Test–retest reliability of a battery of field-based health-related fitness measures for adolescents     

David R. Lubans  Philip Morgan  Robin Callister  Ronald C. Plotnikoff  Narelle Eather  Nicholas Riley 《Journal of sports sciences》2013,31(7):685-693

Abstract

The main aim of this study was to determine the test–retest reliability of existing tests of health-related fitness. Participants (mean age 14.8 years, s = 0.4) were 42 boys and 26 girls who completed the study assessments on two occasions separated by one week. The following tests were conducted: bioelectrical impedance analysis (BIA) to calculate percent body fat, leg dynamometer, 90° push-up, 7-stage sit-up, and wall squat tests. Intra-class correlation (ICC), paired samples t-tests, and typical error expressed as a coefficient of variation were calculated. The mean percent body fat intra-class correlation coefficient was similar for boys (ICC = 0.95) and girls (ICC = 0.93), but the mean coefficient of variation was considerably higher for boys than girls (22.2% vs. 12.2%). The boys' coefficients of variation for the tests of muscular fitness ranged from 9.0% for the leg dynamometer test to 26.5% for the timed wall squat test. The girls' coefficients of variation ranged from 17.1% for the sit-up test to 21.4% for the push-up test. Although the BIA machine produced reliable estimates of percent body fat, the tests of muscular fitness resulted in high systematic error, suggesting that these measures may require an extensive familiarization phase before the results can be considered reliable.  相似文献   

Accelerometer and GPS Data to Analyze Built Environments and Physical Activity     

Kosuke Tamura  Jeffrey S. Wilson  Keith Goldfeld  Robin C. Puett  David B. Klenosky  William A. Harper 《Research quarterly for exercise and sport》2013,84(3):395-402

ABSTRACT

Purpose: Most built environment studies have quantified characteristics of the areas around participants’ homes. However, the environmental exposures for physical activity (PA) are spatially dynamic rather than static. Thus, merged accelerometer and global positioning system (GPS) data were utilized to estimate associations between the built environment and PA among adults. Methods: Participants (N = 142) were recruited on trails in Massachusetts and wore an accelerometer and GPS unit for 1–4 days. Two binary outcomes were created: moderate-to-vigorous PA (MVPA vs. light PA-to-sedentary); and light-to-vigorous PA (LVPA vs. sedentary). Five built environment variables were created within 50-meter buffers around GPS points: population density, street density, land use mix (LUM), greenness, and walkability index. Generalized linear mixed models were fit to examine associations between environmental variables and both outcomes, adjusting for demographic covariates. Results: Overall, in the fully adjusted models, greenness was positively associated with MVPA and LVPA (odds ratios [ORs] = 1.15, 95% confidence interval [CI] = 1.03, 1.30 and 1.25, 95% CI = 1.12, 1.41, respectively). In contrast, street density and LUM were negatively associated with MVPA (ORs = 0.69, 95% CI = 0.67, 0.71 and 0.87, 95% CI = 0.78, 0.97, respectively) and LVPA (ORs = 0.79, 95% CI = 0.77, 0.81 and 0.81, 95% CI = 0.74, 0.90, respectively). Negative associations of population density and walkability with both outcomes reached statistical significance, yet the effect sizes were small. Conclusions: Concurrent monitoring of activity with accelerometers and GPS units allowed us to investigate relationships between objectively measured built environment around GPS points and minute-by-minute PA. Negative relationships between street density and LUM and PA contrast evidence from most built environment studies in adults. However, direct comparisons should be made with caution since most previous studies have focused on spatially fixed buffers around home locations, rather than the precise locations where PA occurs.  相似文献   

Reading and the National Curriculum: Responding to Miscues     

Robin Campbell 《Literacy》1990,24(3):133-138

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Outcomes of a conference on conferencing     

Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(1):68-68

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The effectiveness of intelligent tutoring systems on K-12 students' reading comprehension: A meta-analysis     

Zhihong Xu  Kausalai Wijekumar  Gilbert Ramirez  Xueyan Hu  Robin Irey 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3119-3137

This meta-analysis examined the effectiveness of improving reading comprehension for students in K-12 classrooms using intelligent tutoring systems (ITSs), a computer-based learning environment that provides customizable and immediate feedback to the learner. Nineteen studies from 13 publications incorporating approximately 10 000 students were included in the final analysis; using robust variance estimation to account for statistical dependencies, the 19 studies yielded 88 effect size estimates. The meta-analysis indicated that the overall random effect size of ITSs on reading comprehension was 0.60 (using a mix of standardized and researcher-designed measures) with a 95% confidence interval 0.36 to 0.85 (p < 0.001). This review confirms previous studies comparing ITSs to human tutoring: ITSs produced a small effect size when compared to human tutoring (0.20, 0.02–0.38, p = 0.036, n = 21). All comparisons to human tutoring used standardized measures. This review also found that ITSs produced a larger effect size on reading comprehension when compared to traditional instruction (0.86) for mixed measures and (0.26) for standardized measures. These findings may be of interest to practitioners and policy makers seeking to improve reading comprehension using consistent and accessible ITSs. Recommendations for researchers include conducting studies to understand the difference between traditional and updated versions of ITSs and employing valid and reliable standardized tests and researcher-designed measures.  相似文献   

After the alternative elementary program: A promise of continued student success?     

Mark A. Glaser  Winifred C. Larsen  Robin Salem Nichols 《The Urban Review》1992,24(1):55-71

This study reports how students who had attended alternative elementary schools performed when they moved on to secondary schools and beyond. Almost no research has been conducted on the longitudinal effects of alternative elementary education on students. Alternative education intervention was found to positively affect student achievement as measured by GPA and standardized test scores, and, student completion of a formal education program. Parent investment opportunity appears to be the common denominator among the three alternative schools that report the greatest student successes over time. Further research is needed to confirm preliminary findings that link parent involvement to students' continued success, and to explore the alternative school as a means to stimulating parent involvement.  相似文献   

The impact of friendship on synchronous collaborative retrieval tasks in the primary school     

Jérôme Dinet  Robin Vivian 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):439-447

Two experiments aim at describing the impact of friendship during a synchronous collaborative information retrieval (SCIR) with young pupils (recruited in Grade 3). In the first study, 68 pupils were asked to look for 13 answers in one of the three following conditions: on an individual basis (condition “Single”), as part of a designed duo with social friendship (condition “Affinity +”), or as part of a designed duo without social friendship (condition “Affinity ?”). In the second experiment, we investigated more precisely the impact of friendship on verbal interactions between partners. Main results obtained in these two experiments are the following: (1) pairs retrieved effectively more answers, more correct answers and were more efficient than singles; (2) pairs composed of pupils without social friendship retrieved more answers, more correct answers and were more efficient than pairs composed by friends; (3) pairs composed of friends produced significantly more irrelevant queries; and (4) pairs composed of friends produced more verbalisations related to conflicts, while pairs composed of pupils without social friendship are engaged in a great deal of consensus seeking. Finally, educational implications are discussed.  相似文献   

Children's Reasoning About Self-Presentation Following Rule Violations: The Role of Self-Focused Attention     

R Banerjee  M Bennett  N Luke 《Child development》2012,83(5):1805-1821

Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4–9 years, social emotions and self‐presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social‐conventional rather than moral violations. In 2 further studies with 376 children aged 4–9 years, experimental manipulations of self‐focused attention (either by leading children to believe they were being video‐recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self‐presentational concerns were consistently salient in the context of social‐conventional violations. The role of rule transgressions in children’s emerging self‐awareness and social understanding is discussed.  相似文献   

Supervision Experiences of Professional Counselors Providing Crisis Counseling          下载免费PDF全文

Madeleine Dupre  Lennis G. Echterling  Cara Meixner  Robin Anderson  Michele Kielty 《Counselor Education & Supervision》2014,53(2):82-96

In this phenomenological study, the authors explored supervision experiences of 13 licensed professional counselors in situations requiring crisis counseling. Five themes concerning crisis and supervision were identified from individual interviews. Findings support intensive, immediate crisis supervision and postlicensure clinical supervision.  相似文献   

Further education outside the jurisdiction of local education authorities in post-war England     

Robin Simmons 《Journal of educational administration and history》2014,46(1):57-73

This article revisits the three decades following the end of World War Two – a time when, following the 1944 Education Act, local education authorities (LEAs) were the key agencies responsible for running the education system across England. For the first time, there was a statutory requirement for LEAs to secure adequate facilities for further education (FE), and the post-war era is generally remembered as a period when they dominated FE. Yet this is not the full story of FE in post-war England: it is often forgotten that a significant amount of FE existed outside the municipal framework. This article returns to the post-war decades and begins to uncover the largely forgotten history of FE outside local authority control at that time. It highlights how voluntary and private organisations offered various forms of post-compulsory education outside the municipal framework, and how they contributed to the eclectic and diverse nature of FE across England. This, I argue, not only reflected the expedience, compromise and inertia that characterised FE in post-war England but was rooted in a capture of educational policy more generally by a privileged elite intent on maintaining a social order characterised by social, economic and cultural divisions.  相似文献