Exploring cultural differences in critical thinking: Is it about my thinking style or the language I speak?     

Vivian Miu-Chi Lun  Ronald Fischer  Colleen Ward 《Learning and individual differences》2010,20(6):604-616

Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both self-report (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education.  相似文献   

Higher education for public value: taking the debate beyond New Public Management     

Bruno Broucker  Kurt De Wit  Jef C. Verhoeven 《高等教育研究与发展》2018,37(2):227-240

Many higher education (HE) system reforms in the past decades have been built on the paradigm of New Public Management (NPM). However, these reforms have not allowed HE to fully take its value for society into account. In recent years a growing call can be heard to orient the HE sector towards more collaboration, a focus on a larger set of socio-economic objectives instead of on performance alone, less pressure, more trust and legitimacy. In this article, it is stated that NPM has not sufficiently enabled the creation of public value (PV) by the HE sector. This article provides (1) insight into the flaws of NPM, (2) an understanding of PV for HE and (3) a new model to study HE reforms built on the concept of PV.  相似文献   

Explaining attendance through the brand community triad: Integrating network theory and team identification     

Matthew Katz  Rose Marie Ward  Bob Heere 《Sport Management Review》2018,21(2):176-188

In this study, the authors empirically test a model of sport behaviour that integrates both team identification and a network theory approach to understand attendance at intercollegiate ice hockey games. Grounded within the brand community triad, ego network data were collected among attendees to measure the fan-to-fan connections that constitute the horizontal relationships of brand community participants. Additionally, a multidimensional team identification measure was used to illustrate the vertical relationship between individual and team. Both measures were included in a structural equation model to test how both fan-to-fan and fan-team relationships explain attendance. The results from the model support the salience of both dimensions of the brand community triad, suggesting that understanding sport fan behaviour necessitates including both psychological and structural elements of behaviour. Future suggestions for extending the study of sport fans through structural networks are discussed.  相似文献   

Environmental education in southern Africa: a case study of a secondary school in the Okavango Delta of Botswana     

Kgosietsile Velempini  Bruce Martin  Thomas Smucker  Adah Ward Randolph  John E. Henning 《Environmental Education Research》2018,24(7):1000-1016

This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results also illustrate the potential value of place-based education in redressing the legacy of southern Africa’s colonial past in schools in Botswana and southern Africa.  相似文献   

On Sportsmanship and “Running Up the Score”: Issues of Incompetence and Humiliation     

Alun Hardman  Luanne Fox  Doug McLaughlin  Kurt Zimmerman 《体育哲学杂志》2013,40(1):58-69

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Visual search,anticipation and expertise in soccer goalkeepers     

Geert J.P. Savelsbergh  A. Mark Williams  John Van Der Kamp  Paul Ward 《Journal of sports sciences》2013,31(3):279-287

We used a novel methodological approach to examine skill-based differences in anticipation and visual search behaviour during the penalty kick in soccer. Expert and novice goalkeepers were required to move a joystick in response to penalty kicks presented on film. The proportion of penalties saved was assessed, as well as the frequency and time of initiation of joystick corrections. Visual search behaviour was examined using an eye movement registration system. Expert goalkeepers were generally more accurate in predicting the direction of the penalty kick, waited longer before initiating a response and made fewer corrective movements with the joystick. The expert goalkeepers used a more efficient search strategy involving fewer fixations of longer duration to less disparate areas of the display. The novices spent longer fixating on the trunk, arms and hips, whereas the experts found the kicking leg, non-kicking leg and ball areas to be more informative, particularly as the moment of foot-ball contact approached. No differences in visual search behaviour were observed between successful and unsuccessful penalties. The results have implications for improving anticipation skill at penalty kicks.  相似文献   

Running economy,mechanics, and marathon racing shoes     

Iain Hunter  Aubree McLeod  Dru Valentine  Tyler Low  Jared Ward  Ron Hager 《Journal of sports sciences》2013,31(20):2367-2373

ABSTRACT

The choice of marathon racing shoes can greatly affect performance. The purpose of this study is to metabolically and mechanically compare the consumer version of the Nike Vaporfly 4% shoe to two other popular marathon shoes, and determine differences in running economy. Nineteen subjects performed two 5-minute trials at 4.44m/s wearing the Adidas Adios Boost (AB), Nike Zoom Streak (ZS), and Nike Vaporfly 4% (VP) in random order. Oxygen uptake was recorded during minutes 3–5 and averaged across both shoe trials. On a second day, subjects wore reflective markers, and performed a 3-minute trial in each shoe. Motion and force data were collected over the final 30 seconds of each trial. VP oxygen uptake was 2.8% and 1.9% lower than the AB and ZS. Stride length, plantar flexion velocity, and center of mass vertical oscillation were significantly different in the VP. The percent benefit of the VP over AB shoe was predicted by subject ground time. These results indicate that use of the VP shoe results in improved running economy, partially due to differences in running mechanics. Subject variation in running economy improvement is only partially explained by variation in ground time.  相似文献   

Effects of Different Durations of Physical Training on Cardiorespiratory Function,Body Composition,and Serum Lipids     

Chris A. Milesis  Michael L. Pollock  Michael D. Bah  John J. Ayres  Ann Ward  A. C. Linnerud 《Research quarterly for exercise and sport》2013,84(4):716-725

Abstract

The purpose of the study was to determine the effects of 15, 30, and 45 min of conditioning on maximum performance and cardiorespiratory fitness variables, body composition, pulmonary function, and serum lipids. Subjects, ages 20 to 35, were 59 inmates at a California state prison. The conditioning included running and walking and was performed three days/week at approximately 85 to 90% max HR for 20 weeks. The distance covered per exercise session was approximately 1.75, 3.25, and 5.1 miles for the 15-, 30-, and 45-min groups, respectively.

Improvements in treadmill performance time. [Vdot]O₂ max, max O₂ pulse, diastolic blood pressure, and total skinfold fat were proportional to duration of the training session; i.e., the subjects training in the longer duration sessions showed the greater improvements. The control group showed no significant change during the same period. Compared to the control group, the 15-min group made significant reductions in resting HR, total skinfold fat, percent fat, and waist girth and increases in [Vdot]O₂ max, max O₂ pulse,[Vdot]_E max, and treadmill performance time. Vital capacity, FEV_1.0, and % FEV_1.0 remained relatively unchanged in all four groups, as did serum cholesterol and triglycerides. The 45-min group improved significantly more than the 15-min group in treadmill time, [Vdot]O₂ max, max O₂ pulse, resting systolic and diastolic blood pressures, and percent fat. In general, comparisons between the 15- and 30-min groups and between the 30- and 45-min groups failed to yield statistically significant differences.  相似文献   

Last Man Picked. Do Mainstream Historians Need to Play with Sports Historians?     

Paul Ward 《国际体育史杂志》2013,30(1):6-13

This polemical essay explores whether ‘mainstream’ political and social historians need to engage with the history of sport. It recounts the coercive nature of the author's encounters with sports and sports history and suggests that greater integration of the history of sport into histories of Britain relies on a mutual understanding of the imperatives of academic historians, not least in the world of the Research Excellence Framework and the ‘impact’ agenda.  相似文献   

Differential Effects of Three Teachers Over a Unit of Instruction     

Judith E. Rink  Peter H. Werner  Richard C. Hohn  Dianne S. Ward  Helen M. Timmermans 《Research quarterly for exercise and sport》2013,84(2):132-138

The purpose of this study was to describe the effects of three teachers on psychomotor, affective, and cognitive outcomes over a 15-lesson volleyball unit. Three intact middle school physical education classes were used. Pre- and posttests were administered for the overhead set, forearm pass, and serve psychomotor skills. A semantic differential test with four affective dimensions and a written test on the rules, strategies, and mechanics of volleyball were also administered pre- and posttest. Data on instructional characteristics were obtained using academic learning time (ALT-PE); observation system for content development (OSCD-PE), and a content analysis of lessons.

The following were key aspects of the results: (a) Teachers differed in their approaches to the content of the unit more than in the characteristics of their instruction as determined through observational data; (b) teachers differed in respect to the psychomotor skills for which they were able to produce statistically significant student gain; (c) the skill level of students played a major role in psychomotor outcomes; (d) affective measures started high and remained high from pre- to posttest with significant change occurring positively with the low-skilled in one measure; (d) cognitive learning was significant from pre- to posttest in rules and mechanics but not in strategies. Instructional characteristics, as described in this study, did not change from skill to skill, but student learning did. This led the authors to conclude that the instrumentation for instructional variables was not sensitive to differences in the way individual skills were handled by individual teachers.  相似文献