Sport and study sections in France     

Jean-François Brisson 《Prospects》1979,9(4):463-469

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A comparison of time-motion performance between age groups in judo matches     

Miarka B  Panissa VL  Julio UF  Del Vecchio FB  Calmet M  Franchini E 《Journal of sports sciences》2012,30(9):899-905

The aim of this study was to compare time-motion indicators during judo matches performed by athletes from different age groups. The following age groups were analysed: Pre-Juvenile (13-14 years, n = 522), Juvenile (15-16 years, n = 353); Junior (19 years, n = 349) and Senior (>20 years, n = 587). The time-motion indicators included: Total Combat Time, Standing Combat Time, Displacement Without Contact, Gripping Time, Groundwork Combat Time and Pause Time. Analysis of variance (ANOVA) one-way and the Tukey test, as well as the Kruskal-Wallis test and Mann-Whitney (for non-parametric data), were conducted, using P < 0.05 as significance level. The results showed that all analysed groups obtained a median of 7 (first quantile - 3, third quantile - 12) sequences of combat/pause cycles. In total time of combat, the result was: for Total Combat Time, Standing Combat Time and Gripping Time: Pre-Juvenile and Senior were significantly longer than Juvenile and Junior. Considering Displacement Without Contact, Junior was significantly longer than all other age groups. For Groundwork Combat Time, Senior was significantly longer than all other age groups and Pre-Juvenile was longer than Junior. These results can be used to improve the physiological performance in intermittent practices, as well as technical-tactical training during judo sessions.  相似文献   

Inclusive design: developing students' knowledge and attitude through empathic modelling     

Burçak Altay  Halime Demirkan 《International Journal of Inclusive Education》2013,17(2):196-217

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Comparison of Quebec and British teachers' beliefs about,training in and experience with attention deficit hyperactivity disorder     

Caroline Couture  Egide Royer  Franc¸ois A. Dupuis  Pierre Potvin 《Emotional and Behavioural Difficulties》2013,18(4):284-302

Abstract

This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective.  相似文献   

The development of beginning mathematics teacher pedagogical content knowledge     

John K. Lannin  Matthew Webb  Kathryn Chval  Fran Arbaugh  Sarah Hicks  Cynthia Taylor  Rebecca Bruton 《Journal of Mathematics Teacher Education》2013,16(6):403-426

Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.  相似文献   

Using information and communications technology as a pedagogical tool: a survey of initial teacher education in Scotland     

Mary Simpson  Fran Payne  Robert Munro  Emily Lynch 《Technology, Pedagogy and Education》2013,22(3):431-446

Abstract

In common with other parts of the United Kingdom, teacher education in Scotland is facing a period of rapidly changing demands with respect to the use of information and communications technology (ICT), together with high levels of investment, rising expectations, and increased scrutiny and accountability. In this article, we present an account of a national survey of the ICT skills and attitudes of students entering and exiting from the teacher education institutions in Scotland in the session 1996-97. The students are extremely positive in their attitudes, their enthusiasm for ICT use in education is high and their aspirations clear – they expect ICT to permeate their professional work now and in the future. Their experiences during their period of training fall considerably short of their expectations. We discuss the reasons for some of the difficulties and consider the challenges faced by tutors in initial teacher education courses who must now ‘model the message’ of a learner-centred approach to the education of their students.  相似文献   

Pensar con libertad de elección y en colaboración: introducción de la escritura en proceso en una escuela estonia     

Eve Kikas  Fran Hagstrom 《Cultura y Educación》2013,25(19-20):149-158

Frente al modelo predominante en buena parte de la didáctica occidental de la escritura, basado en tareas y habilidades aisladas y en la realización individualizada, se expone aquí una experiencia de didáctica de “la escritura en proceso” que invierte los términos hacia el proceso global y la realización en colaboración.  相似文献   

Cultural Studies in Turkey: Education and Practice     

Gönül Pultar  Ayşe Lahur Kırtunç 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):129-153

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Influence of perceptions: Listening to early childhood preservice teachers     

Fran Sherwood 《Journal of Early Childhood Teacher Education》2013,34(3):215-220

Abstract

This qualitative study examined how the perceptions of preservice teachers influenced their developing teaching role, and how the perceptions of preservice teachers can be influenced by teacher preparation programs. The influences of perceptions are mostly unrecognized, but are significant to the teacher preparation process. Without identifying their perceptions about the teaching role, and explicitly enhancing or changing perceptions, preservice teachers may return unknowingly to their implicit perceptions when they begin teaching. Thus, their practices may or may not reflect what they have been taught about appropriate practices for young children. Suggestions are made to facilitate the learning of prospective teachers about the influence of their perceptions, and how they can begin the process of changing/enhancing their perceptions regarding the role of the practitioner. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

Determination of peak cardiorespiratory fitness parameters in children: which averaging method should we use?     

Joel Blanchard  Samuel Blais  Philippe Chetaille  Michele Bisson  François P. Counil  Thelma H. Girard 《Journal of sports sciences》2019,37(11):1265-1269

The purpose of this study was to identify which averaging methods most accurately measures peak cardiorespiratory fitness (CRF) parameters [peak O₂ uptake (VO₂), peak O₂pulse and peak respiratory exchange ratio (RER)] in a sample of healthy children and adolescents. In this cross-sectional multicenter study, we recruited 278 healthy children aged 12–17 years. We compared the mean peak value of three CRF parameters using the recommended averaging methods (30-second block average) with alternative averaging methods such as moving averages or shorter smoothing periods. We also assessed averaging methods for accuracy by individually reviewing breath-by-breath scatter plots. The 30-second block average method resulted in a lower mean peak VO₂ and in an increased proportion of underestimated peak values. Using a 30-second moving average significantly increased mean peak values which increased accuracy. Similar results were found for peak RER and peak O₂pulse. In conclusion, the currently recommended averaging method (30-second block average) increased the risk of misinterpretation of peak CRF values in children. Using a moving average approach decreased misinterpretation and increased accuracy.  相似文献