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Compiling a fencing legacy rooted in the teachings of Salvator Fabris
Full text linkWhile numerous fencing masters and other enthusiasts wrote down their ideas on how to fence, and how to teach fencing, most of these works now exist without strong martial context, as the authors rarely inform us who taught them how to fence. With Historical European Martial Arts, the legacy of the 16th to 17th century fencing master Salvator Fabris may be one rare exception to this. After Fabris published his major work, Lo Schermo, in Copenhagen in 1606, and then returned to Padua (where he died in 1618), numerous works on fencing where written and published by authors who either claimed to have been students of Salvator Fabris himself, or of one of his students in turn; or to have some other connection to Signor Salvatore. As subsequent works by other authors may be linked to those works and authors in turn, we are able to sketch out instructional and textual lineages that are rooted in the well-known teachings of Fabris.
In this paper, we aim to identify potential students of Salvator Fabris, as well as their students in turn. Doing so, we will focus specifically on those students who became fencing masters themselves and those who wrote their own treatises on fencing (both fencing masters and other enthusiasts) – i.e., on those who left behind a documentable legacy through which the subsequent evolution of Fabris’s style of fencing in the 17th and 18th centuries can be studied
Key Performance Indicators in Freestyle Swimming: Comparing Start, Turn, and Swimming Velocity in Top-Elite Female Junior and Adult Swimmers
No full textIntroduction Due to the increasing importance of start and turn performance in swim races throughout the recent years, the aim of the study was to compare the effect of start performance, turn performance, and swimming velocity on the race result between top-elite female junior and adult swimmers across all distances of freestyle pool races (50 m to 1500 m) and to provide a software tool to predict race outcomes based on the various key performance indicators.
Methods In the present study, a total of 289 individual freestyle races from female participants at the European long-course championship, as well as 391 freestyle races at the Junior European long-course championship were analysed. All heats, semi-finals, and finals across all freestyle distances (50 m to 1500 m) were included. Linear regression analyses were used to assess the relationship between overall race time and three independent variables: start performance, turn performance, and swimming velocity. Regression equations were used to develop the predictor software tool.
Results Start times showed the greatest effect on sprint distances, i.e. 50 m and 100 m. However, the effect diminished towards longer race distances. While swimming velocity had the largest effect on the race results across all distances for both junior and adult swimmers, the effect of turn times increased from 100 m to 400 m for both, junior and adult swimmers. Interestingly, the effect of turn times decreased again for 800 m and 1500 m races. Generally, there was a trend towards a greater effect of turn times in adult swimmers. The regression model explained 98-99% of the variance in race performance (R-squared = 0.98-0.99). Based on the regression equations a software tool (potential predictor) was created to allow coaches and federation officials to identify individual swimmers’ potentials and create benchmarks for future development.
Discussion/Conclusion For both junior and adult swimmers, swimming velocity had the greatest effect on race results. While the effect of start performance decreased from short to long race distances, turn performances showed a U-shaped, hence largest effect on middle-distance races, i.e. 200 m and 400 m. The prediction tool that was developed from the regression model allows the prediction of individual performance progressions and rankings at international swimming competitions by combining isolated performance analysis with race analysis data.
References
Born, D.-P., Romann, M., & Stöggl, T. (2022). Start fast, swim faster, turn fastest: Section analyses and normative data for individual medley. Journal of Sports Science & Medicine, 21(2), 233–244. https://doi.org/10.52082/jssm.2022.233
Born, D.-P., Schönfelder, M., Logan, O., Olstad, B. H., & Romann, M. (2022). Performance development of European swimmers across the Olympic cycle. Frontiers in Sports and Active Living, 4, Article 894066. https://doi.org/10.3389/fspor.2022.894066
Polach, M., Thiel, D., Kreník, J., & Born, D.-P. (2021). Swimming turn performance: The distinguishing factor in 1500 m world championship freestyle races? BMC Research Notes, 14(1), Article 248. https://doi.org/10.1186/s13104-021-05665-
Reactive agility training to prevent frailty in older adults – a randomized controlled trial.
No full textIntroduction Alternative approaches to fall prevention programs for older adults have been called for. Agility training, which blends functional movements, stop-and-go actions, direction changes, strength, balance, and cognitive tasks (Donath et al., 2016), appears potentially more effective than traditional strength and balance training methods (Lichtenstein et al., 2020). However, long-term applications often lack considerations of individual progression and reactive decision-making (Lichtenstein et al., 2023). Addressing the need for quick, unforeseen reactions in fall-risk situations, we explored a novel training tailored to individual progress with complex reactive elements. The aim was to enhance neuromuscular and cognitive performance, as well as psychosocial health outcomes in healthy older adults.
Methods Forty-six healthy older adults (28 females, mean age 69.5 ± 6.8 years, BMI 25.9 ± 3.4 kg/m²) were randomly assigned to either a control (CON) or agility training (AT) group. The AT program, conducted over a period of 16 weeks (twice per week), involved tasks that progressed in complexity and placed high demands on cognitive skills, strength, balance by applying reactive light systems. Cognitive assessments included the Eriksen-flanker and Go/No-Go tasks, while neuromuscular assessments involved tandem stance, countermovement jump, grip strength, and leg dynamometry. Gait tests were conducted under both single and dual-task conditions. Psychosocial health was evaluated using surveys such as CES-D, WHO-QoL-Bref, ISI, FES-I, and PSS. Data analysis was performed using linear mixed-effects models, examining group×time interactions standardized to baseline standard deviation.
Results Compliance was high (85.2 ± 8.3%), and dropouts were low (10.8%). After controlling for age, sex, and BMI, the analysis revealed, on average, at least small effects in favor of the AT group for Go/No-Go task parameters (0.18 < d < 0.47), perceived stress (d = 0.42), psychosocial well-being (d = 0.33), social relationships (d = 0.26), as well as single-task gait speed (d = 0.34). In contrast, effect sizes in favor of the control group were found for reaction time (d = 0.34). Neither strength, explosiveness, and balance parameters, nor physical well-being and fear of falling data showed notable between-group differences (d < 0.2). For effects in favor of the AT group, small negative to moderate positive effects are also compatible with the data.
Discussion/Conclusion In this group of very fit and healthy older adults, agility training appears insufficient to markedly improve neuromuscular parameters but may potentially serve to slightly enhance response inhibition and mental health over a 16-week period. The application of the training program in less fit populations should be considered along with potential methods for investigating exercise performance with incorporated cognitive tasks.
References
Donath, L., van Dieën, J. H., Faude, O., & Wolf, P. (2016). Exercise-based fall prevention in the elderly: What about agility? Sports Medicine, 46, 143–149. https://doi.org/10.1007/s40279-015-0389-5
Lichtenstein, E., Erlacher, D., & Gronwald, T. (2020). Agility-based exercise training compared to traditional strength and balance training in older adults: A pilot randomized trial. PeerJ, 8, e8781. https://doi.org/10.7717/peerj.8781
Lichtenstein, E., Erlacher, D., & Gronwald, T. (2023). Agility training to integratively promote neuromuscular, cardiorespiratory and cognitive function in healthy older adults: A one-year randomized-controlled trial. European Review of Aging and Physical Activity, 20(1), 21. https://doi.org/10.1186/s11556-023-00331-
Reseña de Méndez, María del Carmen. 2024. No me gusta cómo hablas (o más bien no me gustas tú). Crítica de la discriminación lingüística. Madrid (España): Pie de Página.
No full textReseña de Gallardo, Beatriz. 2024. Contra el lenguaje. La connotación política en la era del sobresalto. Valencia (España): Universitat de València, Departament de Teoria dels Llenguatges i Ciències de la Comunicació.
Full text linkZwischen Intuition und empirischer Evidenz. Anstoss zu einem didaktisch reflektierten Einsatz von Figuren in Zyklus 1
No full textIn der Deutschschweiz ist der Einsatz von Figuren im Unterricht mit jungen Lernenden weit verbreitet. Der Diskurs dazu fokussiert vorwiegend praktische Aspekte wie Spieltechnik und Gestaltung von Figuren, obwohl sich mehrere wissenschaftliche Disziplinen damit beschäftigen. Eine explorative qualitative Erhebung bei Lehrpersonen aus Zyklus 1 zeigt, dass diese zwar relevante lernpsychologische und didaktische Überlegungen anstellen, diese jedoch eher auf Intuition als auf wissenschaftlichen Befunden basieren. Einige Ergebnisse lassen auf eine romantische Vorstellung des Kindseins und eine Idealisierung des Figurenspiels schliessen. Dies lässt fragen, wie das Figurenspiel in der Aus- und Weiterbildung von Lehrpersonen fachdidaktisch reflektiert aufgegriffen werden könnte. So versteht sich dieser Beitrag als Diskussionsanregung, um eine evidenzbasierte Didaktik des Figurenspiels anzustossen
Das Universitätsschulmodell in Norwegen: Ein praxisnaher und forschungsbasierter Ansatz in der Lehrer:innenbildung
No full textDie Bedeutung von praxisrelevanter und forschungsbasierter Lehrer:innenbildung wird sowohl in der nordischen als auch in der internationalen Bildungsforschung hervorgehoben. Der vorliegende Beitrag stellt das Modell der Universitätsschulen in Norwegen als Beispiel für einen solchen Ansatz vor. In der ersten Phase der Umsetzung des Modells wurde die Entwicklung von Forschungs- und Mentoringkompetenzen von Lehrpersonen der Schulen unterstützt. Die Beratung von Studierenden während des Praktikums stellt ein wesentliches Element für die Verbindung von Theorie und Praxis in der Ausbildung dar. Um dies sicherzustellen, müssen die Praktikumslehrpersonen entsprechend qualifiziert sein. Unter Berücksichtigung theoretischer Perspektiven zur Qualität der Lehrer:innenbildung wird erörtert, wie das Modell die Entwicklung einer praxisrelevanten und forschungsbasierten Lehrer:innenbildung unterstützt. Anhand von Evaluationsdaten werden die Herausforderungen und der Beitrag zu einer wirksamen Lehrer:innenbildung kritisch analysiert und diskutiert
Berufsbildung: Lernortkooperation im digitalen Wandel – Welche Kompetenzen benötigen Lehrpersonen?
No full textDie digitale Transformation erfordert neue Kompetenzen für die Lernortkooperation in der Berufsbildung. Dieser Aspekt wurde im TPACK-Modell für die Lehrpersonenbildung bislang vernachlässigt. Im Projekt «Zukunft Lernen» wurde mit Lehrpersonen aus drei Ländern ein MOOC-Curriculum entwickelt, das den gezielten Einsatz digitaler und KI-basierter Technologien zur Vernetzung schulischer und betrieblicher Lernorte unterstützt. Im Rahmen eines Design-Based-Research-Ansatzes wurden dafür zentrale Kompetenzbereiche und Designprinzipien identifiziert. Die Ergebnisse zeigen, dass digitale Ansätze der Lernortkooperation aus der Perspektive der Lehrpersonen die Zusammenarbeit zwischen den Lernorten erheblich verbessern können
Handlungsperspektiven für die Aus- und Weiterbildung von betrieblichem Bildungspersonal
No full textNeue Lernkulturen in der beruflichen Grundbildung in Schweizer Betrieben zeigen, dass Eigenverantwortung, Teamarbeit, individualisierte Lernlaufbahnen, frühe Führungskompetenzförderung und generell der Aufbau transversaler Kompetenzen stärker gefördert werden. Damit einher gehen neue Anforderungen an die Berufsbildnerinnen und Berufsbildner in Lehrbetrieben, die Ausbildung neu zu gestalten und Lernende stärker im Lernprozess zu begleiten als direkt anzuleiten. Anhand von Ergebnissen aus neun Fallstudien zu neuen Lernkulturen in der berufspraktischen Ausbildung zeigt der vorliegende Beitrag auf, welche Job- und Kompetenzprofile es für das betriebliche Bildungspersonal gibt und welche Aus- und Weiterbildungsbedarfe aufgrund der Gestaltung neuer Lernkulturen bestehen
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