The influence of rhythm and personality in the endurance response to motivational asynchronous music     

Lee Crust  Peter J. Clough 《Journal of sports sciences》2013,31(2):187-195

Abstract

In this study, we examined participants' responses to motivational asynchronous music by isolating rhythmical properties and exploring personality correlates. Fifty-eight physically active participants (41 men and 17 women) aged 22.3 ± 6.4 years performed an isometric weight-holding task on three occasions while being randomly exposed to no music, rhythm and motivational music. The rhythm and music conditions were edited portions of the same musical selection and had identical fast tempi, although the rhythm condition contained no melody, harmonies or lyrics. Participants each completed a copy of Cattell's 16PF following the third and final trial. A repeated-measures analysis of variance found the participants held the weight suspended for significantly longer when listening to motivational music in comparison to rhythm or no music. When listening to rhythm, participants endured the task for significantly longer than when listening to no music. The response to music was found to be significantly related to liveliness, while sensitivity correlated with responses to music factors (harmony, melody, lyrics, etc.) not present in the rhythm condition. These results suggest that responses to motivational music are subtle in nature and are determined by both musical factors and individual characteristics, and potentially an interaction between the two.  相似文献   

Research on Teaching in Physical Education: Questions and Comments     

Amelia M. Lee 《Research quarterly for exercise and sport》2013,84(4):374-379

Abstract

The purpose of this investigation was to study the effect of swimming on the learning and performance of two complex gross motor skills. Forty college men were matched on the basis of a pre-test and formed into experimental and control groups. The experimental group learned the two selected skills in addition to swimming, whereas the control group learned only the selected skills. Two scoring systems were used, and findings indicated no significant difference between groups.  相似文献   

Variance and Invariance in Expert and Novice Triple Junipers     

Brian K. V. Maraj PhD  Digby Elliott  Timothy D. Lee  Barbara J. Pollock 《Research quarterly for exercise and sport》2013,84(4):404-412

Abstract

The purpose of this study was to examine relative timing, relative distance, and effector independence characteristics of the triple jump. We videotaped expert and novice triple jumpers using standing and running starts. On some trials, the triple jumpers were required to take off from their nondominant leg. Gentner's (1987) interaction test was used to assess the proportional duration model in describing the timing of the component submovements. For both experts and novices, the proportional durations varied with the type of start. For experts, the relative timing of the jump components was independent of the take-off leg. The findings were mixed for the novices. Similar results were obtained when relative distance was examined. These results are discussed with respect to constructs related to variability in skilled performance.  相似文献   

Effects of Differing Prepuberty Exercise Programs on the Emotionality of Male Albino Rats     

Jerome C. Weber  Ronald A. Lee 《Research quarterly for exercise and sport》2013,84(3):748-751

Abstract

The problem under investigation in this study was to determine if differing programs of prepuberty exercise had any effect upon the emotionality of male albino rats at puberty. The subjects were 48 male albino rats of the Sprague-Dawley strain who were subjected to a 35-day training program under conditions of sedentary existence, voluntary exercise, or forced exercise. At the end of the experimental period the animals were tested in an open field marked into 49 consecutively numbered 7 1/2-in. squares.

Emotionality in the open field was determined by two methods: (a) the total number of squares traversed by an animal in 5 min., and (b) the total number of squares traversed by an animal toward the center of the field. The relationship between exploratory behavior and emotionality is considered to be an inverse one, that is, the more exploratory the behavior, the less emotionality the animal exhibits.

The results indicated that the animals which had been subjected to the forced exercise regimen traversed significantly more squares under both testing conditions and therefore evidenced more exploratory behavior and therefore less emotionality than the animals in the voluntary exercise and sedentary groups. There were no significant differences on either measure of exploratory behavior between the voluntary exercise and sedentary groups.  相似文献   

S. Marginson, C. Nyland, E. Sawir, and H. Forbes-Mewett: International student security     

Russel Potter  Jenny J. Lee 《Higher Education》2012,64(1):135-137

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Indigenous Elementary Students’ Science Instruction in Taiwan: Indigenous Knowledge and Western Science     

Huei Lee  Chiung-Fen Yen  Glen S. Aikenhead 《Research in Science Education》2012,42(6):1183-1199

This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students?? non-Indigenous teacher played a central role in developing a science module ??Measuring Time?? that combined Amis knowledge and Western science knowledge. The study identified two cultural worldview perspectives on time; for example, the place-based cyclical time held by the Amis, and the universal rectilinear time presupposed by scientists. Students?? pre-instructional fragmented concepts from both knowledge systems became more informed and refined through their engagement in ??Measuring Time??. Students?? increased interest and pride in their Amis culture were noted.  相似文献   

The effect of the demand control and effort reward imbalance models on the academic burnout of Korean adolescents     

Jayoung Lee  Ana Puig 《Asia Pacific Journal of Education》2012,32(1):113-123

The purpose of this study was to examine the effects of the Demand Control Model (DCM) and the Effort Reward Imbalance Model (ERIM) on academic burnout for Korean students. Specifically, this study identified the effects of the predictor variables based on DCM and ERIM (i.e., demand, control, effort, reward, Demand Control Ratio, Effort Reward Ratio) on academic burnout. Participants were 1,530 elementary, middle, and high school students and multivariate multiple regression analysis was used. Results indicated that the variables of ERIM (i.e., effort, reward, Effort Reward Ratio) were more influential predictors than the variables of the DCM (i.e., demand, control, Demand Control Ratio). Implications and limitations are discussed.  相似文献   

Some assembly required: How scientific explanations are constructed during clinical interviews     

Bruce L. Sherin  Moshe Krakowski  Victor R. Lee 《科学教学研究杂志》2012,49(2):166-198

This article is concerned with commonsense science knowledge, the informally gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order to make progress, we believe it will be helpful to focus on one type of research instrument—the clinical interview—that is employed in the study of commonsense science. More specifically, we argue that we should seek to understand and model, on a moment‐by‐moment basis, student reasoning as it occurs in the interviews employed to study commonsense science. To illustrate and support this claim, we draw on a corpus of interviews with middle school students in which the students were asked questions pertaining to the seasons and climate phenomena. Our analysis of this corpus is based on what we call the mode‐node framework. In this framework, student reasoning is seen as drawing on a set of knowledge elements we call nodes, and this set produces temporary explanatory structures we call dynamic mental constructs. Furthermore, the analysis of our corpus seeks to highlight certain patterns of student reasoning that occur during interviews, patterns in what we call conceptual dynamics. These include patterns in which students can be seen to search through available knowledge (nodes), in which they assemble nodes into an explanation, and in which they converge on and shift among alternative explanations. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 166–198, 2012  相似文献   

The formation of the South Korean identity through national curriculum in the South Korean historical context: Conflicts and challenges   总被引：1，自引：0，他引：1  

Kyunghee So  Jungyun Kim  Sunyoung Lee 《International Journal of Educational Development》2012

This study explores how the South Korean identity has been formed and transformed by examining the Korean national curriculum in its historical context. The study first examines how the Korean identity, previously formed by traditional ethnic values, has been transformed during the period of national modernization. It then describes the efforts to form a Korean identity through national curriculum reform amid globalization, a phenomenon that has rapidly progressed in Korea since the 1990s. It also discusses the conflicts within and challenges to Korean identity in the Korean curriculum reform process.  相似文献   

Exploring principal capacity to lead reform of teaching and learning quality in Thailand   总被引：1，自引：0，他引：1  

Philip Hallinger  Moosung Lee 《International Journal of Educational Development》2013

In 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the Principal Instructional Management Rating Scale ( Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions (Creating a School Mission and Developing a Positive School Learning Climate) and a lower level of activity on the dimension, Managing the Instructional Program. The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms.  相似文献