Performance Enhancement and Politicisation of High-Performance Sport: The West German ‘air clyster’ Affair of 1976     

Henk Erik Meier  Marcel Reinold 《国际体育史杂志》2013,30(12):1351-1373

While the politicisation of high-performance sport is perceived to represent one of the driving forces behind doping, we know not much how exactly the cold war in sports has affected sporting misconduct in western societies. Therefore, we propose here to distinguish between ideological and institutional politicisation and explicit and implicit acceptance of dubious practices. We apply our framework to analyse the West German ‘air clyster’ affair of 1976 in order to examine to what extent the politicisation of high-performance sport during the cold war affected the search for innovation in performance enhancement. We find that political pressure for improved competitiveness in West German sport had served to create a semi-autonomous high-performance sport sector in West Germany where blurred lines of accountability allowed questionable practices to prosper. While the public despised the use of questionable methods, sportive nationalism served to eclipse dubious practices. West German sport leaders adopted insofar a permissive attitude towards questionable practices as sporting misconduct was not sanctioned. Thus, our results strongly suggest that sport's politicisation during the cold war facilitated the search for performance-increasing methods in western societies.  相似文献   

Defining an Organizational Role in a Contested Field: The Evolution of UNESCO’s Approach to Physical Education     

Christina Uhlenbrock  Henk Erik Meier 《国际体育史杂志》2013,30(11):1130-1148

  相似文献   

When favourites fail: Tournament trophies as reward cues in tennis finals     

Erik Bijleveld  Ruud Custers  Henk Aarts 《Journal of sports sciences》2013,31(13):1463-1470

Abstract

In tournaments in various sports that feature one–on–one competition, the trophy is sometimes prominently displayed near the athletes during the final. Based on recent research on subtle reward cues, we propose that such trophies have the potential to induce choking under pressure in the match favourites, who are known to be most at risk. To test this idea, we analysed real-life tennis performance data (service performance and rally performance) from professional tournaments. While favourites generally outperformed underdogs during rallies, they did not do so in finals in which (a) large amounts of money were at stake and (b) a trophy was on display near the court. These findings support the idea that tournament trophies may distract favourites by continuously reminding them of what is at stake, and via that route may severely thwart their performance.  相似文献   

The relation between individual interest and knowledge acquisition          下载免费PDF全文

Jerome I. Rotgans  Henk G. Schmidt 《British Educational Research Journal》2017,43(2):350-371

The objective of this study was to examine how individual interest and knowledge acquisition are causally related. Three hypotheses were tested using a cross‐lagged panel analysis (N = 186) and two quasi‐experimental studies (N = 68 and N = 108) involving students from schools in Singapore. The first hypothesis is the broadly shared standard assumption on the relation between individual interest and knowledge: the more an individual is interested in a topic, the more (s)he is willing to engage in learning. An alternative hypothesis assumes that individual interest is not the cause but the consequence of the process of learning: individual interest as an affective by‐product of learning. Finally, a third possibility is that interest and knowledge influence each other reciprocally. The results supported the affective‐by‐product hypothesis. Our findings seem at variance with commonly held conceptions that being interested guides knowledge attainment. The implications of these findings for interest research are discussed.  相似文献   

Affordances of teacher professional learning in secondary schools     

Wilfried Admiraal  Joke Kruiter  Ditte Lockhorst  Wouter Schenke  Henk Sligte  Ben Smit 《Studies in Continuing Education》2016,38(3):281-298

It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning.  相似文献   

Problem-based learning: An introduction   总被引：2，自引：0，他引：2  

Henk G. Schmidt 《Instructional Science》1994,22(4):247-250

  相似文献   

Cognitive Load Theory as a Tool for Expertise Development     

Rikers  Remy M.J.P.  Van Gerven  Pascal W.M.  Schmidt  Henk G. 《Instructional Science》2004,32(1-2):173-182

This special issue is dedicated to recentdevelopments within cognitive load theory (CLT)and identifies some instructional implicationsof the interaction between informationstructures and cognitive architecture. Thepresent article discusses the different studiesin this special issue. An important conclusionis that recent CLT research recognizes thelearners' level of expertise as an importantfactor mediating the relation between cognitivearchitecture, information structures, andlearning outcomes. In this context, we discussthe role of expertise in CLT research and therole of CLT in expertise research. Based onthis discussion, the use of CLT as a tool todevelop expertise is identified as a verypromising approach.  相似文献   

Peer versus staff tutoring in problem-based learning     

Henk Schmidt  Arie Van Der Arend  Irma Kokx  Louis Boon 《Instructional Science》1994,22(4):279-285

Effects of student versus staff tutoring on student learning in a problem-based, health sciences curriculum were studied. Academic achievement of 334 tutorial groups guided by staff tutors was compared with achievement of 400 groups guided by student tutors. In addition, students rated their tutor's performance on four behaviors considered critical to facilitating student learning. Overall, students guided by a staff tutor achieved somewhat better. In terms of practical significance, the difference was, however, fairly small. Staff tutors were rated as more knowledgeable and their contributions as more relevant. In addition, they asked stimulating questions to a larger extent. However, an interaction effect was found between the ratings and the year of study: Peer tutors displayed the supportive behaviors more extensively in the first year, whereas staff tutors' ratings were higher as the curriculum advanced. These results were interpreted in terms of the cognitive congruence framework.Parts of this article have been presented to the Annual Meeting of the American Educational Research Association, Atlanta, GA, April, 1993.  相似文献   

Generation Psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program     

Björn B. de Koning  Sofie M.M. Loyens  Remy M.J.P. Rikers  Guus Smeets  Henk T. van der Molen 《Learning and individual differences》2012,22(3):313-323

This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality traits, intelligence (i.e., numerical, verbal, spatial), observed learning activities, and self-study time was collected among almost 1800 students enrolled in this psychology bachelor program at Erasmus University Rotterdam between 2003 and 2009. Academic achievement was measured by students' yearly number of acquired credit points, a course test, and a knowledge progress test. Multiple regression analyses showed that observed learning activities, first- and second-year performance, high school grades, conscientiousness, and verbal ability were most strongly and consistently related to academic achievement in the bachelor. Other student factors also contributed to academic achievement, but their influence was less prominent and mainly restricted to the first year. These results suggest that (prior) educational achievements and observable learning activities are most important for academic success in a problem-based learning bachelor program.  相似文献   

The changing relation between science and technology in Dutch secondary education     

Harrie Eijkelhof  Henk Franssen  Thoni Houtveen 《课程研究杂志》2013,45(6):677-690

In 1993 a new subject, Technology, was introduced in all Dutch junior secondary schools. The results of an implementation study (part of the OECD/SMTE case studies project) are described inthe first part of the paper. Technologyclasses in three case-study schools are characterized and pupils' attitudes towards technology described. Pre-vocational schools emphasized practical activities more than other types of secondary schools. Introducing technology imposed a heavy teaching load and there were, as yet, no satisfactory textbooks. Little co-operation with other subjects had been achieved. The second part of the paper elaborates on the problems in the co-operation between science and technology teachers. Some recommendations for improved co-operation are offered.  相似文献