Evaluation of Actical equations and thresholds to predict physical activity intensity in young children     

Xanne Janssen  Dylan Cliff  John Reilly  Trina Hinkley  Rachel Jones  Marijka Batterham 《Journal of sports sciences》2015,33(5):498-506

This study examined the validity of current Actical activity energy expenditure (AEE) equations and intensity cut-points in preschoolers using AEE and direct observation as criterion measures. Forty 4–6-year-olds (5.3 ± 1.0 years) completed a ~150-min room calorimeter protocol involving age-appropriate sedentary behaviours (SBs), light intensity physical activities (LPAs) and moderate-to-vigorous intensity physical activities (MVPAs). AEE and/or physical activity intensity were calculated using Actical equations and cut-points by Adolph, Evenson, Pfeiffer and Puyau. Predictive validity was examined using paired sample t-tests. Classification accuracy was evaluated using weighted kappas, sensitivity, specificity and area under the receiver operating characteristic curve. The Pfeiffer equation significantly overestimated AEE during SB and underestimated AEE during LPA (P < 0.0125 for both). There was no significant difference between measured and predicted AEEs during MVPA. The Adolph cut-point showed significantly higher accuracy for classifying SB, LPA and MVPA than all others. The available Actical equation does not provide accurate estimates of AEE across all intensities in preschoolers. However, the Pfeiffer equation performed reasonably well for MVPA. Using cut-points of ≤6 counts · 15 s^?1, 7–286 counts · 15 s^?1 and ≥ 287 counts · 15 s^?1 when classifying SB, LPA and MVPA, respectively, is recommended.  相似文献   

Pedagogical content knowledge: an integrative component within the knowledge base for teaching.     

Jan H. Van Driel  William R. Veal  Fred J. J. M. Janssen 《Teaching and Teacher Education》2001,17(8)

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Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda     

Vu  TuongVan  Magis-Weinberg  Luc&#;a  Jansen  Brenda R. J.  van Atteveldt  Nienke  Janssen  Tieme W. P.  Lee  Nikki C.  van der Maas  Han L. J.  Raijmakers  Maartje E. J.  Sachisthal  Maien S. M.  Meeter  Martijn 《Educational Psychology Review》2022,34(1):39-71

Educational Psychology Review - The question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical...  相似文献   

Open data policies,their implementation and impact: A framework for comparison   总被引：2，自引：0，他引：2  

Anneke Zuiderwijk  Marijn Janssen 《Government Information Quarterly》2014

In developing open data policies, governments aim to stimulate and guide the publication of government data and to gain advantages from its use. Currently there is a multiplicity of open data policies at various levels of government, whereas very little systematic and structured research has been done on the issues that are covered by open data policies, their intent and actual impact. Furthermore, no suitable framework for comparing open data policies is available, as open data is a recent phenomenon and is thus in an early stage of development. In order to help bring about a better understanding of the common and differentiating elements in the policies and to identify the factors affecting the variation in policies, this paper develops a framework for comparing open data policies. The framework includes the factors of environment and context, policy content, performance indicators and public values. Using this framework, seven Dutch governmental policies at different government levels are compared. The comparison shows both similarities and differences among open data policies, providing opportunities to learn from each other's policies. The findings suggest that current policies are rather inward looking, open data policies can be improved by collaborating with other organizations, focusing on the impact of the policy, stimulating the use of open data and looking at the need to create a culture in which publicizing data is incorporated in daily working processes. The findings could contribute to the development of new open data policies and the improvement of existing open data policies.  相似文献   

Modeling Item‐Position Effects Within an IRT Framework     

Dries Debeer  Rianne Janssen 《Journal of Educational Measurement》2013,50(2):164-185

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Practicality Studies: How to Move From What Works in Principle to What Works in Practice     

Fred Janssen  Hanna Westbroek  Walter Doyle 《学习科学杂志》2015,24(1):176-186

In his article “Principled Practical Knowledge: Not a Bridge but a Ladder,” Carl Bereiter (2014) argues that theoretical knowledge is too shallow to support the generation of innovative learning activities. He makes a case for principled practical knowledge (PPK)—“principled know-how and know-why”—to fulfill this practical generative role. We argue and illustrate in this commentary that PPK as portrayed by Bereiter does not offer much practical guidance for 2 potential users: professional designers and teachers. For professional designers PPK should be further specified in order to fulfill its generative role. But even this enriched form of PPK still does not suffice to address the challenging issues of practicality teachers face. We explain the magnitude and dimensions that underlie practicality in the everyday work of teachers and suggest how recent work on fast and frugal heuristics can contribute to helping teachers to make instructional innovations practical.  相似文献   

Which intensities,types, and patterns of movement behaviors are most strongly associated with cardiometabolic risk factors among children?     

Laura K. Callender  Michael M. Borghese  Ian Janssen 《运动与健康科学(英文)》2021,10(3):368

PurposeThe purpose of this study was to determine which intensities, patterns, and types of 24-h movement behaviors are most strongly associated with cardiometabolic risk factors among children.MethodsA total of 369 children aged 10–13 years were studied. Participants wore an Actical accelerometer and a Garmin Forerunner 220 Global Positioning System logger and completed an activity and sleep log for 7 days. Data from these instruments were combined to estimate average minute per day spent in 14 intensities, 11 types, and 14 patterns of movement. Body mass index, resting heart rate, and systolic blood pressure values were combined to create a cardiometabolic risk factor score. Partial least squares regression analysis was used to examine associations between the 39 movement behavior characteristics and the cardiometabolic risk factor score. The variable importance in projection (VIP) values were used to determine and rank important movement behavior characteristics. There was evidence of interaction by biological maturity, and the analyses were conducted separately in the 50% least mature and 50% most mature participants.ResultsFor the least biologically mature participants, fifteen of the 39 movement behavior characteristics had important VIP value scores; eight of these reflected movement intensities (particularly moderate and vigorous intensities), six reflected movement patterns, and one reflected a movement type. For the most mature participants, thirteen of the 39 movement behavior characteristics had important VIP value scores, with five reflecting intensities (particularly moderate and vigorous intensities), five reflecting patterns, and three reflecting types of movement.ConclusionMore than 12 movement behavior characteristics were associated with cardiometabolic risk factors within both the most and least mature participants. Movement intensities within the moderate and vigorous intensity ranges were the most consistent correlates of these risk factors.  相似文献   

Effects of representational guidance during computer-supported collaborative learning     

Jeroen Janssen  Gijsbert Erkens  Paul A. Kirschner  Gellof Kanselaar 《Instructional Science》2010,38(1):59-88

This research investigates the role of representational guidance by comparing the effects of two different representational tools. We used a design with two different groups defined by the type of argumentative diagram students co-constructed while working in a computer-supported collaborative learning (CSCL) environment. The Graphical Debate-tool offered different representational guidance than the Textual Debate-tool. The results show that groups that worked with the Graphical Debate-tool constructed representations of higher quality and wrote essays that were better in terms of grounds quality. Furthermore, working with the Graphical Debate-tool was found to have a positive effect on students’ learning as measured by a knowledge post-test. In contrast to our expectations however, there was little difference between the two conditions regarding the online collaboration process. It can be concluded that representational guidance has an impact on group and individual performance and should therefore be taken into account during instructional design.  相似文献   

Validity and reliability of tests determining performance-related components of wheelchair basketball   总被引：1，自引：1，他引：0  

De Groot S  Balvers IJ  Kouwenhoven SM  Janssen TW 《Journal of sports sciences》2012,30(9):879-887

The purpose of this study was to investigate the reliability and validity of wheelchair basketball field tests. Nineteen wheelchair basketball players performed 10 test items twice to determine the reliability. The validity of the tests was assessed by relating the scores to the players' classification and competition standard, and rating of coach and player. Six field tests' test-retest showed good reliability (Intraclass correlation coefficient (ICC) = 0.80-0.97), while the pass-for-accuracy, free throws, lay-up and spot shot showed weak to moderate reliability (ICC = 0.26-0.67). Most tests showed moderate to good validity (r > 0.60). The results suggest that wheelchair basketball field tests are reliable and valid with the exception of the shooting and passing items, which should be interpreted carefully.  相似文献   

‘Should you turn this into a complete gender matter?’ Gender mainstreaming in medical education     

Petra Verdonk  Yvonne Benschop  Hanneke de Haes  Linda Mans  Toine Lagro‐Janssen 《Gender and education》2009,21(6):703-719

The incorporation of a gender perspective in medical education aims toward better health, gender equity, and a better health care for both men and women. In this article, participants’ responses to a Dutch gender awareness‐raising project in medical education are discussed. Eighteen semi‐structured interviews were held with education directors and change agents. Resistance towards and obstacles for gender mainstreaming in medical education were implicit in four themes: (1) biomedical knowledge was perceived to be gender neutral, to which knowledge about women could be added to the body of knowledge either with or without framing them as gender issues; (2) the relevance of gender was unofficially denied by downplaying it, particularly in comparison with culture/ethnicity; (3) medical education’s social accountability was hardly mentioned and gender inequalities in health were framed as feminist political issues and not medical issues; and (4) we were urged to communicate carefully to increase acceptance and avoid overt resistance which situated gender inequalities outside the medical domain. Recommendations to change educational material were widely discussed; but specific features of gender were easily lost. This was especially true for power differences between men and women. Nevertheless, dominant systems of thought were challenged.  相似文献