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Related Data for: Between exploitation and exploration of motor behaviours: Unpacking the constraints-led approach to foster nonlinear learning in physical education
No full textIntroduction: The constraints-led approach (CLA) and more generally a complex systems perspective on motor learning emphasizes the role of perceptual-motor exploration during learning in order to ensure the acquisition of a highly individualized, adapted and adaptable movement pattern. Recent studies have shown that human beings have a strong tendency to exploit already stable patterns rather than looking for new potentially more efficient patterns. In order to shape the amount of exploration, we implemented two learning designs based on a CLA where constraints were used to limit the boundaries of the perceptual-motor workspace of the learners. We sought to highlight how practitioners can play with the perceptual motor workspace boundaries in order to i) promote the use of exploratory behaviours and ii) guide the learner towards task-relevant functional areas.
Method: For the experiment, twenty-four beginners in breaststroke swimming were allocated to three groups of learning: a control group receiving only the goal of the learning, an analogy group receiving the goal of learning accompanied by an analogy about “how to perform”, a pacer group receiving information on the goal of learning and the use of a metronome to continuously push them to “perform better”. Based on their assigned group, each learner then followed a learning protocol of 16 sessions with a 10*25m swimming distance per session with the goal of increasing the stroke length for a fixed swimming speed. Both performance (i.e., stroke length) and motor behaviour (i.e., arm-leg coordination) were collected for each session. The arm-leg coordination patterns were computed by the continuous relative phase between knee and elbow angles. Thereafter, a cluster analysis was performed on the coordination in order to get a qualitative label for every cycle performed during the entire process of learning. Based on the use of cluster analysis, an exploration/exploitation ratio was calculated and the increase in performance was determined based on the increase in stroke length.
Results and Discussion: With reference to the exploration/exploitation ratio, our results showed that additional temporary constraints led learners to increase both the nature of their exploration and also the quantity of their exploration. In the meantime, the three groups showed an equivalent final performance enhancement. The aim of manipulating the constraints was not only to push the learner out of his comfort zone, but also to provide relevant information about “where” to explore during learning. For this purpose, the use of analogy appeared as the most relevant constraint to encourage the emergence of efficient behaviour. Interestingly the impact of the analogy was modified by adding the metronome, showing an interaction effect of both constraints. The group using the metronome exhibited different behaviours as compared to the analogy group and showed an increase in exploration during learning compared to the control group. However, although the metronome constantly pushed the learner to improve performance, it did not actually lead to a better improvement of performance when compared to the analogy group. The simple assumption that the constraints forced the learner to explore therefore does not seem a mandatory condition to promote an exploratory learning. Rather, the qualitative nature of the constraint seems the most relevant characteristic that can be manipulated to promote an exploratory learning by guiding the learner within the perceptual motor workspace.</p
Related Data for: Trampoline versus resistance training in young adults: Effects on knee muscles strength and balance
No full textPurpose: Trampoline parks are becoming popular in many countries, providing recreational facilities for children and adults. This study investigated the effects of trampoline training on knee muscles strength and balance in young adults. Methods: Twenty-six participants (14 males, 12 females) were randomized into trampoline training (TT) and resistance training (RT) groups to undergo a 6-week supervised intervention program (2 × 30 min per week). TT group performed basic trampoline exercises while the RT group performed resistance training targeting lower extremities muscles. Peak knee extension and flexion torque, postural sway characteristics, and Y balance test (YBT) performance were evaluated before and after the intervention. A mixed model analysis of variance (group × time) was applied. Results: After training there were significant improvements in knee extension torque (mean differencepost-pre [95% CI], TT: 0.27 [0.00, 0.54] N∙m/kg, RT: 0.31 [0.09,0.54] N∙m/kg, p = .001), knee flexion torque (TT: 0.25 [0.17,0.33] N∙m/kg, RT: 0.21 [0.08,0.34] N∙m/kg, p
Conclusion: Trampoline training can be as effective as resistance training for improving knee muscles strength and dynamic balance in young men and women.</p
Related Data for: Enriching the academic wordlist and Secondary Vocabulary Lists with lexicogrammar: Toward a pattern grammar of academic vocabulary
No full textThe interaction between lexis and grammatical patterns has been known in the literature as lexicogrammar, and research in this area has suggested that learning vocabulary necessitates learning accompanying grammatical patterns. Existing academic wordlists, focusing on isolated vocabulary items out of grammatical context, thus could be enriched with their target vocabulary's common grammatical patterns. This paper therefore describes the lexicogrammar of academic vocabulary on the widely used Academic Word List and recently published Secondary Vocabulary Lists. From a corpus of secondary school reading material, it extracts the grammatical patterns frequently associated with academic vocabulary. Drawing on frameworks such as Pattern Grammar and Construction Grammar, and using methods such as colligation and collexeme analysis, this study describes the subset of academic vocabulary associated with particular grammatical patterns. Furthermore, the results of this study are developed into a pedagogical resource that lists the vocabulary and grammar interactions, along with authentic examples of the interaction from the corpus and relevant statistical information. The paper offers specific pedagogical uses of how the resource, named the Lexicogrammar of Academic Vocabulary lists (LAV lists), can be used for developing the breadth and depth of academic vocabulary knowledge in students
Related Data for: Effectiveness of floor markings for controlling cut width during side cutting tasks in laboratory experiments
No full textThis study examined the effectiveness of floor markings for controlling cut width during the analysis of side cutting maneuvers. Eleven male basketball players performed two side cutting maneuvers of narrow (30cm) and wide (45cm) cut widths and were guided by floor markings. Ground reaction forces, together with ankle, knee, and hip joint ranges of motion (ROM), and respective joint moments were determined. Cut widths were verified by two approaches by calculating the actual foot-to-foot and foot-to-pelvis distances from motion data. Biomechanical lower extremity loading showed no significant differences in most kinetic and kinematic variables between narrow and wide cuts. The difference in foot-to-foot distance (15.1 [11.6, 18.7] cm, p<0.001) between conditions corresponded well with floor markings, however, the difference in foot-to-pelvis distance was much smaller (2.3 [0.3, 4.4] cm, p=0.030). It is concluded that floor markings are not sufficient for controlling the actual anatomical cut width in laboratory experiments. Participants may adjust their body postures to maintain similar lower extremity loading when performing side cuts differing in foot placement width. Cut width should be represented by foot-to-pelvis distance and not foot-to-foot distance
Related Data for: Let's play together: Ways of parent-child digital co-play for learning. Interactive Learning Environments
No full textIn light of the growing phenomenon of parent–child digital co-play of online games, we conducted a study to understand the different ways of digital co-play and how they can offer opportunities for the child’s learning. We analyse four cases of parent–child digital co-play on Let’s Play gaming videos with Roblox on YouTube. Our research method adopts a netnography research approach and multimodal discourse analysis to examine the data. We identify three ways of digital co-play, which include the parent-directed, parent–child negotiated, and child-directed parent–child interaction styles from the analysis of the videos. Following the analysis, we discuss how each of the ways of parent–child digital co-play can be productive in helping the child learn through shared gameplay with parents. We suggest how children can learn through communicating with parents during gameplay, creating something by themselves in the game, modelling parents’ in-game behaviour, teaching their parents by sharing their knowledge, and leading the co-play. Our study aims to serve as a conversational starter to contribute to the global discourse on the phenomenon of parent and child shared interactions with digital technology as well as the ways in which learning can be facilitated through such experiences
Related Data for: Validity of a FBG-based smart sock system for measuring toe grip function in human foot
No full textThis study developed a smart sock system using optical fiber technology to measure the toe grip function of individual toes. The system comprised Fiber Bragg grating (FBG) sensors incorporated into a sock garment for measuring maximum toe flexion displacements. Calibration equation of each FBG sensor was determined from 3D motion capture system on 10 female subjects. The validity of the smart sock system was checked by comparing maximum toe flexion displacement against the gold standard of 3D motion capture. The root mean squared error was 0.95 (0.57) cm across 10 toes. The magnitude of toe displacement and error was similar between
the left and right feet. In conclusion, the FBG-based smart sock system can successfully measure maximum toe flexion displacements of individual toes simultaneously. This system can be developed to support the evaluation of toe grip function in clinical and field settings
Related Data for: Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation analysis
No full textGrowing evidence suggests that parents’ practices contribute to their children's cognitive development and that such practices may reflect SES disparities. This study investigated longitudinal interrelations between home mathematics environment (HME), children's math achievement, and two facets of SES (mother's educational attainment and household income—subsidy status) during the first year in kindergarten (n = 500 children; Mage at T1 = 57.3 months, SD = 3.8). Results revealed that these facets of SES operated through different mechanisms in kindergarten—the association between mothers’ education and math growth at the end of K1 is fully mediated by HME and children's baseline math knowledge. Furthermore, only home math activities that explicitly supported the understanding of addition and subtraction contributed to children's math growth independently of SES background. The pattern of longitudinal associations suggests that the provision of home math activities may reflect children's mathematical abilities rather than SES disparities
Related Data for: Managing student behaviours and maintaining positive learning environment
No full textThis paper reports an empirical study on the use of a teacher noticing approach to investigate how two teachers managed students’ classroom behaviours. We examined the integration of data from an eye-tracking device and video cameras, focusing on what the teachers paid attention to in classrooms with their corresponding managing practices. Our findings show that the experienced teacher was able to advise her students calmly and smoothly resume the lesson to preserve the welcoming environment for the students. The novice teachers constantly scanned for misbehaved students and at times used strong words and a stern voice that betrayed her emotions. The awkward silence of the class ensued, suggesting a break in the flow of the instruction
Related Data for: MENTOR – Intelligent mobile online peer tutoring application for face-to-face and remote peer tutoring
No full textE-learning platforms have been increasingly adopted by universities to extend and enhance learning. However, the literature review has shown that limited research has been conducted on the effects of electronic peer tutoring on student learning. Correspondingly, there is a lack of a suite of technological affordances to facilitate online peer tutoring sessions and appointments remotely. This paper describes the development of a novel smartphone app – Mobile Education Networked Tutoring On Request (MENTOR) – to facilitate face-to-face and remote peer tutoring. The MENTOR app aims to predict the tutoring needs of students using tutor-tutee matching, provides coordination of face-to-face tutoring sessions via the use of smartphones’ location data and online operation of remote tutoring sessions
Related Data for: Design-based research approach for teacher learning: A case study from Singapore
No full textIn this article, we describe how a design-based research approach brought about teacher learning in terms of both confidence and competence to design and enact a multiliteracies lesson package. This study is situated within the efforts to grow a community of practice comprising teacher champions across schools as they work closely with researchers. Based on a single case study of a teacher, the article discusses her discernible trajectory of growth as evident from her reflections collected after each of the lesson co-design sessions, the lesson plans that she designed, and her actual classroom practices. The findings from the study suggest that the design-based research approach, given its features, can be productive in bringing about a deeper and more reflective teacher learning and as a platform to strengthen the nexus between research and practice