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1

The Impact of Immediate Verbal Feedback on Swimming Effectiveness

100%
Zatoń K., Szczepan S.
Physical Culture and Sport. Studies and Research
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2013
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vol. 59
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issue 1
60-71
EN
The main objective of the study was to determine the impact of immediate verbal feedback on swimming effectiveness. Swimming effectiveness was expressed in the subjects reaching their objective, i.e., maximum swimming velocity. The study involved 64 subjects divided into two groups (experimental group n=32; control group n=32). Two measurements - initial (pre-test) and final (post-test) - were conducted. The subjects swam a distance of 25 m front crawl at maximum velocity. The experimental groups received immediate verbal feedback focused on stroke lengthening, as a shorter stroke length is regarded as the most common reason behind lower swimming velocity. From this perspective, lengthening the stroke is important due to its relation with mechanics and energetics in all styles of swimming. The control group received no verbal feedback. All tests were recorded via video cameras (50 samples·s-1). The analysis of the kinematic movement parameters (horizontal average swimming velocity over 15m, time achieved over 15m) was carried out by means of the SIMI Reality Motion Systems 2D software. Analysis of variance with repeated measurements with a Tukey’s test demonstrated statistically significant differences (p<0.05) in the tested groups in the case of the kinematic parameters measured in the study. Immediate verbal feedback (IVF) caused an increase of the average horizontal swimming velocity by 2.92% (0.04 m·s-1). Consequently, the average time needed by the swimmers to cover the distance (15m) decreased by 2.94% (0.36s). The results confirmed the effectiveness of the proposed method of teaching and improving the swimming technique using IVF.
2
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Kompetencje zawodowe w kontekście zasad komunikacji dydaktycznej i możliwości oceny pracy nauczycieli

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Mydłowska B.
Kwartalnik Pedagogiczny
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2019
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vol. 64(2 (252))
102-121
PL
The article is a voice in the discussion about the conditions of pedagogical professionalism in the context of not only understanding professional duties, but also constantly improving the quality of one’s competences and boldly going beyond the patterns in one’s duties. Among many proposals and different types of classifications, the author offers a new kind of perspective – pointing to the essence of teacher competence development as a complex, multistep and varied process, she suggests referring to the style of operation and the use of specific didactic means of communication by a particular teacher. The author of the article points to the coexistence of diverse competences and focuses on the long-existing concept of key competences, with particular emphasis on the complexity of competences related to communication in school situations. The author’s intention is to create a clear and precise competence structure, facilitating the recruitment process and evaluation of teachers’ work. The competence model is treated here as a tool that is widely used in human resources management in educational institutions.
3
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Ślad na śniegu jako komunikat dydaktyczny w nauczaniu narciarstwa

100%
Sabat U., Wiesner W.
Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu
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2013
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issue 40
63-69
EN
The ski teacher works in different conditions than other teachers, even different from other physical education teachers. The difference arises due to the season of the year and the venue of the skiing lessons. Such factors as the natural environment, harsh winter conditions, a potential threat to students’ safety and very strong emotions have an impact on human behavior, which is especially strong on the didactic communication on the slopes. The main difficulties regard the level and way of mutual perception of information. In search of effective methods of communicating between students and ski instructor we were attracted by the information value of the tracks on the snow. Each time a skier goes down he leaves ski tracks on the snow, which largely characterize the skiing technique performed. The properties of this track – its depth, radius, or type are dependent on many factors – including pressure forces, speed or force of friction. Raising the student’s awareness that the track left by him on the snow is the effect of the operations performed – may be an effective way of communication. This assumption constitutes the basis of the research problem. How to improve the didactic communication structure in skiing? Can the snow tracks be the basis of efficient didactic communication? Teaching effectiveness largely depends on the efficiency of the process of communication between teacher and students. The paper contains discussion focused on understanding the effectiveness of teaching skiing on the basis of a practical method that takes into account the analysis of traces of skis on the snow. The presented material is the basis for development of teaching methods to be used in experimental research as an independent variable.
4
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MARQUES DISCURSIVES DES « ETATS DU MOI » DANS LA COMMUNICATION DIDACTIQUE

88%
HOBJILĂ A.
Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies
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2012
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vol. 4
99-124
EN
According to Transactional Analysis, each person evokes in her/his speech a certain Ego State: Parent, Child and/ or Adult. In this article, The Parent, Child and Adult Ego States are all present – in varying degrees, according to circumstances – both in preschoolers’ language and in the preschool child-preschool teacher communication. In this article I will focus on the discourse markers of these Ego States (verbal, nonverbal, paraverbal) in the particular context of preschool children-preschool teacher communication as exhibited in the language of native speakers of Romanian, on the one hand, and those of French, on the other.
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