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Cedric Morio Violaine Sevrez Pascale Chavet Eric Berton Caroline Nicol 《Journal of sports sciences》2016,34(8):738-745
In habitually shod recreational runners, we studied the combined influence of footwear and stretch-shortening cycle (SSC) fatigue on treadmill running pattern, paying special attention to neuro-mechanical adjustments in the acute and 2-day delayed recovery periods. The SSC exercise consisted of a series of 25 sub-maximal rebounds on a sledge apparatus repeated until exhaustion. The acute and delayed functional fatigue effects were quantified in a maximal drop jump test. The neuro-mechanical adjustments to fatigue were examined during two submaximal treadmill run tests of 3 min performed either barefoot or with shoes on. Surface electromyographic (EMG) activities, tibial accelerations and kinematics of the right lower limb were recorded during the first and last 15 s of each run. The main result was that neuro-mechanical differences between the shod and barefoot running patterns, classically reported in the absence of fatigue, persisted in the fatigued state. However, in the delayed recovery phase, rearfoot eversion was found to significantly increase in the shod condition. This specific footwear effect is considered as a potential risk factor of overuse injuries in longer runs. Therefore, specific care should be addressed in the delayed recovery phase of SSC fatigue and the use of motion control shoes could be of interest. 相似文献
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In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with
an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action
metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student
groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme
developed from related research on mathematical problem solving. This scheme identifies a group’s general behaviour and metacognitive
activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability.
Results suggest that a greater amount of metacognition does not appear to improve students’ success in the laboratory—what
appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important
to consider the outcome of metacognition, not just the amount.
相似文献
Rebecca Lippmann KungEmail: |
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J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
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Jesper Bruun Mats Lindahl Cedric Linder 《International Journal of Research & Method in Education》2019,42(3):317-339
ABSTRACTA new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed. 相似文献
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Jonas Forsman Maartje van den Bogaard Cedric Linder Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255
This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention. 相似文献
7.
Cedric B. Mpungose 《Africa Education Review》2020,17(1):100-115
AbstractThis article presents the results of an interpretive case study of three lecturers teaching a physical science module. The purpose of the study was to explore the lecturers’ reflections on their understanding of the Modular Object-Oriented Dynamic Learning Environment (Moodle) as a platform to decolonise the university curriculum. Purposive, with convenience, sampling identified the three most accessible lecturers. An emailed reflective activity, one-on-one semi-structured interviews, and Moodle observations were utilised for data production. Inductive and deductive processes were used to ensure guided analysis of the produced data. The article argues that the Moodle learning management platform (LMP) has the potential to decolonise the university curriculum. The study concluded that the lecturers reflected well in all curriculum signals based on their informal, formal and personal LMPs in order to address all the needs. Consequently, the study recommends that lecturers understand the curriculum signals of each Moodle platform, before teaching and learning take place, in order to to decolonise the university curriculum. 相似文献
8.
Cedric Cullingford 《Children‘s Literature in Education》1993,24(1):53-71
Cedric Cullingford is the Head of the Department of Primary Education at the University of Brighton. Recent books includeChildren and Society, The Inner World of the School, andThe Nature of Learning. Having read and then taught literature at the universities of Oxford, Cambridge, and Toronto, he then developed an interest in the way children respond to literature and the media. Out of this research (as in the bookChildren and Television) grew his involvement in primary education. 相似文献
9.
The following code of practice has been developed by the Association of University Staff (AUS) of New Zealand (Inc.) with Dr Cedric Hall, Director, University Teaching Development Centre (UTDC), Victoria University of Wellington. The code deals with the use of student evaluations of teaching for summative decision making (e.g. promotion, tenure, etc.). A draft of the AUS code was distributed to the centres responsible for academic staff development in each university and all committees of AUS for comment. We thank the individuals and groups concerned for their comments and advice. Appropriate changes have been made to the code to take account of the suggestions provided. The AUS code on student summative evaluation of teaching is for the use of AUSNZ members and New Zealand universities. The code is intended to encourage good professional practice in the use of student summative evaluation of teaching and teaching staff. AUS recognises that the contents of the code will need to be reviewed from time to time to take account of changing practices and educational developments within institutions. AUS recognises that student views can be a relevant consideration in overall evaluation of teaching quality, and that they can properly have a place in decision making in relation to tenure and promotion for teaching staff. However, varying practices in ascertaining student views have led (both in New Zealand and internationally) to instances of such decisions being based on invalid and unreliable data from student views. Bad practice in these areas reflects poorly on the institution(s), as well as being unfair to staff; in some instances, it may also be in breach of current legislation. This Code of Practice is based on the belief that any evaluation should provide valid (i.e. relevant and useful) and reliable (i.e. accurate) information on the quality of a person's teaching. AUS believes that teaching quality must be judged in context: the type and purpose of the teaching, the background of the students, the resources available and the voluntary/compulsory nature of the course, should all be considered. Validity and reliability, therefore, relate not only to the measurements that are made of a person's teaching performance, but also to the interpretation of the results. 相似文献
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