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41.
Brooke Klingberg J. J. A. A. M. Hoeboer Natasha Schranz LM Barnett Sanne I. De Vries 《Journal of sports sciences》2019,37(13):1534-1542
Failure to master age-appropriate fundamental movement skills (FMS) at a young age can limit motor skill competence affecting health. Assessments often have issues with feasibility and implementation in a field setting. As such, the purpose of this study was to investigate the validity and feasibility of the Athletic Skills Track (AST), in a pre-school setting. For the validation study sixty-five 3–6 year old children (25 boys and 40 girls) from five pre-schools across Adelaide, Australia participated. Correlations and linear regression analysis (adjusted for age and gender) were used to investigate the association between the time to complete the AST and the raw score of the Test of Gross Motor Development 2 (TGMD-2). For the feasibility study pre-school staff completed a semi-structured interview regarding the feasibility of the AST. The AST took less than a minute per child and the TGMD-2 around 20 minutes for two children. There was a strong negative correlation (r = ?0.63, p < 0.01) between the AST scores and the TGMD-2 scores. All five staff reported strengths of the AST to be its short administration time, setup and appropriateness. These results suggest that the AST could be a feasible and valid method of FMS assessment in Australian pre-schools. 相似文献
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Vocational students and beginning professionals typically find it hard to integrate the mathematics and statistics that they have learned at school with work-related knowledge. To explore how such an integration process could be supported, we conducted an intervention in secondary vocational laboratory education. Our boundary-crossing approach was informed by the literature on boundary crossing and accompanying learning mechanisms (e.g., reflection in the form of perspective making and taking, and transformation in the form of hybridization). We hypothesized that reflection, as making and taking perspectives on school-taught and work-related knowledge, could lead to transformation, i.e., help students integrate these types of knowledge into a hybridized whole. Data collection included video and audio recordings of five 1-h meetings with three students, the data from their research projects, and interviews with the teacher and two workplace supervisors. The analysis of the students’ reasoning during the meetings revealed that their level of integrating school-taught statistics and work-related knowledge increased significantly and with a medium effect size. This suggests that a boundary-crossing approach can support students in integrating school-taught and work-related knowledge. 相似文献
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Arthur Bakker Djonie Groenveld Monica Wijers Sanne F. Akkerman Koeno P. E. Gravemeijer 《Educational Studies in Mathematics》2014,86(2):211-221
Based on insights into the nature of vocational mathematical knowledge, we designed a computer tool with which students in laboratory schools at senior secondary vocational school level could develop a better proficiency in the proportional reasoning involved in dilution. We did so because we had identified computations of concentrations of chemical substances after dilution as a problematic area in the vocational education of laboratory technicians. Pre- and post-test results indeed show that 47 students aged 16–23 significantly improved their proportional reasoning in this domain with brief instruction time (50–90 min). Effect sizes were mostly large. The approach of using a visual tool that foregrounds mathematical aspects of laboratory work thus illustrates how vocational mathematical knowledge can be developed effectively and efficiently. 相似文献
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Saskia D.M. van Schaik Paul P.M. Leseman Sanne K. Huijbregts 《Early childhood research quarterly》2014
The present study examined the relation between teachers’ cultural backgrounds, their beliefs regarding group processes, their actual support of group processes, and children's behavior in center-based childcare in the Netherlands. For this purpose, 57 teachers of native Dutch and immigrant Moroccan-Dutch, Turkish-Dutch, Surinamese-Dutch, and Antillean-Dutch backgrounds were interviewed about their teaching beliefs and observed while engaging in a constructive play activity with small groups of children. Clear cultural differences in beliefs and corresponding behavior were found. In the interviews, the Turkish-Dutch and Moroccan-Dutch teachers mentioned concepts relating to group processes more often than the Dutch and Surinamese- and Antillean-Dutch teachers did, and they showed higher support of group processes during play. Moreover, the degree to which teachers expressed beliefs in group processes was significantly correlated with support of group processes by the teacher and with levels of collaboration and cognitive engagement in children's play. Structural equation modeling was applied to test direct and indirect effects, confirming the hypothesis that comparatively elaborate beliefs of teachers on group processes result in practices supporting group processes as well as more collaboration and cognitive engagement in children's play. 相似文献
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Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision making. In one group, group members had different preferences, which led to balancing elaboration and decision making. The other group, however, did not engage in these processes in a conscious way, leading to an arduous research process. We contend that a balanced approach, alternating elaboration and decision making, is desirable. 相似文献
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Validity and reliability of tests determining performance-related components of wheelchair basketball 总被引：1，自引：1，他引：0
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
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Joris Hoeboer Michiel Krijger-Hombergen Geert Savelsbergh Sanne De Vries 《Journal of sports sciences》2018,36(14):1607-1613
The purpose of this study was to examine the test-retest reliability, internal consistency and concurrent validity of the Athletic Skills Track (AST). During a regular PE lesson, 930 4- to 12-year old children (448 girls, 482 boys) completed two motor skill competence tests: (1) the Körperkoordination-Test für Kinder (KTK) and (2) an age-related version of the AST (age 4–6 years: AST-1, age 6–9 years: AST-2, and age 9–12 years: AST-3). The test-retest reliability of the AST was high (AST-1: ICC = 0.881 (95% CI: 0.780–0.934); AST-2: ICC = 0.802 (95% CI: 0.717–0.858); and AST-3: ICC = 0.800 (95% CI: 0.669–0.871). The internal consistency, concerning the three age-bands of the AST was above the acceptable level of Cronbach’s α > 0.70 (AST-1: α = 0.764; AST-2: α = 0.700; and AST-3: α = 0.763). There was a moderate to high correlation between the time to complete the AST, and the age- and gender-related motor quotients of the KTK (AST-1: r = ?0.747, p = 0.01; AST-2: r = ?0.646, p = 0.01; and AST-3: r = ?0.602, p = 0.01). The Athletic Skills Track is a reliable and valid assessment tool to assess motor skill competence among 4- to 12-year old children in the PE setting. 相似文献
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This study examines the extent to which politicians' visibility in traditional news coverage explains individual politicians' visibility on social media, and vice versa. We also explore whether these relationships depend on commonly identified characteristics of individual politicians. We collected data for all elected candidates from the 2012 Dutch national elections covering each 15 days prior to the election day (N = 2250). This includes 2736 newspaper articles and 77,597 mentions on Facebook and Twitter. Our results show that the traditional news agenda and social media agenda impact each other, but that the reciprocal influence is not independent of politician characteristics. 相似文献
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Wilfried Admiraal Felix van Vugt Frans Kranenburg Bob Koster Ben Smit Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120
The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers. 相似文献