant differences were found in the frequency of participation by boys or girls in passing snack. Results are discussed in relation to the teacher's role in teaching dominant-submissive sex role behaviors to children.  相似文献