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1.
Maamer Slimani Nicola Luigi Bragazzi David Tod Alexandre Dellal Olivier Hue Foued Cheour 《Journal of sports sciences》2016,34(24):2338-2349
ABSTRACTSoccer players are required to have well-developed physical, technical and cognitive abilities. The present systematic review, adhering to Preferred Reporting Items for Systematic reviews and Meta-Analysis guidelines, examined the effects of cognitive training strategies on motor and positive psychological skills development in soccer performance and identified the potential moderators of the “cognitive training–soccer performance” relationship. Thirteen databases were systematically searched using keywords related to psychological or cognitive training in soccer players. The review is based on 18 studies, employing 584 soccer players aged 7–39 years. Cognitive strategies, particularly imagery, appear to improve sports performance in soccer players. Regarding imagery, the combination of two different types of cognitive imagery training (i.e., cognitive general and cognitive specific) has a positive influence on soccer performance during training, whereas motivational imagery (i.e., motivational general-arousal, motivational general-mastery and motivational specific) enhance competition performance. Younger soccer players employ cognitive general and cognitive specific imagery techniques to a greater extent than older soccer players. Combined cognitive training strategies were more beneficial than a single cognitive strategy relative to motor skills enhancement in elite (particularly midfielders) and amateur (i.e., when practising complex and specific soccer skills in precompetitive period) soccer players. In conclusion, it appears that there are differences in cognitive/psychological training interventions, and their efficacy, according to whether they are directed towards training or competition, and the age, standard and playing position of the players. 相似文献
2.
Walid Briki Keith D. Markman Guillaume Coudevylle Stéphane Sinnapah Olivier Hue 《European Journal of Sport Science》2016,16(3):350-357
The present study examined the influence of momentum sequence (positive vs. negative) and environmental climate (hot–wet vs. neutral) on supporters’ (i.e. virtual observers’) reported levels of perceived psychological momentum (PM) during a simulated cycling competition. Participants supported one of two competing cyclists involved in a race that was displayed on a screen in a lecture hall. The race scenario was manipulated so that the supported cyclist appeared to undergo either a positive or negative momentum sequence. In addition, participants were either exposed to a hot–wet environmental climate or to a neutral environmental climate while observing the race scenario. According to the results, reported levels of PM were higher in the positive momentum sequence condition than in the negative momentum sequence condition, consistent with the notion that supporters’ PM is influenced by a positivity bias, and reported levels of PM were also found to be higher in the hot–wet climate condition than in the neutral climate condition, consistent with the notion that environmental climate is a contextual factor that influences PM through the operation of a causal augmenting mechanism. 相似文献
3.
Minh Hue Nguyen 《Asia-Pacific Journal of Teacher Education》2017,45(4):399-415
This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during the practicum in an Australian secondary school. Drawing on activity theory, the study identified contradictions in Maria’s practicum activity and examined how Maria’s professional identity developed through her negotiation of the contradictions. Data included interviews with Maria before, during and after the practicum, her reflections, an interview with her school mentor (Ms Davies, pseudonym), and relevant documents. The findings reveal that Maria experienced contradictions between her multiple identities of NNES, student, becoming teacher, and classroom teacher, between her mentor’s teaching approach and that of her own, and between her practice and rules. The findings provide implications for researching teacher identity and supporting preservice EAL teachers in developing productive teacher identities during the practicum. 相似文献
4.
Hertogh C Chamari K Damiani M Martin R Hachana Y Blonc S Hue O 《Journal of sports sciences》2005,23(9):937-942
In this study, we examined the effects of a prior run-up on intermittent maximal vertical jump performance. Seven regionally ranked male volleyball players volunteered to participate in the study. They performed three randomized tests: (1) six repeated intermittent maximal jumps (jump condition), (2) six repeated intermittent run-ups (run-up condition), and (3) six repeated run-ups followed by maximal jumps (run-up plus jump condition). All performances were assessed and blood lactate concentration and heart rate were measured before and after each of the tests. Mean ( +/- ) jump performance (64.7 +/- 2.3 cm) increased significantly (P = 0.02) over the course of the jump condition and was significantly higher (P < 0.001) than for the run-up plus jump condition (58.0 +/- 3.2 cm), which tended to decrease with repetition. Blood lactate concentration was significantly higher in the run-up plus jump condition (3.73 +/- 0.24 mmol . l(-1)) than in the jump (2.61 +/- 0.26 mmol . l(-1), P = 0.02) and run-up (2.86 +/- 0.18 mmol . l(-1), P = 0.03) conditions. The increase in heart rate was significantly higher both in the run-up plus jump condition (33 +/- 6 beats . min(-1), P = 0.05) and run-up condition (33 +/- 4 beats . min(-1), P = 0.02) than in the jump condition (21 +/- 3 beats . min(-1)). The results indicate that the addition of run-ups probably impeded performance in the repetition of vertical jumps. 相似文献
5.
Yuying Tsong Jennifer T. Young Jane Duong Killer Mary Ann Takemoto Brad Compliment 《Journal of College Student Psychotherapy》2019,33(2):131-144
With the high prevalence of college students experiencing psychological distress, it is becoming increasingly important to provide prevention and early intervention programs in addition to traditional psychological counseling services. This study examined the effectiveness of a suicide prevention program led by peer educators/trainers on a diverse college campus. Twenty-five suicide prevention workshops were conducted with 479 attendees. Preworkshop and postworkshop assessments revealed significant improvements in participants’ knowledge of suicide and resources. Recommendations for campus-wide suicide prevention efforts using diverse peer educators that reflect the students’ demographic and cultural background, recruitment strategies, and utilization of outreach programming in suicide prevention. 相似文献
6.
图书馆知识管理的内容和实施策略 总被引：2，自引：0，他引：2
安月玲 《河北职业技术学院学报》2004,4(4):69-70
知识管理是图书馆面临的一个新课题。阐述图书馆知识管理的内容，并提出图书馆知识管理的实施策略。 相似文献
7.
Yu-jun CUI Trong Vinh DUONG Anh Minh TANG Jean-Claude DUPLA Nicolas CALON Alain ROBINET 《浙江大学学报(A卷英文版)》2013,14(4):244-255
In this study, a fouled ballast taken from the site of Sénissiat, France, was investigated. For the hydraulic behaviour, a large-scale cell was developed allowing drainage and evaporation tests to be carried out with monitoring of both suction and volumetric water content at various positions of the sample. It was observed that the hydraulic conductivity of fouled ballast is decreasing with suction increase, as for common unsaturated soils. The effect of fines content was found to be negligible. For the mechanical behaviour, both monotonic and cyclic triaxial tests were carried out using a large-scale triaxial cell. Various water contents were considered. The results were interpreted in terms of shear strength and permanent axial strain. It appeared that the water content is an important factor to be accounted for since any increase of water content or degree of saturation significantly decreases the shear strength and increases the permanent strain. Constitutive modelling has been attempted based on the experimental results. The model in its current state is capable of describing the effects of stress level, cycle number and water content. 相似文献
8.
优秀男篮“大前锋”的身体形态、技术结构特征与综合能力评价 总被引：13，自引：0，他引：13
采用文献资料与数理统计相结合的研究方法,对NBA优秀“大前锋”的身体形态、技术结构与综合能力进行评价.结果显示,“大前锋”在24-27岁之间首次达到最佳状态,31-32岁为第二高峰;在技术特征上具有中锋和小前锋的综合优势特点;“3分球”命中率是区别“大前锋”综合技术水平的一个重要因素. 相似文献
9.
The purpose of this article is to provide a model for helping campus leaders create and sustain efforts to fully incorporate Universal Instructional Design (UID) throughout their institutions. The article uses a multiple dimension model of organizational behavior as the basis for making recommendations to support this type of institutional transformation. 相似文献
10.
Ming-Tak Hue Chi-Hung Leung Kerry Johon Kennedy 《Educational Assessment, Evaluation and Accountability》2015,27(3):253-273
As part of a wide-scale education reform, Hong Kong schools have been focusing on the creation of ‘no loser’ classrooms that support learning for all students (Education Commission 2000). This article examined both groups of ethnic minority and Chinese students’ perception of assessment practices and the extent to which classroom practice is consistent with preferred assessment practices. The 11 items of assessment practices list, developed by Brown et al. (2009a), were used to investigate the perceptions of 1,518 student respondents from 15 primary and secondary schools, in which a large number of ethnic minority students were accommodated. A confirmatory factor analysis showed that the respondents in the group from secondary schools viewed teacher-dominated assessment as the most important assessment practice in the model examined (Brown et al. Learning and Instruction, 19(2), 97–111, 2009b) whereas those in the primary group considered teacher-student interactive assessment as the most important practice. Also, three perceptions of assessment practices of ethnic minority students were confirmed: teacher-dominated, student-centred and teacher-student interactive. Amongst them, the most preferred one was the teacher-student interaction assessment practice. Finally, the implications of the creation of a no loser classroom for all students are discussed. 相似文献