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P. Á. Latorre-Román F. García Pinillos V. M. Soto-Hermoso 《Journal of sports sciences》2017,35(13):1247-1254
The main purpose of this study was to evaluate running kinematic characteristics and foot strike patterns (FSP) during early and late stages of actual and common high-intensity intermittent training (HIIT): 5 × 2000 m with 120-s recovery between runs. Thirteen healthy, elite, highly trained male endurance runners participated in this study. They each had a personal record in the half-marathon of 70 ± 2.24 min, and each had a minimum experience of 4 years of training and competition. Heart rate (HR) and rate of perceived exertion (RPE) were monitored during HIIT. High levels of exhaustion were reached by the athletes during HIIT (HRpeak: 174.30 bpm; RPE: 17.23). There was a significant increase of HRpeak and RPE during HIIT; nevertheless, time for each run remained unchanged. A within-protocol paired t-test (first vs. last run) revealed no significant changes (P ≥ 0.05) in kinematics variables and FSP variables during HIIT. There were no substantial changes on kinematics and FSP characteristics in endurance runners after fatigue induced by a HIIT. Only the minimum ankle alignment showed a significant change. The author suggests that these results might be due to both the high athletic level of participants and their experience in HIIT. 相似文献
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Gábor Á. Zemplén 《Science & Education》2009,18(5):525-559
Contrasting two examples from 2005, a creationism-trial and a recent textbook, the article shows two different ways of employing social considerations to demarcate science from non-science. Drawing conclusions from the comparison, and citing some of the leading proponents of science studies, the paper argues for a novel perspective in teaching nature of science (NOS) issues, one that grows out of sociological and anthropological considerations of (scientific) expertise. In contrast to currently dominant epistemic approaches to teach NOS, this view makes it possible to incorporate epistemic and social norms in a unified framework that can alleviate presently problematic aspects of NOS modules, and can help students appreciate science as a privileged form of knowledge-production without becoming scientistic. A pilot module to carry out the above is presented and assessed, showing that a broad sociological starting point is closer to the lifeworld of students, and that traditional epistemic considerations need not be compromised. 相似文献
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José Á. Martínez-Huertas Olga Jastrzebska Ricardo Olmos José A. León 《Assessment & Evaluation in Higher Education》2019,44(7):1029-1041
Automated summary evaluation is proposed as an alternative to rubrics and multiple-choice tests in knowledge assessment. Inbuilt rubric is a recent Latent Semantic Analysis (LSA) method that implements rubrics in an artificially-generated semantic space. It was compared with classical LSA’s cosine-based methods assessing knowledge in a within-subjects design regarding two validation sources: a comparison with the results of rubric scores and multiple-choice tests, and the sensitivity of predicting the academic level of the test-taker. Results showed a higher reliability for inbuilt rubric (from Pearson correlation coefficient .81 to .49) over the classical LSA method (from .61 to .34), and a higher sensitivity using binary logistic regressions and effect sizes to predict academic level. It is concluded that inbuilt rubric has a qualitatively higher reliability and validity than classical LSA methods in a way that is complementary to models based on semantic networks. Thus, it is concluded that new automated summary evaluation approaches such as the inbuilt rubric method can be practical in terms of reliability and efficiency, and, thus, they can offer an affordable and valuable form of knowledge assessment in different educational levels. 相似文献
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Pedro Á. Latorre-Román Juan A. Párraga-Montilla Ignacio Guardia-Monteagudo 《European Journal of Sport Science》2018,18(3):407-414
Purpose: This study aims to determine the foot strike patterns (FSPs) and neutral support (no inversion [INV]/eversion [EVE] and no foot rotation) in preschool children, as well as to determine the influence of shod/unshod conditions and sex. Methods: A total of 1356 children aged 3–6 years (673 boys and 683 girls) participated in this study. A sagittal and frontal-plane video (240?Hz) was recorded using a high-speed camcorder to record the following variables: rearfoot strike (RFS), midfoot strike (MFS), forefoot strike (FFS), inversion/ eversion (INV/EVE) and foot rotation on initial contact. Results: There were no between-sex significant differences in both shod and unshod conditions in RFS. In the unshod condition, there was a significant reduction (p?Conclusion: In preschool children, no between-sex differences were found in relation to prevalence of RFS and neutral support (no INV/EVE). Shod running alters FSP of running barefoot, producing a significant increase of RFS prevalence. 相似文献
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Durán CE Bahena EN Rodríguez Mde L Baca GJ Uresti AS Elizondo-Omaña RE López SG 《Anatomical sciences education》2012,5(3):171-176
Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. 相似文献