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1.
Hoff J 《Journal of sports sciences》2005,23(6):573-582
Elite soccer players spend a substantial amount of time trying to improve physical capacities, including aerobic endurance and strength and the strength derivatives of speed and power. The average oxygen uptake for international soccer teams ranges from 55 to 68 ml.kg-1.min-1 and the half-squat maximal strength from 120 to 180 kg. These values are similar to those found in other team sports. Recently, it has been shown that the heart's stroke volume is the element in the oxygen chain that mainly limits aerobic endurance for athletes. These findings have given rise to more intensive training interventions to secure high stroke volumes, which, in turn, have proved positive in changing both maximal oxygen consumption and soccer performance in terms of distance covered, contacts with the ball and number of sprints in a game. The training employed has consisted of 4x4-min "intervals" running uphill at 90-95% of maximal heart rate interspersed with 3 min jogging at 70% of maximal heart rate to facilitate removal of lactate. Research has revealed that a soccer-specific training routine with the ball might be as effective as plain running. Strength training to produce neural adaptations has been effective in changing not only strength in terms of "one-repetition maximum", but also sprinting velocity and jumping height, in elite soccer players without any change in body mass. The same training has also improved running economy and thus aerobic endurance performance. The training regimen used for a European Champions League team was 4x4 repetitions of half-squats with the emphasis on maximal mobilization of force in the concentric action. 相似文献
2.
Julio Guerra Margarita Ortiz-Rojas Miguel Angel Zúñiga-Prieto Eliana Scheihing Alberto Jiménez Tom Broos Tinne De Laet Katrien Verbert 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):973-1001
Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks. 相似文献
3.
Single‐best answers to multiple‐choice items are commonly dichotomized into correct and incorrect responses, and modeled using either a dichotomous item response theory (IRT) model or a polytomous one if differences among all response options are to be retained. The current study presents an alternative IRT‐based modeling approach to multiple‐choice items administered with the procedure of elimination testing, which asks test‐takers to eliminate all the response options they consider to be incorrect. The partial credit model is derived for the obtained responses. By extracting more information pertaining to test‐takers’ partial knowledge on the items, the proposed approach has the advantage of providing more accurate estimation of the latent ability. In addition, it may shed some light on the possible answering processes of test‐takers on the items. As an illustration, the proposed approach is applied to a classroom examination of an undergraduate course in engineering science. 相似文献
4.
We examined the effectiveness of a tactile self‐monitoring prompt to increase on‐task behaviors among 3 elementary‐aged students in a special education classroom. Students were taught to self‐monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self‐monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self‐monitoring intervention, students increased on‐task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self‐monitoring intervention. Limitations, implications, and future directions of these findings are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 211–221, 2006. 相似文献
5.
In this paper we present a matrix-organised implementation of an experimental course in the history of the concept of a function. The course was implemented in a Danish high school. One of the aims was to bridge history of mathematics with the teaching and learning of mathematics. The course was designed using the theoretical frameworks of a multiple perspective approach to history, Sfard’s theory of thinking as communicating, and theories from mathematics education about concept image, concept definition and concept formation. It will be explained how history and extracts of original sources by Euler from 1748 and Dirichlet from 1837 were used to (1) reveal students’ meta-discursive rules in mathematics and make them objects of students’ reflections, (2) support students’ learning of the concept of a function, and (3) develop students’ historical awareness. The results show that it is possible to diagnose (some) of students’ meta-discursive rules, that some of the students acted according to meta-discursive rules that coincide with Euler’s from the 1700s, and that reading a part of a text by Dirichlet from 1837 created obstacles for the students that can be referenced to differences in meta-discursive rules. The experiment revealed that many of the students have a concept image that was in accordance with Euler’s rather than with our modern concept definition and that they have process oriented thinking about functions. The students’ historical awareness was developed through the course with respect to actors’ influence on the formation of mathematical concepts and the notions of internal and external driving forces in the historical development of mathematics. 相似文献
6.
Roberta Michnick Golinkoff Erika Hoff Meredith L. Rowe Catherine S. Tamis-LeMonda Kathy Hirsh-Pasek 《Child development》2019,90(3):985-992
Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes. 相似文献
7.
This paper explores the role of International Non-Governmental Organisations (INGOs) in adult education as one instrument of global civil society to effect social change. Postcolonial theory is utilized to explore the complex relationships between the concepts of ‘globalisation’, ‘global civil, society’, and ‘adult education for social change’. In seeking change for social justice postcolonial theory examines the construction of cultural discourse within the epistemologies of (neo-) colonial and decolonising contexts, as well as how such discourse helps to shape and change social realities and identities. We propose a postcolonial research agenda for studying the adult education role of INGOs. 相似文献
8.
The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in
general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education
that each gives rise to different problems. The first scenario occurs when history is used as a ‘tool’ for the learning and
teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics
education. We introduce a multiple-perspective approach to history, and suggest that research on history in mathematics education
follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical
competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this
is described. Secondly, when using history as a goal it is argued that an anchoring of the meta-issues in the related in-issues
is essential, and a framework for this is given. Both frameworks are illustrated through empirical examples. 相似文献
9.
Kemi OJ Rognmo O Amundsen BH Stordahl S Richardson RS Helgerud J Hoff J 《Journal of sports sciences》2011,29(2):161-170
Maximal strength training with a focus on maximal mobilization of force in the concentric phase improves endurance performance that employs a large muscle mass. However, this has not been studied during work with a small muscle mass, which does not challenge convective oxygen supply. We therefore randomized 23 adult females with no arm-training history to either one-arm maximal strength training or a control group. The training group performed five sets of five repetitions of dynamic arm curls against a near-maximal load, 3 days a week for 8 weeks. This training increased maximal strength by 75% and improved rate of force development during both strength and endurance exercise, suggesting that each arm curl became more efficient. This coincided with a 17-18% reduction in oxygen cost at standardized submaximal workloads (work economy), and a 21% higher peak oxygen uptake and 30% higher peak load during maximal arm endurance exercise. Blood flow assessed by Doppler ultrasound in the axillary artery supplying the working biceps brachii and brachialis muscles could not explain the training-induced adaptations. These data suggest that maximal strength training improved work economy and endurance performance in the skeletal muscle, and that these effects are independent of convective oxygen supply. 相似文献
10.
The unique relation of language use (i.e., output) to language growth was investigated for forty‐seven 30‐month‐old Spanish–English bilingual children (27 girls, 20 boys) whose choices of which language to speak resulted in their levels of English output differing from their levels of English input. English expressive vocabularies and receptive language skills were assessed at 30, 36, and 42 months. Longitudinal multilevel modeling indicated an effect of output on expressive vocabulary growth only. The finding that output specifically benefits the development of expressive language skill has implications for understanding effects of language use on language skill in monolingual and bilingual development, and potentially, for understanding consequences of cultural differences in how much children are expected to talk in conversation with adults. 相似文献