Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Microblogging in higher education: a comparative study

Microblogging has become an increasingly popular phenomenon in educational context. There is currently little research regarding the educational advantages of microblogging dedicated to teaching and learning. Although educational microblogging provides great learning applications that can support formal learning environment, the advantages of these websites are oftentimes ignored. In order to investigate the largely unexplored benefits of educational microblogging, this research offers an opportunity to investigate the effect of microblogging using Community of Inquiry (CoI) model in a blended learning. The researchers used pre-questionnaire and post-questionnaire for evaluating the level of students' teaching, social and cognitive presence before and after using microblogging based on the CoI model. The questionnaires were distributed in two classes of 107 students in Universiti Teknologi Malaysia. Through statistical analysis by using t-test analysis, the usage of microblogging is proven to enhance students' cognitive, social and teaching presence. The results of this research offer an insight to the positive impact of the use of microblogging in higher education and its outcomes would open the door to new ways of learning and the nature of cooperative culture and new application tools

Roles and student identities in online large course forums: implications for practice.

The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning the MOOC (Massive Open Online Course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provides both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutor and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single level 2 undergraduate module and open to over a thousand students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice frameworks (COP) and contributes to feelings of efficacy, student identity and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity

Study on Doping Prevention: A map of Legal, Regulatory and Prevention Practice Provisions in EU 28

Historically, anti-doping efforts have focused on the detection and deterrence of doping in elite and competitive sport. There is, however, a growing concern that doping is occurring outside the organised sporting system; giving rise to the belief that the misuse of doping agents in recreational sport has become a societal problem and a public health issue that must be addressed. The EU Commission awarded a contract (EAC/2013/0617) to a Consortium to undertake this Study with the aim of developing the evidence-base for policies designed to combat doping in recreational sport. Fourteen internationally recognised experts shaped the Study which comprised (i) the collection of primary data through a structured survey, and (ii) secondary data through literature searches and website analysis. All 28 Member States participated in the information-gathering process. Specifically, this involved a systematic study of the ethical considerations, legal position, prevention research landscape, and current practise in relation to the prevention of doping in recreational sport. The Study provides a comprehensive overview of current practice and legislation as it applies to the prevention of doping and promotes and supports the sharing of best practices in the EU regarding the fight against doping in recreational sport. It concludes with seven recommendations for future action that focus on the need for a coordinated response in relation to the problems arising from doping in recreational sport

The dancing queen:explanatory mechanisms of the 'feel-good effect' in dance

Dance is a social, creative form of human activity impacting on wellbeing through emotional involvement in active or passive participation at all levels of mastery. Dance as a physical activity can potentially improve health physiologically, psychologically, and socially. Despite a recent surge in dance-related research, the authors believe that this area of human behaviour is still relatively unexplored. Here, therefore, they examine possible mechanisms that may contribute to the ‘feel-good effect’ of dance participation by emphasizing its positive as well as its potentially detrimental effects, taking the physical activity literature as a starting point. They address biochemical, brain neurotransmitters, cognitive–neuroscientific, and psychological mechanisms that are thought to explain the impact of physical activity in wellbeing, and discuss functional and structural brain changes that are linked to participation in dance. They conclude by highlighting the need to increase research to better recognize the potential risks and benefits of dance in improving health and wellbeing

Pedagogy For Employability

This guide, produced by the HEA, constitutes a revised and updated version of the Pedagogy for Employability publication first published in 2006. The publication has been updated with the practitioner in mind – those teaching in the classroom and those engaging with policy and student interactions in other ways, such as careers guidance and learning development workers. Practitioners are our focus, as we discuss the policy and institutional context that frames the environment within which people work. The early sections of this publication are intended to illuminate the possibilities and constraints that operate in different national, institutional and departmental situations, having a direct impact on the way that teaching and learning takes place between practitioners and students. Case studies of learning and teaching that support the development of student employability, in the classroom, through distance and part-time learning and in co-curricular and extra-curricular activities, are provided throughout the publication. In the later sections of the publication we focus particularly on the curriculum and learning and teaching practice

Efficacy of a self-applied online program to promote resilience and coping skills in university students in four Spanish-speaking countries: study protocol for a randomized controlled trial

Background: There is evidence of a high prevalence of depression and anxiety in university students. Therefore, college time is a key period where prevention of mental disorders through interventions that promote resilience and mental health can be relevant. Currently, there are interventions available, but these are insufficient for those who need them. Online interventions are tools that can facilitate global accessibility and are easy for young people to use. CORE (Cultivating Our Resilience) is a self-administered online program, based on Ryff’s psychological well-being model, to promote resilience and coping skills in university students at risk of developing symptoms of depression or anxiety. The objective is to evaluate the effectiveness of this intervention protocol in comparison with an active control condition targeting healthy lifestyle, and a waiting list control condition. The study will be conducted in four populations of Spanish-speaking university students (Spain, Argentina, Colombia, and Mexico). Methods: The study design is a randomized controlled trial (RCT). At least 324 university students will be randomly assigned to three conditions: 1) CORE, a 6-week training program to improve resilience; 2) HLP, a 6-week training to promote a healthy lifestyle; and 3) WL, waiting list control condition. The primary outcome measure will be the Connor-Davidson resilience scale. Additionally, measures of anxiety, depression, quality of life and socio-demographic variables (age, sex, incomes, marital status, among others) will be collected. Participants will be evaluated at pre-treatment, after each module, 6 weeks after allocation, and at 3-month follow-up. Intention-to-treat and per-protocol analyses will be performed. Discussion: The results of this study will contribute to research on Internet-administered interventions and the implementation of a protocol that includes a series of components designed to improve resilience and coping skills, increase psychological well-being, and prevent depression and anxiety disorders in Spanish-speaking university students. In addition, avenues will be opened up for new research on the effectiveness of these interventions focused on the prevention and promotion of mental health in Spanish-speaking countries

Contemplating Mindfulness at Work: An Integrative Review

Mindfulness research activity is surging within organizational science. Emerging evidence across multiple fields suggests that mindfulness is fundamentally connected to many aspects of workplace functioning, but this knowledge base has not been systematically integrated to date. This review coalesces the burgeoning body of mindfulness scholarship into a framework to guide mainstream management research investigating a broad range of constructs. The framework identifies how mindfulness influences attention, with downstream effects on functional domains of cognition, emotion, behavior, and physiology. Ultimately, these domains impact key workplace outcomes, including performance, relationships, and well-being. Consideration of the evidence on mindfulness at work stimulates important questions and challenges key assumptions within management science, generating an agenda for future research