Situated analysis of elite trampolinists' problems in competition using retrospective interviews     

Denis Hauw  Marc Durand 《Journal of sports sciences》2013,31(2):173-183

  相似文献   

Prenatal programming of sporting success: Associations of digit ratio (2D:4D), a putative marker for prenatal androgen action,with world rankings in female fencers     

Raúl Bescós  Marc Esteve  Jordi Porta  Mercè Mateu  Alfredo Irurtia  Martin Voracek 《Journal of sports sciences》2013,31(6):625-632

Abstract

Associations of the second-to-fourth digit ratio (2D:4D), a putative marker for prenatal androgen action, and of absolute finger length, a putative marker for pubertal–adolescent androgen action, with sport performance were examined in a multinational sample of 87 world-class women épée fencers. Lower (masculinized) digit ratios correlated, although not significantly so, with better current and highest past world rankings. These correlations were significant for right-hand 2D:4D with controls for the most salient factors for 2D:4D (ethnicity) and world rankings (years of international experience, height, and weight). Longer (masculinized) fingers correlated strongly with better current and highest past world rankings; these correlations became insignificant with the same controls. Replicating previous evidence for fencers, left-handedness was much more prevalent in this sample (21%) than in the female general population, and left-handers had somewhat, but not significantly so, lower 2D:4D as well as better world rankings than right-handers. These findings extend related evidence suggestive of prenatal programming of aptitude across a variety of sports, especially running and soccer. Some known extragenital effects of prenatal testosterone that contribute to the development of efficient cardiovascular systems, good visuospatial abilities, physical endurance and speed, and to the propensity for rough-and-tumble play, apparently promote sporting success in adult life.  相似文献   

Causal attribution and emotion in the days following competition     

Mark S. Allen  Marc V. Jones  David Sheffield 《Journal of sports sciences》2013,31(5):461-468

Abstract

We examined the extent to which attributions are consistent in the days following competition and how attributions made immediately after competition may influence the temporal patterning of emotions experienced in response to competition. A sample of 60 adult female golfers completed measures of performance satisfaction, causal attribution, and emotion immediately after competition, 5 h after competition, and 2 days after competition. Repeated-measures multivariate analysis of covariance indicated that attributions did not change over this period. Emotions showed a significant decrease in intensity over the 5-h post-competition period. Regression analyses indicated that changes in anger and dejection were more likely in the case of less successful performances. For anger, attributions moderated this level of change. Golfers experienced anger for a longer period when they identified the cause of poor performance as stable rather than unstable. Thus, in the present sample although attributions did not change over 2 days, the longevity of anger depended on the attributions made immediately after competition.  相似文献   

On Historicized Meanings and Being Conscious about one's own Theoretical Premises—A Basis for a Renewed Dialogue between History and Philosophy of Education?     

Marc  Depaepe & Paul  Smeyers 《Educational Philosophy and Theory》2007,39(1):3-9

  相似文献   

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways     

Hyungshim Jang  Marc Halusic 《Journal of Experimental Education》2016,84(4):686-701

We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students' autonomy. We conclude that “teaching in students' preferred ways” represents a way of teaching that increases students' autonomy, engagement, and conceptual learning.  相似文献   

Gerald Delanty 2001. Challenging Knowledge: The University in the Knowledge Society     

Marc Cutright 《Higher Education》2003,46(1):123-125

  相似文献   

Integrating Genomics Research throughout the Undergraduate Curriculum: A Collection of Inquiry-Based Genomics Lab Modules     

LM Banta  EJ Crespi  RH Nehm  JA Schwarz  S Singer  CA Manduca  EC Bush  E Collins  CM Constance  D Dean  D Esteban  S Fox  J McDaris  CA Paul  G Quinan  KM Raley-Susman  ML Smith  CS Wallace  GS Withers  L Caporale 《CBE life sciences education》2012,11(3):203-208

  相似文献   

Identifying students with dyslexia in higher education     

W Tops  M Callens  J Lammertyn  V Van Hees  M Brysbaert 《Annals of dyslexia》2012,62(3):186-203

An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: word reading, word spelling and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model.  相似文献   

Associations Between Child Disabilities and Caregiver Discipline and Violence in Low‐ and Middle‐Income Countries     

Charlene Hendricks  Jennifer E. Lansford  Kirby Deater‐Deckard  Marc H. Bornstein 《Child development》2014,85(2):513-531

Using nationally representative samples of 45,964 two‐ to nine‐year‐old children and their primary caregivers in 17 developing countries, this study examined the relations between children's cognitive, language, sensory, and motor disabilities and caregivers' use of discipline and violence. Primary caregivers reported on their child's disabilities and whether they or anyone in their household had used nonviolent discipline, psychological aggression, and physical violence toward the target child and believed that using corporal punishment is necessary. Logistic regression analyses supported the hypothesis that children with disabilities are treated more harshly than children without disabilities. The findings suggest that policies and interventions are needed to work toward the United Nations' goals of ensuring that children with disabilities are protected from abuse and violence.  相似文献   

Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach     

Marc H. Bornstein  Chun‐Shin Hahn  Diane L. Putnick  Joan T. D. Suwalsky 《Child development》2014,85(4):1346-1356

This four‐wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age‐appropriate multisource measures of child language on single‐factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence even when accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended.  相似文献