Factors associated with physical activity referral uptake and participation     

David V. B. James  Lynne H. Johnston  Diane Crone  Adrienne H. Sidford  Chris Gidlow  Clare Morris 《Journal of sports sciences》2013,31(2):217-224

Abstract

The aim of this study was to examine participant and scheme characteristics in relation to access, uptake, and participation in a physical activity referral scheme (PARS) using a prospective population-based longitudinal design. Participants (n = 3762) were recruited over a 3-year period. Logistic regression analyses identified the factors associated with the outcomes of referral uptake, participation, and completion (≥80% attendance). Participant's age, sex, referral reason, referring health professional, and type of leisure provider were the independent variables. Based on binary logistic regression analysis (n = 2631), only primary referral reason was associated with the PARS coordinator making contact with the participants. In addition to the influence of referral reason, females were also more likely (odds ratio 1.250, 95% confidence interval 1.003 – 1.559, P = 0.047) to agree to be assigned to a leisure provider. Referral reason and referring health professional were associated with taking up a referral opportunity. Older participants (1.016, 1.010 – 1.023, P < 0.001) and males were more likely to complete the referral. In conclusion, the PARS format may be less appropriate for those more constrained by time (women, young adults) and those with certain referral reasons (overweight/obesity, mental health conditions). More appropriate targeting at the point of referral could improve participation rates by revealing or addressing barriers that might later result in dropout.  相似文献   

Biomechanical analysis of the change in pistol shooting format in modern pentathlon     

Clare Elizabeth Dadswell  Carl Payton  Paul Holmes  Adrian Burden 《Journal of sports sciences》2013,31(12):1294-1301

Abstract

Despite the importance of the Combined Event to the modern pentathlon competition, little is known about performance in the event. This study aimed to (i) identify the key variables affecting Combined Event shooting performance, and the extent to which these corresponded with those identified for precision shooting and (ii) investigate the impact of changing shooting format, and whether more successful precision shooters were also more successful in the Combined Event. Seven modern pentathletes and three pistol shooters completed precision and Combined Event trials. An opto-electronic shooting system recorded score and pistol movements, whilst force platforms recorded centre of pressure movements 1 s prior to every shot. Intra-individual analysis revealed that the extent of associations between variables was participant-specific, highlighting the need for individual analysis of performance. No participants displayed matching associations between variables for precision and Combined Event shooting, emphasising the difference between performances in the two events. Both groups experienced significantly reduced scores, and increased pistol and body movements for Combined Event shooting (P < 0.05). Despite the pistol shooters’ greater precision shooting ability, no significant differences were evident between the groups’ Combined Event performances (P > 0.05). This implies that experience in one event does not guarantee success in the other, indicating the importance of event specific training.  相似文献   

Conducting photo methodologies with children: framing ethical concerns relating to representation,voice and data analysis when exploring educational inclusion with children     

Clare Woolhouse 《International Journal of Research & Method in Education》2019,42(1):3-18

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Group interactions in science practical work     

Clare Christensen  DR. Cam McRobbie 《Research in Science Education》1994,24(1):51-59

This study explored the interactions of a highly motivated group of students doing traditional practical work in science. Interest focussed on the social construction of understanding and how this could be described. Despite considerable collaboration in constructing an understanding of the task the students rarely focussed on the concepts the practical work was intended to illustrate. Collaboration was described in terms of social behaviours and discourse moves which supported the use of cognitive strategies. Specializations: science practical work, collaborative group work, role of language. Specializations: science teacher education, conceptual change, learning environments, science reasoning.  相似文献   

Sex Bias in Student Assessment Overlooked?     

Clare Bradley 《Assessment & Evaluation in Higher Education》1993,18(1):3-8

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Thyroid hormone levels and psychological symptoms in sexually abused adolescent girls     

Haviland MG  Sonne JL  Anderson DL  Nelson JC  Sheridan-Matney C  Nichols JG  Carlton EI  Murdoch WG 《Child abuse & neglect》2006,30(6):589-598

OBJECTIVE: To explore the relationships between psychological symptoms and thyroid hormone levels in adolescent girls who had experienced the traumatic stress of sexual abuse. METHOD: The study design was cross-sectional/correlational. Subjects (N=22; age range=12-18 years) had their blood drawn, and they completed 2 psychological tests (depression and general distress/posttraumatic stress disorder [PTSD]). A pediatrician completed a sexual abuse questionnaire after reviewing law enforcement and Child Protective Services reports and conducting forensic interviews and medical examinations. RESULTS: Girls' average free T4, total T4, free T3, total T3, and TSH levels were within age-specific laboratory reference range limits, as were most individual concentrations. The strongest correlations (p<.05) were between free T3 and PTSD total score (-.50), PTSD-avoidance/numbing (-.49), and general distress (-.48); and between total T3 and depression (-.46), general distress (-.45), and PTSD-arousal (-.44). CONCLUSIONS: Our findings support one of the two contemporary models of the relationships between thyroid hormones (i.e., free and total T3) and psychological symptoms (i.e., depression, general distress, and PTSD)--one of "shutting down" (vs. "activation") in the face of trauma.  相似文献   

Consultation: A team approach to keeping it alive     

Roger Christie  Clare Hetherington  Jenny Parkes 《Educational Psychology in Practice》2000,16(1):39-46

This article sets out to describe how we have kept the model of consultation alive, and what is still, for us, an evolving process and learning experience. We are not planning here to detail the initial development of the model, but to explore the processes and concepts that we continue to use to ensure a genuine team approach is adopted.  相似文献   

Self‐modeling as a treatment for increasing on‐task behavior     

Susan K. Clare  William R. Jenson  Thomas J. Kehle  Melissa A. Bray 《Psychology in the schools》2000,37(6):517-522

The study investigated the effectiveness of self‐modeling as a treatment to increase on‐task behavior. A multiple baseline design across 3 students was employed to determine the treatment effects. In addition, classroom peers' on‐task behavior was employed as comparison data. The results indicated immediate, substantial, and durable changes in students' on‐task behavior that generalized across academic settings. The 3 students evidenced an increase of on‐task behavior from an average of 33% of the intervals observed at baseline to 86% during treatment. At 6‐ and 8‐week follow‐up, the students' percentages of on‐task behavior was essentially indistinguishable from their classroom peers. Consumer data indicated that the teachers and students were satisfied with the procedure. © 2000 John Wiley & Sons, Inc.  相似文献   

Estimating the Impact of Instructional Practices on Student Achievement in Science     

Clare E. Von Secker  Robert W. Lissitz 《科学教学研究杂志》1999,36(10):1110-1126

This study used a hierarchical linear model (HLM) to estimate direct and indirect effects of instructional practices recommended by the National Science Education Standards on individual achievement. Three pedagogical reforms—namely, providing more opportunities for laboratory inquiry, increasing emphasis on critical thinking, and reducing the amount of teacher‐centered instruction—were expected to account for variability in school mean achievement and explain why gender, racial‐ethnic status, and socioeconomic status have more influence on achievement of students in some schools than in others. Results suggest that whereas the instructional policies recommended by the authors of the Standards may be associated with higher achievement overall, they are equally likely to have the unintended consequence of contributing to greater achievement gaps among students with different demographic profiles. Theoretical expectations about the impact of instructional practices on academic excellence and equity require further evaluation. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1110–1126, 1999  相似文献