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    Wyświetlanie 1-2 z 2
    Tytuł:
    Difference of walking plantar loadings in experienced and novice long-distance runners
    Autorzy:
    Gao, Zixiang
    Mei, Qichang
    Xiang, Liangliang
    Gu, Yaodong
    Powiązania:
    https://bibliotekanauki.pl/articles/27324132.pdf
    Data publikacji:
    2020
    Wydawca:
    Politechnika Wrocławska. Oficyna Wydawnicza Politechniki Wrocławskiej
    Tematy:
    prolonged running
    novice
    experienced
    plantar pressure
    statistical parametric mapping
    długotrwałe bieganie
    nowicjusz
    doświadczony
    ciśnienie podeszwowe
    statystyczne mapowanie parametryczne
    Opis:
    Purpose: Long-distance running has been a global popularity, and differences may be observed in runners of experience. This study was aimed to evaluate the differences in plantar loading between experienced long-distance runners and novice runners during walking. The hypotheses were that smaller load in the middle of the forefoot and the stable foot balance would be observed in experienced runners during walking. Methods: Twenty-five participants were recruited as the experienced runners group (ten: frequency ≥ 4 times/week and distance ≥ 40 km/week, for over 1 year) and the novice group (fifteen: frequency ≤ 2 times/week and distance ≤ 10 km/week, for less than 1 year). Results: The peak Meta loading showed that the novice runners were significantly larger than the experienced runners ( p ≤ .001). The occurring time of peak Meta loading was significantly delayed compared to the experienced runners ( p = .050). Peak Foot balance was higher in the novice runners group ( p ≤ 0.001). Conclusions: This study highlighted the findings of the potential differences of plantar pressures and foot functional parameters during walking in experienced runners and novice runners, specifically the contact duration of phases during stance, toes functions and medial-lateral loading shifting (foot balance) and metatarsals (central forefoot) offloading.
    Źródło:
    Acta of Bioengineering and Biomechanics; 2020, 22, 3; 85--93
    1509-409X
    2450-6303
    Pojawia się w:
    Acta of Bioengineering and Biomechanics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Experienced Learners from Generation Z and the Traditional Vision of the Good Language Teacher: On The Issue of Teacher Authenticity
    Autorzy:
    Nosidlak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/52566864.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    authenticity
    experienced learner
    foreign language learning
    Generation Z
    good language teacher
    autentyczność
    doświadczony uczeń języka obcego
    dobry nauczyciel języka obcego
    Generacja Z
    uczenie się/nauczanie języka obcego
    Opis:
    Different societies have their own perspectives on the definition of a good language teacher, as their members attach varying degrees of importance to the different skills and personal qualities required for effective teaching. While available studies have identified numerous desired language and pedagogical competencies among educators, the dynamic post-pandemic reality has brought increased attention to the importance of building and maintaining relationships with students. This process inevitably involves emotional engagement from both educators and students. Consequently, there is a growing call for both groups to accept their true selves and act authentically in their educational interactions. In response to the promotion of these values in education, this article aims to present the results of a study that sought to examine how experienced language students, representing Generation Z in Poland, define and evaluate authentic behaviours of their foreign language teachers. The participants of the study were asked to complete an online questionnaire containing both open and closed questions about their perceptions of their teachers’ authenticity. The thematic analysis of the qualitative data revealed a one-sided, unequivocally positive perception of authenticity, both in the general sense and in relation to the educational context. Numerous positive traits, such as sincerity, openness, sense of humour and didactic expertise were recognised as characteristics of authentic language teachers.
    Źródło:
    Neofilolog; 2024, 62/2; 461-481
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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