6826 research outputs found
Sort by
KiKli Fit: Insights into the Development and Practice of a Physical Activity Program in Pediatric Cancer
No full textIntroduction Pediatric cancer patients are particularly vulnerable to short- and long-term side and late-effects in physical and mental health caused by their disease and its treatment (Benzing et al., 2021, 2022; Robison & Hudson, 2013).Physical activity (PA) has been shown to benefit various physical and mental health domains. Emerging research in pediatric oncology increasingly demonstrates the positive impact of PA both during and after treatment. However, PA interventions in acute care settings within Swiss pediatric oncology remain rare. Therefore, the KiKli Fit project was initiated to design and implement a tailored PA program at the Department of Pediatric Oncology and Hematology at the University Hospital Bern.
Methods First, a needs analysis was conducted through 14 qualitative interviews with patients to gather insights into their preferences and requirements for a PA intervention. Second, ward staff participated in an online questionnaire to identify structural and systemic opportunities and barriers to implementing such an intervention. Third, a group discussion involving ten ward staff members (including psychologists, nurses, doctors, and physiotherapists) was held to develop a concept for the PA program collaboratively. Building on this, a PA program was designed and implemented over 1.5-years. During this time, various formal and informal assessments were conducted to ensure quality assurance.
Results Patients reported various negative side effects and low physical activity levels. Furthermore, they strongly desired greater variety during hospitalization and emphasized the need for a motivating and guided PA program. Similarly, hospital staff supported the implementation of such programs and advocated for the early integration of PA promotion into acute therapy. However, they identified several barriers to participation, including medical constraints, chemotherapy administration, fatigue, visits, or lack of motivation. Importantly, incorporating such programs into the routine of hospital care presents another significant challenge.
Discussion/Conclusion The development and practice of the KiKli Fit program highlight the importance of involving all stakeholders to ensure a tailored and feasible intervention. The participatory approach, including input from patients and interdisciplinary staff, was essential for aligning the program with patient needs and hospital operations. Continuous communication and collaboration helped address challenges, such as logistical barriers, facilitating integration into hospital routines. Future efforts should focus on sustaining interdisciplinary collaboration and evaluating the long-term effects of the program to facilitate an integration of PA programs into standard care in Swiss Children’s hospitals.
References
Benzing, V., Siegwart, V., Spitzhüttl, J., Schmid, J., Grotzer, M., Roebers, C. M., Steinlin, M., Leibundgut, K., Everts, R., & Schmidt, M. (2021). Motor ability, physical self‐concept and health‐related quality of life in pediatric cancer survivors. Cancer Medicine, cam4.3750. https://doi.org/10.1002/cam4.3750
Benzing, V., Siegwart, V., Anzeneder, S., Spitzhuettl, J., Grotzer, M., Roebers, C. M., Steinlin, M., Leibundgut, K., Everts, R., & Schmidt, M. (2022). The mediational role of executive functions for the relationship between motor ability and academic performance in pediatric cancer survivors. Psychology of Sport and Exercise, 60, 102160. https://doi.org/10.1016/j.psychsport.2022.102160
Robison, L. L., & Hudson, M. M. (2013). Survivors of childhood and adolescent cancer: life-long risks and responsibilities. Nature Reviews Cancer, 14(1), 61–70. https://doi.org/10.1038/nrc363
Automated Video Assistant Referee in Lead Climbing
No full textIntroduction In lead climbing, points are awarded for each hold held, which are then primarily decisive for the ranking. These points are awarded immediately after an attempt by a judge who observed the athlete. Competition organisers are required to make video recordings, but these are only viewed by the head referee in case of an appeal.
Our work aims to enhance the objectivity of judging. Our approach is based on applying pose estimators to video footage that is recorded anyway, and a subsequent analysis that determines metrics for judging. We want to tune our approach based on the scores given by judges while considering regulations of the International Federation of Sport Climbing.
Methods Our video footage was filmed by the Swiss Alpine Club for judging at the European Climbing Championships 2024 in Villar and at the Swiss Championships 2024 in Lenzburg. Initially, twenty videos (30 seconds each including the fall from the wall towards the end) were extracted. Half of the videos were cropped to focus on the athlete. Thus, a total of ten videos from Villar (outdoor) were analysed – five uncropped (five men), five with focus (women) – and ten videos from Lenzburg (indoor) – five uncropped (five women), five with focus (five men).
As a first step, two pose estimators were evaluated regarding processing speed in frames per second (FPS) and percentage of frames in which a pose was detected: BlazePose from Google which has already been used for climbing research (Kim et al., 2023) and Real-Time Multi-Person Pose Estimation (RTMO) (Lu et al., 2024).
Results BlazePose demonstrated a higher average processing speed compared to RTMO: 22 FPS vs. 2 FPS. In uncropped videos, BlazePose detected a pose in 5% of outdoor video footage and 33% of indoor video footage. In close-up videos, BlazePose detected poses in 99% of outdoor video footage and 93% of indoor video footage. RTMO achieved a 100% pose detection rate across all videos whereby a subsequent inspection showed that many false poses were considered as “detected”.
Discussion/Conclusion An automated video assistant referee should decide quickly. RTMO seems too slow with the given hardware (AMD Ryzen 7, 3.2GHz, 16GB RAM), since pose estimation of a 5s video sequence (150 frames) would take more than a minute. The video would also have to be cropped before each pose estimation, otherwise few (BlazePose) or incorrect (RTMO) poses would be detected caused by picture content being more contrasting and larger than the athlete.
Next, we will compare our scoring algorithm representing given regulations with scores awarded. The results will then be discussed at the next educational event for judges at national and international level.
References
Kim, J.-W., Choi, J.-Y., Ha, E.-J., & Choi, J.-H. (2023). Human pose estimation using MediaPipe pose and optimization method based on a humanoid model. Applied Sciences, 13(4), 2700. https://doi.org/10.3390/app13042700
Lu, P., Jiang, T., Li, Y., Li, X., Chen, K., & Yang, W. (2024). RTMO: Towards high-performance one-stage real-time multi-person pose estimation. 2024 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR), 1491–1500. https://doi.org/10.1109/CVPR52733.2024.0014
Professional Action Competence in Education for Sustainability Among Pre-service Physical Education Teachers: A Mixed Method Approach
No full textEducation for sustainability (EfS) represents a complex question that appears to require a holistic and emancipatory vision to achieve its long-term objectives. The action competence model for EfS aligns with this vision by considering both self-efficacy, knowledge, and willingness. Physical education (PE) offers a unique opportunity to implement EfS through the action competence model. This approach emphases the bodily dimension, learning through action, and affective and sensory aspects. However, EfS is not currently implemented in PE yet. It is therefore important to investigate the professional action competence of future PE teachers to identify potential barriers to implementing EfS in PE. A mixed-methods approach appears to be the most suitable for accurately assessing Professional Action Competence in Education for Sustainability.
The objectives of this study were: (1) to evaluate the physical education pre-service teachers’ Professional Action Competence for Sustainability (PACesd); (2) to establish profiles of physical education pre-service teachers based on their PACesd; and (3) to analyze the associations between the self-reported profiles and an external assessment of pre-service teachers’ pedagogical content knowledge (PCK) in EfS.
A total of 412 French physical education pre-service teachers (Mean Age = 22.61 years, 141 females, and 271 males) completed French versions of the PACesd questionnaire. Additionally, they were asked to respond to open-ended questions indicating: (1) the words they associate with the concept of sustainability and EfS, and (2) examples of how physical education can educate students about sustainability, to conduct an external assessment of pre-service PE teachers’ pedagogical content knowledge in EfS. The responses were coded into categories using deductive approach. Following descriptive and correlation analyses, a latent profile analysis approach was used to establish PACesd profiles. Quantitative analyses were complemented by a chi-squared test of association to examine the distribution of open-ended responses within the profiles.
The correlation analyses revealed positive and significant associations between all dimensions of PACesd, suggesting that improving one dimension could positively impact the others.Four profiles of PE pre-service teachers were established based on their PACesd levels (high score, moderate to high score, low to moderate score, low score). This result highlights the heterogeneity in EfS competences.
The open-ended questions revealed a greater understanding of the theoretical concept of sustainability and EfS among the profile with the highest PACesd scores. This result aligns with the higher self-reported pedagogical content knowledge scores for this profile. However, the question on practical examples did not confirm these differences and showed very few distinctions between the four profiles in the concrete teaching of EfS in PE. These results suggest that perceived understanding and knowledge of theoretical concepts of EfS do not yet enable pre-service PE teachers to transfer this knowledge into practical activities aligned with holistic and emancipatory visions of EfS in the context of PE. These findings offer concrete perspectives in terms of initial and in-service training for physical education teachers. They highlight the need to provide concrete tools specific to the discipline
Autoeficacia creativa en ELE: propuesta e implementación
Get PDFEsta investigación explora el posible impacto de la creatividad en la enseñanza de español como lengua extranjera (ELE), centrándose en el estudio del constructo autoeficacia creativa (creencia sobre la propia capacidad creativa). Se realizó un estudio piloto con 12 estudiantes italianos, utilizando un enfoque interpretativo y una metodología mixta. Tras la implementación de un programa en inmersión de 21 actividades creativas, se analizaron los datos del cuestionario inicial y final de forma cualitativa (categoría de investigación) y cuantitativa (estadística descriptiva y correlacional). Los resultados sugieren la mejora de la autoeficacia creativa por parte de los estudiantes, así como su percepción positiva con respecto al programa de creatividad que recibieron. Los participantes valoraron favorablemente el trabajo en equipo, las actividades con una tarea final definida y la guía del profesor como modelo creativo. También incidieron en la activación de factores emocionales y afectivos como parte de su proceso creativo. Se termina refiriéndose a las limitaciones de la investigación; sin embargo, se afirma que los hallazgos apuntan a la viabilidad de estudios similares en ELE con una mayor muestra y de más duración.This study investigates creativity\u27s impact on Spanish foreign language teaching, focusing specifically on creative self-efficacy (i.e., students\u27 beliefs about their own creative abilities). A pilot study was conducted with 12 Italian students using an interpretive approach and a mixed methodology. Following the implementation of an immersive program comprising 21 creative activities, initial and final questionnaire data were analyzed qualitatively (research category) and quantitatively (descriptive and correlational statistics). The findings show an improvement in the students\u27 creative self-efficacy, along with a favorable disposition towards the creativity program they completed. The students expressed satisfaction with teamwork, goal-oriented activities, and the teacher’s guidance as a creative role model. Emphasis was placed on the activation of affective dimensions as integral components of the creative process. The study concludes with a discussion of the limitations of the research, highlighting the potential for future studies in SFL with a larger sample size and extended duration
Within Satisfaction and Distress: Characterizing the First Cultural Transition of Young Talented Cameroonian Footballers
No full textIntroduction Migration is at the core of today’s professional sport. In football, since 2020, the rate of migrant players has increased by 20% (Poli et al., 2024). Transnational mobility has become a highly valuable commodity making transnational football career an inescapable pathway to either professional level or world-class level. Therefore, understanding cross-borders sports mobility processes is crucial for both players and stakeholders to effectively prepare and negotiate cultural transitions. Transnational career and pathway research in sport psychology is recent, limited, and suggests that maintaining a career as a migratory athlete remains challenging (Book et al., 2021; Ryba & et al., 2016; Storm et al., 2022). By identifying challenges faced, and psychological process involved, those researches highlight at what extent culture frames athletes’ sport and non-sport life experiences. However, no studies focused on neither the first cultural transition nor African athletes. From analysis of some previous studies, it seems that the experience of the first cultural transition shapes the willingness to initiate and the experience of the following migrations (Book et al., 2021; Ryba et al., 2016). On the other hand, African countries are deeply distinct from the most other countries worldwide regarding relevant features shaping people’s life experience: social security, gross domestic product, facilities, governance, and race. Furthermore, African countries are among those displaying the highest growth of expatriate footballers (Poli et al., 2024). Additionally, most of athletic migrations from Africa correspond to forced migration (United Nations Humans Rights Council, 2022), with the difference that it is triggered by a contract. Thus, what characterize the experience of the first cultural transition of African footballers? This study aimed to explore the athletic transnational career of Cameroonian footballers to characterize their experience of the first cultural transition.
Methods This study is grounded within Critical Realism philosophy. It is useful to engage causal analysis and explanation of social problems and suggest practical recommendations for social change (Fletcher, 2017). Fourteen Cameroonian former footballers were purposively sampled following three criteria: having spent at least the formative years in Cameroon, did the first cultural transition for athletic career development, and having played professionally for a football club abroad at least one season. The participants’ position in the pitch included all the main positions acknowledged in football (goalkeeper, defender, midfielder, and striker), and the country of their first cultural transition included the four continents (Kingdom of Saudi Arabia, Germany, France, Indonesia, Greece, Côte d’Ivoire, Paraguay, Italy, Switzerland, and Turkey). The semi-structured interviews based on life story and timeline interviews approaches were conducted, focusing on the participants’ experience of athletic transnational mobilities. This included a series of two interview sessions which lasted between 25 and 121 minutes. A total of 26 interviews were audio recorded, transcribed, and reflexively thematically analyzed (Braun & Clarke, 2021). The study applied the four rigorous criteria to ensure qualitative study trustworthiness: credibility, dependability, confirmability, and transferability (Lincoln & Guba, 1985).
Results Nine themes (with their sub-themes) and their relationship were identified: Mental Health Issues (MHI), Context of athletic migration and seven challenges related to: Club and Contract, Team, Pitch, Way of life, Geography, Home country, and High Level Athlete status. MHI emerged as output of the context and challenges. MHI were characterized by players’ psychological distress and inability to understand that condition, and inability of the club leading team to understand what they were going through. The context of athletic migration was characterized by unplanned transition, adolescence, club’s facilities, and perception of moving abroad as having succeed their football career and life (satisfaction of achieving the dream). Challenges characterized tough situations players went through like contract disruption (club and team), broken In-group (team), injury (pitch), new mentality (way of life), winter (geography), long-distance relationship (home country), and experience of professionalism (High Level Athlete status).
Discussion/Conclusion This research is the first to study the first cultural transition of athletes and to use a sample of athletes from Africa. The results depict main features characterizing the experience of the first athletic migration of young talented Cameroonian footballers. Applying critical realism philosophy, MHI was identified as the effect of the migration context and challenges faced. Those findings are consistent with the holistic developmental and ecological perspectives to talent development (Wylleman & Rosier, 2016), Intersectionality (Book et al., 2021), cultural sport psychology (Schinke & Hanrahan, 2009), and challenges underscored in previous transnational athletic career studies (Book et al., 2021; Ryba et al., 2016; Storm et al., 2022). Most importantly, this study highlights new result patterns enriching literature and providing critical information for African athletes and sport stakeholders: MHI (explicitly underscored), context of athletic migration, challenges related to winter, new mentality, broken In-group, etc. As successful talented footballers, they anticipated migration with professional contract as the guarantee of happiness. Actually, those young talented footballers navigated through the satisfaction of achieving professional level and distress. They struggled with psychological distress by shouldering the acculturation load and some professional football’s drifts in an environment which was not supportive enough, because it does not understand them. They could not seek for help because the lack means to understand their condition. Thus, this study is directly related to two Sustainable Development Goals (the third and eighth) by addressing mental health and decent work (United Nations Humans Rights Council, 2022). The results suggest several practical implications: informed football stakeholders’ action, strengthen coaches’ training, adjust sport psychologists’ intervention, and build solid preparatory foundation for next transnational African footballers.
References
Book, R. T., Jr., Henriksen, K., & Stambulova, N. (2021). Oatmeal is better than no meal: The career pathways of African American male professional athletes from underserved communities in the United States. International Journal of Sport and Exercise Psychology, 19(4), 504–523. https://doi.org/10.1080/1612197X.2020.1735258
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Fletcher, A. J. (2017). Applying critical realism in qualitative research: Methodology meets method. International Journal of Social Research Methodology: Theory & Practice, 20(2), 181–194. https://doi.org/10.1080/13645579.2016.1144401
Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Poli, R., Ravenel, L., & Besson, R. (2024, May). Origins and destinations of football expatriates (2020–2024). CIES Football Observatory [Monthly Report n°95]. https://football-observatory.com/MonthlyReport95
Ryba, T. V., Stambulova, N. B., & Ronkainen, N. J. (2016). The work of cultural transition: An emerging model. Frontiers in Psychology, 7, Article 427. https://doi.org/10.3389/fpsyg.2016.00427
Schinke, R. J., & Hanrahan, S. J. (Eds.). (2009). Cultural sport psychology. Human Kinetics. https://doi.org/10.5040/9781492595366
Storm, L. K., Book, R. T., Jr., Hoyer, S. S., Henriksen, K., Küttel, A., & Larsen, C. H. (2022). Every boy’s dream: A mixed method study of young professional Danish football players’ transnational migration. Psychology of Sport and Exercise, 59, 1–11. https://doi.org/10.1016/j.psychsport.2021.102125
United Nations Human Rights Council. (2022). Mid-year trends 2022. https://www.unhcr.org/mid-year-trends
Wylleman, P., & Rosier, N. (2016). Holistic perspective on the development of elite athletes. In M. Raab, P. Wylleman, R. Seiler, A.-M. Elbe, & A. Hatzigeorgiadis (Eds.), Sport and exercise psychology research: From theory to practice (pp. 270–282). Elsevier Inc
Evidenzorientiertes Denken und Handeln im Lehrberuf: Vier spezifische Herausforderungen für die Lehrerinnen- und Lehrerbildung an Hochschulen
No full textDie Lehrerinnen- und Lehrerbildung nimmt im Diskurs rund um das Thema «Evidenzorientierung im Lehrberuf» eine zentrale Rolle ein. Im Beitrag werden vier spezifische Herausforderungen an Hochschulen aufgegriffen, die es erschweren, dass Evidenzorientierung im Lehrberuf im gewünschten Masse umgesetzt werden kann, und aus der Sicht der Autorin bislang noch zu wenig untersucht und diskutiert wurden. Beispielhaft werden anschliessend drei Entwicklungsziele vorgestellt, die an Hochschulen relativ «niedrigschwellig» umgesetzt werden können, damit Studierende später in der Lage sind, bildungswissenschaftliche Erkenntnisse so zu nutzen, dass ihre eigene berufliche Entwicklung gefördert und das Bildungsangebot für Schülerinnen und Schüler optimiert wird
Evidenzorientierung beim mikroadaptiven Unterrichten
No full textDer Beitrag betrachtet drei Typen der Evidenzorientierung beim mikroadaptiven Unterrichten: Theorieorientierung, Produktnutzung und Methodenadaption. Beim Diagnostizieren und Fördern als Kern mikroadaptiven Unterrichtens kann die Lehrkraft auf evidenzbasierte Theorien und Prinzipien zurückgreifen, dabei evaluierte Produkte und Materialien einsetzen und sich bei der Beobachtung und der Interpretation des Handelns der Schülerinnen und Schüler an wissenschaftlichen Methoden orientieren. Anhand konkreter Beispiele aus den Fächern Mathematik, Sport und Naturwissenschaften wird aufgezeigt, wie diese Evidenzbasierungstypen die Qualität der Diagnose und der Unterrichtsanpassung verbessern können
Evidenzbasierung in der schweizerischen Lehrer:innenbildung: Bedeutung, Forschungsansätze, Desiderate
No full textDer Forderung nach einer evidenzbasierten Lehrer:innenbildung liegt die Annahme zugrunde, dass die Berücksichtigung wissenschaftlicher Erkenntnisse zu einer qualitätsvollen Weiterentwicklung der Lehrer:innenbildung beiträgt. Die Kammer Pädagogische Hochschulen von swissuniversities hat die Stärkung der Evidenzbasierung als strategisches Ziel festgelegt und die Kommission Forschung und Entwicklung beauftragt, eine Bestandsaufnahme zur Evidenzbasierung der Lehrer:innenbildung in der Schweiz vorzunehmen. Beim vorliegenden Beitrag handelt es sich um eine bearbeitete Kurzversion des Berichts, die darauf abzielt, eine Übersicht über Forschungsansätze und methodische Zugänge zur Gewinnung von Evidenz zu geben, ausgewählte nationale und internationale Forschungsvorhaben zur Wirksamkeit der Lehrer:innenbildung vorzustellen und Desiderate abzuleiten, die aufzeigen, wie die Evidenzbasierung der Lehrer:innenbildung gestärkt werden könnte. Der Schwerpunkt liegt auf der Systemebene der Lehrer:innenbildung
Die Rolle der Ausbildenden am dritten Lernort: Zwischen pädagogischem Professionalisierungsbedarf und dem Anspruch auf Nähe zum Berufsfeld
No full textDer Beitrag untersucht die Qualifizierung von Kursleitenden überbetrieblicher Kurse in der Schweiz. Aus historisch-institutionalistischer Perspektive werden anhand einer qualitativen Inhaltsanalyse rechtlicher Bestimmungen sowie von 44 Interviews die Entwicklung der Anforderungen und deren Auswirkungen auf Beschäftigungsmodelle analysiert. Die Ergebnisse zeigen, dass die Qualifizierungsanforderungen über die Zeit gestiegen sind und je nach beruflicher Grundbildung unterschiedlich umgesetzt werden, was auf institutionelle Pfadabhängigkeiten hinweist
Kontinuum von Aus- und Weiterbildung. Strukturelle und konzeptionelle Überlegungen zur Qualifikation von Lehrpersonen in der Schweiz
No full textDas Kontinuum von Aus- und Weiterbildung gewinnt angesichts gestiegener beruflicher Anforderungen und des anhaltenden Lehrkräftemangels an Aufmerksamkeit. Trotz vielversprechender Konzepte für eine kohärente Verbindung von Ausbildung, Berufseinführung und Weiterbildung sind strukturelle Weiterentwicklungen notwendig, um die Wirksamkeit der Verbindung zu entfalten. Erhöhte strukturelle Mindeststandards und Verbindlichkeiten erfordern einen schweizweiten Dialog zwischen Bildungspolitik, Pädagogischen Hochschulen und dem Schulfeld. So können die gegenwärtigen Herausforderungen als Chance genutzt werden, um den Lehrberuf als Profession zu stärken und seine Attraktivität nachhaltig zu erhöhen
Data sources:
BORIS Portal Bern Open Repository and I...BAF-Online: Proceedings of the Berner Al...HASBonline – Hefte zur Archäologie des M...Informationswissenschaft: Theorie, Metho...Jahrbuch Diakonie SchweizJournal of Eye Movement ResearchJournal of Radiation Oncology Informatic...
BOP SerialsVersants. Revista suiza de literaturas r...BORIS Theses
BOP SerialsVersants. Revista suiza de literaturas r...BORIS ThesesAccess Repository Dashboard
Do you manage BOP Serials? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!