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41.
García-Manso JM Rodríguez-Ruiz D Rodríguez-Matoso D de Saa Y Sarmiento S Quiroga M 《Journal of sports sciences》2011,29(6):619-625
In this study, we used tensiomyography (TMG) to assess muscle status immediately after an ultra-endurance triathlon. Maximal radial displacement or deformation of the muscle belly, contraction time, delay time, sustain time, and relaxation time were measured for both legs, and dependent t-tests were used to compare means between the beginning and end of the race. The 19 men assessed (age 37.9 ± 7.1 years; height 177.5 ± 4.6 cm; weight: 73.6 ± 6.5 kg) participated in the 2009 edition of the Lanzarote Ironman. Deterioration in the neural response was observed for contraction time (P = 0.008) and relaxation time (P = 0.011), with a moderate decrease in the response time (sustain time) and a loss in muscle stiffness (deformation of the muscle belly). The effect of muscle fatigue on the rectus femoris and biceps femoris was different. Barely any changes in contraction time, relaxation time, sustain time, and deformation of the muscle belly were observed, while only the contraction response time decreased to a significant extent (reduction in delay time; P = 0.003). The considerable loss in contractile capacity induced by a long-distance race was reflected in changes in the neuromuscular response and fluctuations in the contractile capacity of the muscle. These modifications, derived from a prolonged, exhausting effort, can be assessed in a simple, non-aggressive, non-invasive way using tensiomyography. 相似文献
42.
Yves Benett 《Assessment & Evaluation in Higher Education》1993,18(2):83-94
Recent developments in British higher education have included taking a close look at work‐based learning, in particular its assessment (and its integration within academic programmes of study). However, two questions which are still continuously being asked are (a) to what extent are assessments of work‐based learning valid and reliable, and (b) can they count towards the award of university degrees and diplomas? These questions are becoming increasingly important as there seems to be a growing trend for students to assess their own learning at the workplace (through reflection and analysis and the use of diaries and self‐development journals). This article addresses the above issues by drawing on classical test theory (for an understanding of the fundamentals of validity and reliability) and by examining how the different notions of validity and realiability may be applied in the context of assessments (and self‐assessments) in the workplace. The article concludes that, under certain stated conditions, it is indeed possible to determine whether assessments (and self‐assessments) of work‐based learning are valid, reliable — and comparable. 相似文献
43.
We compare the accuracy of confidence intervals (CIs) and tests of close fit based on the root mean square error of approximation (RMSEA) with those based on the standardized root mean square residual (SRMR). Investigations used normal and nonnormal data with models ranging from p = 10 to 60 observed variables. CIs and tests of close fit based on the SRMR are generally accurate across all conditions (even at p = 60 with nonnormal data). In contrast, CIs and tests of close fit based on the RMSEA are only accurate in small models. In larger models (p ≥ 30), they incorrectly suggest that models do not fit closely, particularly if sample size is less than 500. 相似文献
44.
Helena P. Osana Guy L. Lacroix Bradley J. Tucker Chantal Desrosiers 《Journal of Mathematics Teacher Education》2006,9(4):347-380
The objective of this study was to examine the nature of preservice teachers’ evaluations of elementary mathematics problems using the Mathematical Tasks Framework (MTF), a model designed to discriminate among tasks according to their cognitive complexity. We also tested the relationship between mathematics content knowledge and problem length on the preservice teachers’ evaluations. Twenty-six undergraduate students enrolled in an elementary mathematics methods course at a large urban university were introduced to the MTF and cognitive complexity during a class lecture and were subsequently required to sort 32 mathematics problems according to the framework. Results demonstrated that overall, the preservice teachers had more difficulty accurately classifying problems considered to represent high levels of cognitive complexity compared to problems that were less complex. Those with strong mathematics content knowledge, as measured by a standardized test, were able to sort the problems more accurately than those with weaker content knowledge. Two open-ended items assessing content knowledge were not related to sorting performance. Finally, the preservice teachers were influenced by the surface characteristic of task length; the data indicated that the teachers tended to label short problems as less cognitively demanding and long problems as more so. Implications for preservice professional development include an increased emphasis on mathematics content knowledge as well as expert modeling of the identification of deep conceptual principles at the heart of the mathematics curriculum. 相似文献
45.
Michel Fayol Pierre Barrouillet Chantal Chevrot 《European Journal of Psychology of Education - EJPE》1995,10(3):303-313
In this experiment, 80 children between the ages of three and ten produced and judged drawings of a person and a house. Two alternative hypotheses were tested. Under the first hypothesis, young children have internal models of persons and objects which are comparable to those of adults, but they have problems implementing their knowledge and planning and managing the graphic activity. If this hypothesis is true, we should obtain an interaction between age and type of task (production vs. judgement). Under the second hypothesis, children’s drawings are a direct reflection of their internal models of the items drawn. This hypothesis predicted a significant positive correlation between performance on production and judgement. In the judgement task, the subjects were presented with pairs of drawings and asked to indicate the more elaborate drawing. For the house and the man drawing, children by the age of three were able to correctly determine the most elaborated of the two presented drawings. A strong interaction was obtained between age and type of task (production or judgement), due to the fact that the difference between production performance and judgement performance decreases with age. The discussion suggests a limited cognitive capacity hypothesis to account for the results, and proposes some possibilities for future studies. 相似文献
46.
Melanie A. Robinson Jean-François Soublière Marine Agogué Denis A. Grégoire Tuvana Rua Yves Plourde 《Decision Sciences Journal of Innovative Education》2023,21(3):167-176
Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students’ self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses. 相似文献
47.
Bencze Larry Pouliot Chantal Pedretti Erminia Simonneaux Laurence Simonneaux Jean Zeidler Dana 《Cultural Studies of Science Education》2020,15(3):825-851
Cultural Studies of Science Education - Many scholars suggest that recent major science education initiatives apparently tied to intense economic competitiveness and growth have prioritized... 相似文献
48.
Metacognition and Learning - Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These... 相似文献
49.
Filip Boen Karen van Hoye Yves Vanden Auweele Jos Feys Tim Smits 《Journal of sports sciences》2013,31(6):621-628
Abstract The aims of this study were twofold: (1) to determine whether open feedback (i.e. the ability to hear or see the scores of colleague judges after each performance) would lead judges in gymnastics to conform with their colleagues, and (2) to identify the underlying process on which this conformity is based. Twenty-three certified Flemish judges in women's gymnastics were randomly divided into panels of a maximum of five judges. These panels had to rate the same 30 videotaped individual vaults: 15 in phase 1 and 15 in phase 2. Two independent variables were orthogonally manipulated: feedback (or no feedback) during phase 1 and feedback (or no feedback) during phase 2. The results of phase 1 revealed that the variation between the judges' scores was less within panels that had received feedback than within panels that had not received feedback. We therefore conclude that the availability of feedback elicits conformity among gymnastic judges. The results of phase 2 indicated that this conformity continued even when feedback was no longer provided, suggesting that the observed conformity was based on informational influencing (i.e. because of uncertainty about the correct responses) and not on normative influencing (i.e. out of fear of standing out in the group). 相似文献
50.
Chantal Bard Michelle Fleury Lise Carrière Madeleine Hallé 《Research quarterly for exercise and sport》2013,84(2):267-273
Abstract This study was designed to investigate the visual search patterns of gymnastics judges. The subjects were four national judges (experienced) and three local judges (novice). Three dependent variables were measured: the number and the location of ocular fixations during the evaluation of a gymnast's performance, and the number of errors made by the judges. Ocular fixations were studied by the corneal reflection technique with a NAC Eye-Movement Recorder. There was no statistical difference in the number of fixations for both groups of judges. However, the expert judges had 27% less fixations than the novice judges. A statistical difference was found between expert judges and novice judges for the location of fixations; experts had more fixations on the upper part of the gymnast's body, while novices concentrated their attention on the legs. The type of routine significantly affected the number of fixations; more fixations were found for optional routines. There was no statistical difference in the number of judgment errors made by the two groups of judges. However, novice judges detected only half the gymnast's errors detected by the expert judges. 相似文献