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1.
De Cocker K Cardon G De Bourdeaudhuij I 《Research quarterly for exercise and sport》2007,78(5):429-437
Pedometer-determined physical activity (PA) levels in Belgian adults were provided and compared to PA scores reported in the International Physical Activity Questionnaire (IPAQ). The representative sample (N=1239) of the Belgian population took on average 9655 (4526) steps/day. According to pedometer indices 58.4% were insufficiently active. Steps/day differed significantly between gender (F = 5.0, p = .026), age groups (F = 3.3, p = .01), employment status (F = 6.2, p = .013), and days of monitoring (F = 7.4, p = .007). Steps/day were negatively correlated to the time spent sitting and positively to PA at work, in transport, and in leisure time (p < .001). Steps data can discriminate between PA levels reported in the IPAQ. Belgian population pedometer-determined PA levels are higher than those reported in samples of the United States; however, there is a wide distribution of ambulatory behavior 相似文献
2.
Niek Wuyts Dorine Bruneel Myriam Meyers Etienne Van Hoof Leander De Vos Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409
The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here. 相似文献
3.
D. W. Fulker L. R. Cardon J. C. Defries W. J. Kimberling B. F. Pennington S. D. Smith 《Reading and writing》1991,3(3-4):299-313
A simple extension of the DeFries and Fulker multiple regression model for twin analysis is applied to the problem of detecting linkage in a quantitative trait. The method, employing sib pairs, is based on that of Haseman and Elston. Reading data from 19 extended pedigrees were analyzed employing RLFPs as markers on chromosome 15 and using the widely available statistical applications software package, SAS. A number of possible linkages were detected, indicating that this approach is both powerful and effective, especially in the case of selected samples. Detecting genotype-environment interaction and the issue of power are briefly discussed. The programs used are available upon request. 相似文献
4.
Katrien De Cocker Greet Cardon Ilse De Bourdeaudhuij 《Research quarterly for exercise and sport》2013,84(5):429-437
Pedometer-determined physical activity (PA) levels in Belgian adults were provided and compared to PA scores reported in the International Physical Activity Questionnaire (IPAQ). The representative sample (N = 1,239) of the Belgian population took on average 9,655 (4,526) steps/day. According to pedometer indices 58.4% were insufficiently active. Steps/day differed significantly between gender (F = 5.0, p = .026), age groups (F = 3.3, p = .01), employment status (F = 6.2, p = .013), and days of monitoring (F = 7.4, p = .007). Steps/day were negatively correlated to the time spent sitting and positively to PA at work, in transport, and in leisure time (p < .001). Steps data can discriminate between PA levels reported in the IPAQ. Belgian population pedometer-determined PA levels are higher than those reported in samples of the United States; however, there is a wide distribution of ambulatory behavior. 相似文献
5.
Lynn Van den Berghe Greet Cardon Isabel Tallir David Kirk Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):653-670
Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year.Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15?min of a lesson.Sample &; method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male, M age?=?37.5?±?10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationships between student (dis)engagement and teaching behavior over the first 15?minutes of a PE lesson. Next, path analyses were conducted to analyze 5-to-5?minute interactions between teaching behavior and student (dis)engagement.Results: Student engagement correlated positively and disengagement correlated negatively with need support, while engagement correlated negatively and disengagement correlated positively with need-thwarting over the first 15?minutes of the lesson. There were few significant relationships between student engagement and teachers’ behavior across and between each of the three 5-minute intervals. Only when teachers provided more need support during the first 5?minutes of the lesson, students were more engaged in the third 5?minutes of the lesson. When students were more disengaged during the first 5?minutes of the lesson, teachers displayed less need support in the following 10?minutes of the lesson. In contrast, student disengagement in the second 5?minutes of the lesson related to more need support in the next 5?minutes. Most of the within-interval relationships between student engagement and teachers’ behaviors were inconsistent, but we did find positive relationships between student disengagement and need-thwarting teaching behaviors in the first and third interval, suggesting a rather direct and momentary within 5-minute intervals interaction between teachers and students.Conclusions: Findings of the present observational study suggest that, although overall relationships between student (dis)engagement and teachers’ behavior were in the expected directions, the picture might become more complicated when relationships are investigated according to the timing of the lesson, an issue that has remained uncovered in self-reported studies. While student disengagement was related to less need support and more need-thwarting teaching behaviors, more detailed analyses showed that it was particularly student disengagement in the beginning of a lesson that elicited less positive teaching behaviors. When students display disengagement further along in the first 15?minutes of the lesson, teachers seemed to respond in a more need-supportive way to student disengagement. Such findings provide interesting insights to build interventions for teachers around certain critical moments during the lesson, for example when dealing with student disengagement at a specific moment in the lesson. 相似文献
6.
The present study aimed to describe accelerometer-based physical activity levels in 4- and 5-year-old children (N = 76) on 2 weekdays and 2 weekend days. The children were sedentary for 9.6 hr (85%) daily, while they engaged in moderate to vigorous physical activity (MVPA) for 34 min (5%). Only 7% of the children engaged in MVPA for 60 min per day, and only 26% reached the standard of 120 min of total activity. Their engagement in MVPA did not significantly differ between weekend and weekdays. Mean activity counts and minutes in MVPA did not differ between genders. Physical activity levels in this sample of preschool children were far lower than recommended. 相似文献
7.
Marieke De Craemer Ellen De Decker Ilse De Bourdeaudhuij Maïté Verloigne Yannis Manios Greet Cardon 《Journal of sports sciences》2015,33(10):1051-1057
This study aimed at translating the physical activity (PA) guideline (180 min of total PA per day) into a step count target in preschoolers. 535 Flemish preschoolers (mean age: 4.41 ± 0.58) wore an ActiGraph accelerometer (GT1M, GT3X and GT3X+) – with activated step count function – for four consecutive days. The step count target was calculated from the accelerometer output using a regression equation, applying four different cut-points for light-to-vigorous PA: Pate, Evenson, Reilly, and Van Cauwenberghe. The present analysis showed that 180 min of total PA per day is equivalent to the following step count targets: 5,274 steps/day using the Pate cut-point, 4,653 steps/day using the Evenson cut-point, 11,379 steps/day using the Reilly cut-point and 13,326 steps/day using the Van Cauwenberghe cut-point. Future studies should focus on achieving consensus on which cut-points to use in preschoolers before a definite step count target in preschoolers can be proposed. Until then, we propose to use a provisional step count target of 11,500 steps/day as this step count target is attainable, realistic and helpful in promoting preschoolers’ PA. 相似文献
8.
Pinxten Maarten Van Soom Carolien Peeters Christine De Laet Tinne Langie Greet 《European Journal of Psychology of Education - EJPE》2019,34(1):45-66
European Journal of Psychology of Education - Against the background of the increasing need for skilled scientists and engineers, the heterogeneous inflow of incoming students in science and... 相似文献
9.
Greet M. J. Fastré Marcel R. van der Klink Pauline Amsing-Smit Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(6):971-994
This study examined the effects of type of assessment criteria (performance-based vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students’ performance and assessment skills. Students on three programmes in the domain of nursing and care (N = 93) participated in the study. Results show that students who were given the relevant criteria made more accurate assessments of an expert model, performed better on a test and achieved higher instructional efficiency (defined as the relationship between performance and mental effort) compared to students who were given all criteria. Students who were given performance-based assessment criteria made more accurate assessments of an expert model and scored higher on task performance during practice compared to students who were given competency-based assessment criteria. They invested less mental effort in the assessments, resulting in higher instructional efficiency. An interaction effect for the concreteness of answers shows that the combination of performance-based and relevant criteria leads to superior analysis of worked examples compared to the other combinations of criteria. 相似文献
10.
Van Cauwenberghe Eveline Labarque Valery Gubbels Jessica De Bourdeaudhuij Ilse Cardon Greet 《Early childhood research quarterly》2012
Preschools offer two main opportunities, recess and physical education (PE), for preschool children to participate in physical activity (PA) and are considered a suitable institution for PA promotion given the large number of children enrolled. Although PE can have a meaningful effect on preschoolers’ PA levels, preschool PE characteristics associated with increased PA have, to the best of our knowledge, not been identified. Therefore, the purpose of the present study was to examine preschooler's PA levels and the associations with lesson context, teacher behavior, and environment during preschool physical education. A random sample of 573 preschoolers (288 boys; Mage = 5.4 years, SD = 0.4) from 35 preschools was examined during one PE class. Findings indicated that preschoolers accumulated 12 min (33%) of moderate-to-vigorous PA (MVPA), 5 min (13%) of light PA, and 20 min (54%) of sedentary behavior during PE. Forty-seven percent of the variance in pupils’ MVPA may be attributed to differences between PE classes. Less knowledge content, less promotion, less management, less preschoolers per 100 m2, using obstruction material, and not using throwing equipment were significantly associated with higher MVPA levels. These predictors explained 56% of the variance in MVPA at the PE class-level. To conclude, PE in its current format contributes only a small amount to the PA requirements of preschoolers. Preschoolers’ MVPA levels were related to modifiable PE characteristics indicating that preschool PE can be restructured to increase MVPA. 相似文献