Classes of developmental trajectories of body mass index: Differences in motor competence and cardiorespiratory fitness     

Vitor P. Lopes  Till Utesch  Luis P. Rodrigues 《Journal of sports sciences》2020,38(6):619-625

ABSTRACT

The purpose was to identify classes of different developmental trajectories of BMI and testing them for differences in motor competence (MC) and cardiorespiratory fitness (CRF), in children and adolescents (4 to 13 years of age). This was a 5 years’ longitudinal study with six cohorts. One hundred and forty-seven children (69 girls) divided into six cohorts participated. At baseline, the youngest and the oldest cohorts had 4 and 11 years of age, respectively. Height and weight were assessed, and BMI was calculated. MC was assessed with KTK and TGMD-2, and CRF was assessed with one-mile run/walk. Developmental trajectories of BMI were identified using latent class linear-mixed modelling. Latent class membership was explained according to covariates of MC and CRF. Two meaningful classes were identified. Class 1 (78.92% of the participants) showed lower initial BMI and a lower slope compared to class 2 (21.08% of the participants) (all ps < 0.001). Class membership only predicted trajectories in motor coordination, with children in class 1 having a better development.

In conclusion, this study identified two meaningful trajectories for children based on their BMI development across five time points. In line with previous research, children with slower increasing BMI showed better motor coordination improvements.  相似文献   

Following Feynman’s path     

Naldal  Marcus Lee 《Metascience》2020,29(1):143-145

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Elternvertreter mit Migrationshintergrund an allgemeinbildenden Schulen     

Stephan Kr?ner  Elisabeth M. Schüller  Marcus Penthin  Eva S. Fritzsche  Marcus C. G. Friedrich  Magdalena M. Krol 《Zeitschrift für Erziehungswissenschaft》2012,15(4):707-726

Parents with a migration background are underrepresented among parent representatives at schools in Germany. However, increased involvement of these parents is essential for a lively democratic culture. To explore the motivations of parents with migration background regarding their school involvement, interviews with N?=?31 parent representatives with migration background were content analysed, starting deductively from a set of categories according to the theory of planned behaviour. In the analysis, the main category ??attitude?? was deductively subdivided into ??motivation in the course of action/intrinsic value??, ??results and consequences regarding own interests?? and ??results and consequences regarding others/altruistic motivation??. ??Subjective norm?? was inductively differentiated into ??other parents??, ??teachers and leadership team?? and ??other persons/perceived general expectations??; ??perceived behavioural control?? was differentiated into the subcategories ??assertiveness and freedom from anxiety??, ??language competence??, ??socioeconomic background??, ??availability of time??, ??setting in school and school district?? and ??field expertise and know-how??. Additionally, ??habit?? was deductively established and retained as a main category. Analysis of 513 statements resulted in an interrater-agreement of ???=?0.82. Implications for working with parents in an intercultural context are discussed.  相似文献   

2012 AECT Conference Update     

Marcus Childress 《TechTrends》2011,55(6):5-7

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Sport und Sportgroßveranstaltungen in Europa – zwischen Zentralstaat und Regionen     

Marcus Franke 《Sportwissenschaft》2010,40(1):71-73

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Experiences Situating Mathematical Problem Solving at the Core of Early Childhood Classrooms     

Celi Espasandin Lopes  Regina Célia Grando  Beatriz Silva D’Ambrosio 《Early Childhood Education Journal》2017,45(2):251-259

Our goal in this article is to discuss the importance of problems in early childhood education for the child’s development and engagement with the mathematics existing in childhood culture. Our assumption is that an important task for young children’s education is to create a democratic and critical environment, in which multiplicity of perspectives is celebrated, along with diversity of concepts and practices, with movement between imaginary and real worlds. In light of this, the goal of this article is to defend a perspective for curriculum and for the role of the mathematics educator, promoting the learning of mathematics through problem solving in early childhood years. In order to discuss and illustrate this perspective we describe the pedagogical practices of two teachers who teach 4- and 5-years-olds, who create for their students an environment rich in problem solving and investigations. In both classrooms, all children individually succeeded in sharing their unique solutions and new knowledge constructed as a result of their inquiries. The experience provides evidence that problem solving affords children the opportunity to raise conjectures, to discuss possibilities and to draw conclusions, even if partial ones, that are then vetted by the group as the authors share their solutions. In this way, the work with problem solving nurtures cooperative learning and promotes the exploration of a diversity of ideas.  相似文献   

Gerontological training programs offered by Latin American universities: Number,characteristics, and disciplinary contents     

Feliciano Villar  María Florencia Giuliani  Rodrigo Serrat  Carmen-Lucía Curcio  Alexandra Lopes  María de la Luz Martínez Maldonado 《Educational gerontology》2017,43(5):238-247

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Accidental death from take home methadone maintenance doses: A report of a case and suggestions for prevention     

Marcus SM 《Child abuse & neglect》2011,35(1):1-2

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Variable memory strategy use in children's adaptive intratask learning behavior: developmental changes and working memory influences in free recall     

Lehmann M  Hasselhorn M 《Child development》2007,78(4):1068-1082

Variability in strategy use within single trials in free recall was analyzed longitudinally from second to fourth grades (ages 8-10 years). To control for practice effects another sample of fourth graders was included (age 10 years). Video analyses revealed that children employed different strategies when preparing for free recall. A gradual shift from labeling to cumulative rehearsal was present both with increasing age and across different list positions. Whereas cumulative rehearsal was frequent at early list positions, labeling was dominant at later list portions. Working memory capacity predicted the extent of cumulative rehearsal usage, which became more efficient with increasing age. Results are discussed in the context of the adaptive strategy choice model.  相似文献   

Biodegradable Zein-Based Blend Films: Structural,Mechanical and Barrier Properties     

Carolina Pena Serna  José Francisco Lopes Filho 《Food Technology and Biotechnology》2015,53(3):348-353

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