Dynamics of coordination within elite rowing crews: evidence from force pattern analysis.     

Holger Hill 《Journal of sports sciences》2002,20(2):101-117

For a rowing crew to be successful, the movements of the rowers need to be well coordinated. Because rowers show individual force patterns, they have to adapt their movements when rowing as a crew. In this exploratory study, these hypothesized changes in movement pattern were examined. The force graphs of six elite coxless fours crews were recorded over 11 training runs using strain gauges attached to the oars. A detailed force analysis showed that form differences, but not area differences, between force patterns decreased when force output increased as a result of two different processes. First, increasing force output reduced form differences instantaneously by reducing the individual variation in force patterns. Secondly, the kinaesthetic perception of form differences is easier than that of area differences. This better perception facilitates the adaptation of movement patterns, especially when force output is high.  相似文献   

Politics and the 'Environment’ in Twentieth-Century Germany     

Holger Nehring 《Minerva》2006,44(3):338-354

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Inklusion im Sportunterricht     

Sabine Reuker  Anne Rischke  Astrid Kämpfe  Björn Schmitz  Hilke Teubert  Anne Thissen  Holger Wiethäuper 《Sportwissenschaft》2016,46(2):88-101

This review article provides an overview of the state of research in the English and German languages on inclusive physical education lessons. Studies published in journals and collected works between 2005 and 2014 were included. A systematic literature search was carried out and articles were selected according to predetermined criteria. A total of 74 articles were included in this review and categorized into the 3 superordinate topics attitude, lessons and qualifications. The compact presentation of the results revealed a tendency towards a positive attitude on inclusive physical education lessons of all participants questioned; however, teaching staff were critical of the concrete implementation of inclusive lessons and admitted that they had been insufficiently prepared for this during training. Pupils also expressed positive as well as negative experiences for participation in inclusive physical education lessons; however, some study results indicated that the acceptance of children with disabilities as well as their effectiveness of learning and physical activity can be improved by special interventional approaches. A core topic of inclusive lessons is a cooperation between the various participants. In this way problems are revealed, which can partly be attributed to the sometimes less clearly defined task profile and to discipline-specific training deficits of some participants. Finally, based on a critically constructive discussion, recommendations on further research approaches on inclusive physical education lessons in German-speaking regions are presented.  相似文献   

Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic students     

Holger Juul  Dorthe Klint Petersen 《Annals of dyslexia》2017,67(3):369-382

It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students.  相似文献   

Einstellungen,Motivation und Selbstwirksamkeit von Lehrkräften     

Britta Oerke  Nele McElvany  Annika Ohle-Peters  Holger Horz  Mark Ullrich 《Zeitschrift für Erziehungswissenschaft》2018,21(4):793-815

Teachers’ attitudes, motivation and self-efficacy are aspects of their professional competence affecting students’ motivation and learning via instructional behavior. In the present study, school type-specific differences in these teacher competencies and their relation to instruction when teaching with texts and integrated pictures are analyzed, further focusing on effects of school subject and teaching experience. Teachers (N?=?265) of primary school, lower and upper track secondary school filled in questionnaires. Primary school teachers were less intrinsically motivated to teach text-picture integration than secondary school teachers. They showed more negative attitudes towards texts with pictures than upper track teachers and avoided discussing the picture to a higher degree. All teacher characteristics predicted instructional behavior, further school type-specific effects of the subject occurred. The results provide starting points for teacher training and the potential for further research concerning the support of students in class.  相似文献   

Letter to the editor concerning the article “Effects of acoustic feedback training in elite-standard Para-Rowing” by Schaffert and Mattes (2015)     

Holger Hill 《Journal of sports sciences》2015,33(15):1637-1638

In a case study, Schaffert and Mattes reported the application of acoustic feedback (sonification) to optimise the time course of boat acceleration. The authors attributed an increased boat speed in the feedback condition to an optimised boat acceleration (mainly during the recovery phase). However, in rowing it is biomechanically impossible to increase the boat speed significantly by reducing the fluctuations in boat acceleration during the rowing cycle. To assess such a, potentially small, optimising effect experimentally, the confounding variables must be controlled very accurately (that is especially the propulsive forces must be kept constant between experimental conditions or the differences in propulsive forces between conditions must be much smaller than the effects on boat speed resulting from an optimised movement pattern). However, this was not controlled adequately by the authors. Instead, the presented boat acceleration data show that the increased boat speed under acoustic feedback was due to increased propulsive forces.  相似文献   

Direct regional economic impact of Germany’s 1. FC Kaiserslautern through participation in the 1. Bundesliga     

Thomas Könecke  Holger Preuss  Norbert Schütte 《Soccer & Society》2017,18(7):988-1011

In discussions about the use of public money for popular sports such as clubs in Germany’s 1. Bundesliga, it is often argued that the funds are well invested due to the cash flows generated by these organizations for their home regions. However, others claim the opposite. They argue that actually no positive impact is generated and, even worse, that money is leaving the region due to the clubs. The study presented here analyses the financial flows generated by the 1. FC Kaiserslautern for its home city (Kaiserslautern) and home state (Rhineland-Palatinate) during the 2010/11 season when the club participated in the 1. Bundesliga. Based on a 3-step model, the economic impact is calculated by considering spectator spending and cash flows generated by the business activities of the club. It turns out that additional cash flows of approximately €16.5 million and €25.8 million were generated for the state and the city, respectively.  相似文献   

‘Girls just want to have fun?’ Sex differences in motives of watching the FIFA World Cup and the UEFA European Championship     

Christiana Schallhorn  Johannes Knoll  Holger Schramm 《Sport in Society》2017,20(9):1118-1133

With global media attention and a global reach, mega-sporting events play a crucial role in sports communication. Although the audience of these events has traditionally been overwhelmingly male, in recent years they have attracted an increasing number of women. The present paper therefore explores women’s and men’s motives for watching three mega-sporting events – FIFA World Cup 2006, the UEFA European Championship 2008 and FIFA World Cup 2010 – and compares the intensities of the three central motives of thrill, entertainment and information, especially as they relate to participants’ levels of general interest in sport. The results indicate that as their interest in sport increases, the differences between the motives of women and men decrease. This finding provides valuable initial insights into the increasing popularity of mega-sporting events among women.  相似文献   

Primary Education in Sub-Saharan Africa--a moral issue,an economic matter,or both?     

Holger Daun 《比较教育学》2000,36(1):37-53

Generally, it is argued that economic factors explain changes in literacy and enrolment rates in sub-Saharan Africa. This article demonstrates that educational indicators vary as much with religious factors, i.e. degree of Islamisation and Christianisation, as with economic factors. Forty years ago, strongly Christianised countries had higher rates of literacy and primary school enrolment than strongly Islamised countries, regardless of economic level, typpe of state and colonial background, and they still have. The article ends with a number of assumptions which can serve as an agenda for research on educational development in sub-Saharan Africa.  相似文献   

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression     

J. W. Schramm  H. Jin  E. G. Keeling  M. Johnson  H. J. Shin 《Research in Science Education》2018,48(5):887-911

This paper reports on our use of a fine-grained learning progression to assess secondary students’ reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th–12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.  相似文献