Physical literacy （PL）, as embodied within physical education （PE）, has been vaunted as having increasing importance as a disposition for students of all abilities to establish lifelong adherence to physical activ...Physical literacy （PL）, as embodied within physical education （PE）, has been vaunted as having increasing importance as a disposition for students of all abilities to establish lifelong adherence to physical activity. The purpose of this paper was to provide a discussion of how the pedagogical features of a contemporary pedagogical model, Sport Education （SE）, may be used to operationalize PL in PE and what empirical evidence currently exists to validate this claim. Substantial empirical evidence exists that the attributes associated with the development of PL （Whitehead, 2010） can be operationalized in PE with the effective implementation of the model. SE has distinct pedagogical features which positively contribute to many of the dimensions of PL and can further an individuals＇ journey towards greater PL and having an embodied self within PE. That stated, there remains concern that the context for this embodiment remains too narrow to be viewed as a panacea for the development of lifelong physical activity. SE must be developed as a connective specialism if these PL attributes are to transform the motivation and confidence for individuals to capitalize on their innate physical potential and make a more significant contribution to the quality of life.展开更多
AIM： To evaluate rational and experiential intelligence in irritable bowel syndrome （IBS） sufferers. METHODS： We recruited 100 subjects with IBS as per Rome 11 criteria （50 consulters and 50 non-consulters） and ...AIM： To evaluate rational and experiential intelligence in irritable bowel syndrome （IBS） sufferers. METHODS： We recruited 100 subjects with IBS as per Rome 11 criteria （50 consulters and 50 non-consulters） and 100 healthy controls, matched by age, sex and educational level. Cases and controls completed a clinical questionnaire （including symptom characteristics and medical consultation） and the following tests： rational- intelligence （Wechsler Adult Intelligence Scale, 3rd edition）; experiential-intelligence （Constructive Thinking Inventory）; personality （NEO personality inventory）; psychopathology （MMPI-2）, anxiety （state-trait anxiety inventory） and life events （social readjustment rating scale）. Analysis of variance was used to compare the test results of IBS-sufferers and controls, and a logistic regression model was then constructed and adjusted for age, sex and educational level to evaluate any possible association with IBS. RESULTS： No differences were found between IBS cases and controls in terms of IQ （102.0 ± 10.8 vs 102.8 ± 12.6）, but IBS sufferers scored significantly lower in global constructive thinking （43.7± 9.4 vs 49.6 ± 9.7）. In the logistic regression model, global constructive thinking score was independently linked to suffering from IBS [OR 0.92 （0.87-0.97）], without significant OR for total IQ. CONCLUSION： IBS subjects do not show lower rational intelligence than controls, but lower experiential intelligence is nevertheless associated with IBS.展开更多
文摘Physical literacy （PL）, as embodied within physical education （PE）, has been vaunted as having increasing importance as a disposition for students of all abilities to establish lifelong adherence to physical activity. The purpose of this paper was to provide a discussion of how the pedagogical features of a contemporary pedagogical model, Sport Education （SE）, may be used to operationalize PL in PE and what empirical evidence currently exists to validate this claim. Substantial empirical evidence exists that the attributes associated with the development of PL （Whitehead, 2010） can be operationalized in PE with the effective implementation of the model. SE has distinct pedagogical features which positively contribute to many of the dimensions of PL and can further an individuals＇ journey towards greater PL and having an embodied self within PE. That stated, there remains concern that the context for this embodiment remains too narrow to be viewed as a panacea for the development of lifelong physical activity. SE must be developed as a connective specialism if these PL attributes are to transform the motivation and confidence for individuals to capitalize on their innate physical potential and make a more significant contribution to the quality of life.
基金Supported by Grant FIS PI030521 from the Carlos III Institute of Public Health,Ministry of Health & Consumer Affairs
文摘AIM： To evaluate rational and experiential intelligence in irritable bowel syndrome （IBS） sufferers. METHODS： We recruited 100 subjects with IBS as per Rome 11 criteria （50 consulters and 50 non-consulters） and 100 healthy controls, matched by age, sex and educational level. Cases and controls completed a clinical questionnaire （including symptom characteristics and medical consultation） and the following tests： rational- intelligence （Wechsler Adult Intelligence Scale, 3rd edition）; experiential-intelligence （Constructive Thinking Inventory）; personality （NEO personality inventory）; psychopathology （MMPI-2）, anxiety （state-trait anxiety inventory） and life events （social readjustment rating scale）. Analysis of variance was used to compare the test results of IBS-sufferers and controls, and a logistic regression model was then constructed and adjusted for age, sex and educational level to evaluate any possible association with IBS. RESULTS： No differences were found between IBS cases and controls in terms of IQ （102.0 ± 10.8 vs 102.8 ± 12.6）, but IBS sufferers scored significantly lower in global constructive thinking （43.7± 9.4 vs 49.6 ± 9.7）. In the logistic regression model, global constructive thinking score was independently linked to suffering from IBS [OR 0.92 （0.87-0.97）], without significant OR for total IQ. CONCLUSION： IBS subjects do not show lower rational intelligence than controls, but lower experiential intelligence is nevertheless associated with IBS.
