排序方式： 共有10条查询结果，搜索用时 15 毫秒
1
1.
The effects of a developmentally appropriate music and movement program on motor performance 总被引：1，自引：0，他引：1
Evridiki Zachopoulou Aggeliki Tsapakidou Vassiliki Derri 《Early childhood research quarterly》2004,19(4):631-642
Basic motor skills development is achieved through the implementation of different types of physical education programs. The purpose of this study was to investigate and to compare the effect of a developmentally appropriate music and movement program and of a developmentally appropriate physical education program on the development of jumping and dynamic balance in children ages 4–6 years. Ninety children, 42 girls and 48 boys, participated. Fifty of them were in an experimental group and followed the music and movement program, which lasted 2 months. The rest served as the control group and followed the physical education program, for the same period of time. Children's level in jumping and dynamic balance was assessed with the MOT 4–6 [Zimmer, R. & Volkamer, M. (1987). Motoriktest fuer vier-bis sechsjaehrige kinder. Manual, Belz: Weinheim]. Data were analyzed with the multivariate analysis of variance with repeated measures. The results showed that the experimental group improved significantly in both jumping and dynamic balance. It can be concluded that a developmentally appropriate music and movement program can positively affect jumping and dynamic balance of preschool children. 相似文献
2.
Gregory Bogdanis Aggeliki Papaspyrou Henryk Lakomy Mary Nevill 《Journal of sports sciences》2013,31(13):1437-1445
Abstract Seven 6 s sprints with 30 s recovery between sprints were performed against two resistive loads: 50 (L50) and 100 (L100) g · kg?1 body mass. Inertia-corrected and -uncorrected peak and mean power output were calculated. Corrected peak power output in corresponding sprints and the drop in peak power output relative to sprint 1 were not different in the two conditions, despite the fact that mean power output was 15–20% higher in L100 (P < 0.01). The effect of inertia correction on power output was more pronounced for the lighter load (L50), with uncorrected peak power output in sprint 1 being 42% lower than the corresponding corrected peak power output, while this was only 16% in L100. Fatigue assessed by the drop in uncorrected peak and mean power output in sprint 7 relative to sprint 1 was less compared with that obtained by corrected power values, especially in L50 (drop in uncorrected vs. corrected peak power output: 13.3 ± 2.2% vs. 23.1 ± 4.1%, P < 0.01). However, in L100, the difference between the drop in corrected and uncorrected mean power output in sprint 7 was much smaller (24.2 ± 3.1% and 21.2 ± 2.7%, P < 0.01), indicating that fatigue may be safely assessed even without inertia correction when a heavy load is used. In conclusion, when inertia correction is performed, fatigue during repeated sprints is unaffected by resistive load. When inertia correction is omitted, both power output and the fatigue profile are underestimated by an amount dependent on resistive load. In cases where inertia correction is not possible during a repeated sprints test, a heavy load may be preferable. 相似文献
3.
The present study examines the sources of job stress in a national sample of 373 Greek special education teachers, using a self‐report questionnaire assessing job stress, its perceived sources, and its demographic and professional characteristics. Although the participants in general considered their job moderately stressful, they felt stressed by issues concerning the special needs child, such as the child's progress, safety, and social development. More than half of the teachers indicated that teaching children with autism poses major stress to them, followed by teaching students with behavioural and emotional difficulties. Regression analysis showed that the implementation of the special educational curriculum was the most important predictor of job stress, followed by the social and academic progress of children. The implications of these findings for in‐service and pre‐service teacher preparation, support, and awareness‐raising regarding job stress are discussed. 相似文献
4.
Constantinos M. Kokkinos George Stavropoulos Aggeliki Davazoglou 《Teacher Development》2016,20(2):275-293
The Stressors about Practicum Inventory, a self-report measure of perceived stressors about the practicum, was designed to provide those responsible for the training of primary school teachers with an informative, inexpensive and psychometrically sound tool. The present study describes the development and validation of the 94-item inventory in a sample of 138 Greek primary student teachers. It also investigates its initial factor structure and reliability. The scale was administered both before and after a four-week period of practicum. Content validity was examined using a panel of experts and student teachers, whereas convergent validity was assessed with the use of a measure of neuroticism. Factor analyses revealed four sources of perceived stress. No gender differences were found. However, the experience of the practicum significantly reduced student teachers’ perceived stress. All perceived stressors were moderately correlated with neuroticism, but after the practicum the size of the correlations was reduced. 相似文献
5.
Constantinos M. Kokkinos Kyriakos Charalambous Aggeliki Davazoglou 《Learning Environments Research》2009,12(2):101-114
The present study investigated the psychometric properties of a Greek translation of the Questionnaire on Teacher Interaction
Primary (G-QTIP). A sample of 273 primary school students from 17 Grade 5 and 6 classes in Cyprus public schools, as well
as their teachers, participated in the study. Students completed a self-report questionnaire consisting of demographic questions
and the G-QTIP. Teachers also rated students’ academic achievement in language and mathematics. The study also investigated
the effects of students’ demographics and academic achievement on their perceptions. Confirmatory factor analysis supported
the a priori structure of the instrument, but with a reduced number of items and with the removal of the Uncertain scale.
In general, the G-QTIP is valid and reliable for use in Greek-speaking contexts. 相似文献
6.
Seven 6 s sprints with 30 s recovery between sprints were performed against two resistive loads: 50 (L50) and 100 (L100) g x kg(-1) body mass. Inertia-corrected and -uncorrected peak and mean power output were calculated. Corrected peak power output in corresponding sprints and the drop in peak power output relative to sprint 1 were not different in the two conditions, despite the fact that mean power output was 15-20% higher in L100 (P < 0.01). The effect of inertia correction on power output was more pronounced for the lighter load (L50), with uncorrected peak power output in sprint 1 being 42% lower than the corresponding corrected peak power output, while this was only 16% in L100. Fatigue assessed by the drop in uncorrected peak and mean power output in sprint 7 relative to sprint 1 was less compared with that obtained by corrected power values, especially in L50 (drop in uncorrected vs. corrected peak power output: 13.3 +/- 2.2% vs. 23.1 +/- 4.1%, P < 0.01). However, in L100, the difference between the drop in corrected and uncorrected mean power output in sprint 7 was much smaller (24.2 +/- 3.1% and 21.2 +/- 2.7%, P < 0.01), indicating that fatigue may be safely assessed even without inertia correction when a heavy load is used. In conclusion, when inertia correction is performed, fatigue during repeated sprints is unaffected by resistive load. When inertia correction is omitted, both power output and the fatigue profile are underestimated by an amount dependent on resistive load. In cases where inertia correction is not possible during a repeated sprints test, a heavy load may be preferable. 相似文献
7.
The effective management of pupils' undesirable behaviours in the classroom represents a major challenge for teachers. In order to better comprehend the difficulties facing them it is important to examine how they perceive pupil behaviours at different stages of their professional development. The present study examined the effects of teaching experience and pupil and teacher gender on student teachers' perceptions of the seriousness of various forms of undesirable behaviours. A structured questionnaire was completed by 243 student teachers, regarding the perceived seriousness of 25 behaviours in boys and girls. Results indicated that both teaching experience and pupil gender were important moderators of their perceptions. For instance, novice student teachers rated overtly antisocial behaviours as serious, whereas their experienced counterparts gave higher ratings of seriousness to internalising forms of behaviour. A degree of gender stereotyping was also apparent in the perceptions of mainly novice teachers. The accumulation of teaching experience may help direct teacher attention to more subtle aspects of pupil behaviour difficulties and may reduce gender stereotyping. 相似文献
8.
Marios Goudas Irini Dermitzaki Aggeliki Leondari Steven Danish 《European Journal of Psychology of Education - EJPE》2006,21(4):429-438
The purpose of the present study was to examine the effectiveness of a life skills training program taught as part of physical
education lessons. Seventy three, seventh grade students were assigned either in an experimental or in a wait-list control
replication group and received an abbreviated version of GOAL, a school-based intervention designed by Danish and colleagues
to teach life skills. The program focused on setting goals, making plans for achieving goals and on positive thinking. Students
were assessed on physical fitness tests, knowledge about life skills, and beliefs about effective use of life skills. Results
showed gains and retention on physical fitness, knowledge and self-beliefs regarding goal setting. These results show that
life skills training can be effectively implemented within a school physical education context. 相似文献
9.
This study explores the quality of student–teachers’ (STs’) verbal communication during their teaching practice on the ‘Studies for the Environment’ subject, and identifies potential factors affecting it. Forty-one teaching sessions were analysed revealing that STs dominate classroom talking by having almost an equal number of utterances with their students. Moreover, only about one-third of STs’ sentences are questions, with the majority of them being factual (38%), while probing (18%), higher order (18%) or divergent (6%) questions were much less frequent. In addition, although teaching sessions were addressed to very young children (6–9 years old), only a minor percentage of questions were stimulating their emotions (5%). STs’ questioning seems to be independent from the class size, grade level and topic of instruction, while STs’ expressed utterances are significantly higher in smaller classes. A classroom verbal communication pattern was also developed from the available data; however, it is confined within the Greek context. 相似文献
10.
Constantinos M. Kokkinos Georgia Panayiotou Aggeliki M. Davazoglou 《Psychology in the schools》2005,42(1):79-89
The purpose of this study was to assess whether burnout and personality were linked to the perceived severity of 24 undesirable student behaviors among experienced and trainee teachers. Results indicated that teaching experience, student gender, and type of behavior were important determinants of their perceptions. Burnout had a significant effect on the severity ratings of antisocial and oppositional/defiant behaviors, suggesting that the more stressed teachers are, the less tolerant they become of such challenging and aversive behaviors. With regard to personality, severity ratings of students' undesirable behaviors were associated with high levels of conscientiousness and neuroticism. Findings indicate that burnout and personality provide a lens through which teachers appraise the severity of students' behaviors. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 79–89, 2005. 相似文献
1