This study examined the trainee teachers’ situational motivation and motivational climate towards Physical Education lessons in primary schools during COVID-19 pandemic. The participants were 160 trainee teachers comprising of 115 males and 45 female aged 21 to 26 years old (1.10±0.30) from two Institute of Teacher Education Campuses in Sarawak, Malaysia. The participants were administrated the Situational Motivation Scale (SIMS: Guay, Vallerand & Blanchard, 2000) and Teacher Initiated Motivational Climate in Physical Education Questionnaire (TIMCPEQ; Papaioannou, 1998). Descriptive analysis, independent-samples t-test, one-way ANOVA, two-way ANOVA and correlation were utilized. Independent-samples t-test indicated that there were no significant differences for all variables in SIMS and TIMCPEQ on gender and age groups. The one-way ANOVA was used to compare the effect on teaching methods in SIMS and TIMCPEQ. There was a significant difference in teacher-initiated mastery orientation for the three teaching methods, F(2,157)=3.31, p=0.04. Post-hoc comparisons using the Tukey HSD test revealed that the mean score for the online learning (3.87±0.78) was significantly different than the mixed methods (4.22±0.55). However, the face-to-face learning method (3.96±0.62) did not significantly differ from the online learning and mixed methods. Furthermore, two-way ANOVA was used to examine the effect of gender and age groups in SIMS and TIMCPEQ which revealed no significant main effect of gender and age groups. Additionally, there was no statistically significant interaction between gender × age groups for all variables in SIMS and TIMCPEQ. The findings revealed statistically significant positive relationship between the variables in SIMS and TIMCPEQ ranging from very weak (0.24) to very strong (0.90). The findings revealed the necessity for positive motivational climate through adaptive educational resources, alternative teaching approaches and methods that would support and motivate the trainee teachers, educators and students in the teaching and learning of PE during this challenging time.
{"title":"Trainee Teachers’ Situational Motivation and Motivational Climate towards Physical Education Lessons during COVID-19 Pandemic","authors":"N. Chin, Boon Sian Teo, E. Wee","doi":"10.5671/ca.45.3.3","DOIUrl":"https://doi.org/10.5671/ca.45.3.3","url":null,"abstract":"This study examined the trainee teachers’ situational motivation and motivational climate towards Physical Education lessons in primary schools during COVID-19 pandemic. The participants were 160 trainee teachers comprising of 115 males and 45 female aged 21 to 26 years old (1.10±0.30) from two Institute of Teacher Education Campuses in Sarawak, Malaysia. The participants were administrated the Situational Motivation Scale (SIMS: Guay, Vallerand & Blanchard, 2000) and Teacher Initiated Motivational Climate in Physical Education Questionnaire (TIMCPEQ; Papaioannou, 1998). Descriptive analysis, independent-samples t-test, one-way ANOVA, two-way ANOVA and correlation were utilized. Independent-samples t-test indicated that there were no significant differences for all variables in SIMS and TIMCPEQ on gender and age groups. The one-way ANOVA was used to compare the effect on teaching methods in SIMS and TIMCPEQ. There was a significant difference in teacher-initiated mastery orientation for the three teaching methods, F(2,157)=3.31, p=0.04. Post-hoc comparisons using the Tukey HSD test revealed that the mean score for the online learning (3.87±0.78) was significantly different than the mixed methods (4.22±0.55). However, the face-to-face learning method (3.96±0.62) did not significantly differ from the online learning and mixed methods. Furthermore, two-way ANOVA was used to examine the effect of gender and age groups in SIMS and TIMCPEQ which revealed no significant main effect of gender and age groups. Additionally, there was no statistically significant interaction between gender × age groups for all variables in SIMS and TIMCPEQ. The findings revealed statistically significant positive relationship between the variables in SIMS and TIMCPEQ ranging from very weak (0.24) to very strong (0.90). The findings revealed the necessity for positive motivational climate through adaptive educational resources, alternative teaching approaches and methods that would support and motivate the trainee teachers, educators and students in the teaching and learning of PE during this challenging time.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Bjeloš, Ana Križanović, M. Bušić, B. Kuzmanović Elabjer
The aim of this case report of a 47-year-old woman who suffered from acute right-sided medullar ischemic stroke was to define the range of visual impairment in Wallenberg’s syndrome (WS). The patient complained of unbearable environmental tilt and rotating visual perception. On examination, 11 months following the stroke, the patient manifested rightsided postural inclination and gaze ipsipulsion. The fixation in primary position was unstable, after a conjugate ipsipulsion ensued, spontaneous corrective saccades and a horizontal-rotational jerking nystagmus beating away from the side of the lesion were generated. Monocular visual acuity (right eye: 0.4 logMAR distance and 0.2 logMAR near; left eye: 0.1 logMAR distance and 0.0 logMAR near) was significantly better than binocular (0.63 logMAR distance and near). Fluent reading was impossible. Contralateral smooth pursuits were more impaired. Saccades were defective manifesting right hypermetria and left hypometria. Visual field was constricted to central 10 – 20°. A diagnosis of Wallenberg’s syndrome was made. Occlusion was prescribed. Review of literature demonstrated lack of evidence-based guidelines for ophthalmic assessment and treatment of visual impairment in WS. Oculomotor abnormalities, oscillopsia and tilt illusion cause significant impact to daily life. Early post-stroke ophthalmological evaluation is thus mandatory in order to offer timing treatment.
{"title":"Visual Deficiency in Wallenberg’s Syndrome","authors":"M. Bjeloš, Ana Križanović, M. Bušić, B. Kuzmanović Elabjer","doi":"10.5671/ca.45.2.4","DOIUrl":"https://doi.org/10.5671/ca.45.2.4","url":null,"abstract":"The aim of this case report of a 47-year-old woman who suffered from acute right-sided medullar ischemic stroke was to define the range of visual impairment in Wallenberg’s syndrome (WS). The patient complained of unbearable environmental tilt and rotating visual perception. On examination, 11 months following the stroke, the patient manifested rightsided postural inclination and gaze ipsipulsion. The fixation in primary position was unstable, after a conjugate ipsipulsion ensued, spontaneous corrective saccades and a horizontal-rotational jerking nystagmus beating away from the side of the lesion were generated. Monocular visual acuity (right eye: 0.4 logMAR distance and 0.2 logMAR near; left eye: 0.1 logMAR distance and 0.0 logMAR near) was significantly better than binocular (0.63 logMAR distance and near). Fluent reading was impossible. Contralateral smooth pursuits were more impaired. Saccades were defective manifesting right hypermetria and left hypometria. Visual field was constricted to central 10 – 20°. A diagnosis of Wallenberg’s syndrome was made. Occlusion was prescribed. Review of literature demonstrated lack of evidence-based guidelines for ophthalmic assessment and treatment of visual impairment in WS. Oculomotor abnormalities, oscillopsia and tilt illusion cause significant impact to daily life. Early post-stroke ophthalmological evaluation is thus mandatory in order to offer timing treatment.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Ivanac, Kristina Bojanić, Boris Brkljačić, Robert Smolić, Aleksandar Včev, Martina Smolić, Slvija Canecki-Varžić, Ivo Dumić-Čule, T. Kelava, Martina Džoić Dominković
Breast cancer (BC) is a highly heterogeneous disease. Aim was to evaluate imaging features of triple negative breast cancers (TNBC) in comparison to non-TNBC. We reviewed data of 30 patients who had been diagnosed as having TNBC and 37 patients with non-TNBC (control group) using criteria described for mammography (MMG), ultrasound (US) and magnetic resonance imaging (MRI) in Breast Imaging-Reporting and Data System (BI-RADS) lexicon for image interpretation. Age of patients, size of tumor, multifocality, histological type, tumor grade and status of lymph nodes were reviewed. TNBC were more often histological grade 3 and had significantly more positive lymph nodes at the time of diagnosis on pathology reports. On MMG, US and MRI TNBC mostly appeared as regularly shaped masses. On US as hypoechogenic masses with no posterior acoustic features and on MRI as masses with rim type of enhancement, fast wash-in and plateau type of curves. Most frequent category reported after MMG and US was BI RADS 4, and after MRI BI RADS 5. In conclusion, our study confirmed higher histological grade of TNBC, as well as more frequent lymph node involvement in comparation to the non-TNBC. TNBC showed tendency to affect younger women and to be larger than non-TNBC. Although, they most often presented as a mass on mammography and sonography, in a significant number of cases they remained miscategorized, due to the benign imaging features. All cases are recognized on MRI where they appear as rim enhancing masses.
{"title":"Značajke snimki trostruko negativnih karcinoma dojke","authors":"G. Ivanac, Kristina Bojanić, Boris Brkljačić, Robert Smolić, Aleksandar Včev, Martina Smolić, Slvija Canecki-Varžić, Ivo Dumić-Čule, T. Kelava, Martina Džoić Dominković","doi":"10.5671/ca.45.2.9","DOIUrl":"https://doi.org/10.5671/ca.45.2.9","url":null,"abstract":"Breast cancer (BC) is a highly heterogeneous disease. Aim was to evaluate imaging features of triple negative breast cancers (TNBC) in comparison to non-TNBC. We reviewed data of 30 patients who had been diagnosed as having TNBC and 37 patients with non-TNBC (control group) using criteria described for mammography (MMG), ultrasound (US) and magnetic resonance imaging (MRI) in Breast Imaging-Reporting and Data System (BI-RADS) lexicon for image interpretation. Age of patients, size of tumor, multifocality, histological type, tumor grade and status of lymph nodes were reviewed. TNBC were more often histological grade 3 and had significantly more positive lymph nodes at the time of diagnosis on pathology reports. On MMG, US and MRI TNBC mostly appeared as regularly shaped masses. On US as hypoechogenic masses with no posterior acoustic features and on MRI as masses with rim type of enhancement, fast wash-in and plateau type of curves. Most frequent category reported after MMG and US was BI RADS 4, and after MRI BI RADS 5. In conclusion, our study confirmed higher histological grade of TNBC, as well as more frequent lymph node involvement in comparation to the non-TNBC. TNBC showed tendency to affect younger women and to be larger than non-TNBC. Although, they most often presented as a mass on mammography and sonography, in a significant number of cases they remained miscategorized, due to the benign imaging features. All cases are recognized on MRI where they appear as rim enhancing masses.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The sporting diplomacy in China, as an integral part of China’s overall diplomacy, unswervingly upholds the fundamental foreign policy goal of preserving world peace and promoting common development since New China was founded. After adopting the policy of reform and opening, the sporting diplomacy in China has made historical achievements through intensive participation in international sporting competitions, extensive involvement in international sporting organizations, active hosting of mega sports events, and frequent engagement in cultural sporting exchanges with other countries. In the last decade, with a constant increase in China’s economy, cultural soft power and international influence of sports, China makes an all-round effort in the pursuit of major countrywide sporting diplomacy with Chinese characteristics. Currently, despite the severe challenges outside China, Beijing is making smooth preparations for the 2022 Winter Olympic and Paralympic Games, which embraces another milestone in the diplomacy of sport in China. This paper analyzes decision environments, goals, actions and defining features of China’s sporting diplomacy in different periods and follows on to summarize practical experiences in the development of the sporting diplomacy in China. The paper shows that the resounding success of China’s sporting diplomacy can be attributed to its commitment to serving the country’s diplomatic strategy and core interests, its commitment to following the Chinese path of sporting diplomacy, and its commitment to the traditional Chinese value of peaceful development. Finally, emerging issues and promotion strategies are presented.
{"title":"The Evolution of China’s Sporting Diplomacy since 1949","authors":"Yalun An, Xueshuang Wang, Fujun Xiang","doi":"10.5671/ca.45.3.11","DOIUrl":"https://doi.org/10.5671/ca.45.3.11","url":null,"abstract":"The sporting diplomacy in China, as an integral part of China’s overall diplomacy, unswervingly upholds the fundamental foreign policy goal of preserving world peace and promoting common development since New China was founded. After adopting the policy of reform and opening, the sporting diplomacy in China has made historical achievements through intensive participation in international sporting competitions, extensive involvement in international sporting organizations, active hosting of mega sports events, and frequent engagement in cultural sporting exchanges with other countries. In the last decade, with a constant increase in China’s economy, cultural soft power and international influence of sports, China makes an all-round effort in the pursuit of major countrywide sporting diplomacy with Chinese characteristics. Currently, despite the severe challenges outside China, Beijing is making smooth preparations for the 2022 Winter Olympic and Paralympic Games, which embraces another milestone in the diplomacy of sport in China. This paper analyzes decision environments, goals, actions and defining features of China’s sporting diplomacy in different periods and follows on to summarize practical experiences in the development of the sporting diplomacy in China. The paper shows that the resounding success of China’s sporting diplomacy can be attributed to its commitment to serving the country’s diplomatic strategy and core interests, its commitment to following the Chinese path of sporting diplomacy, and its commitment to the traditional Chinese value of peaceful development. Finally, emerging issues and promotion strategies are presented.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.
{"title":"Teachers’ Perceived Barriers to Implementation of Physical Education","authors":"E. Wee, Wei Cheng, N. Chin","doi":"10.5671/ca.45.3.2","DOIUrl":"https://doi.org/10.5671/ca.45.3.2","url":null,"abstract":"This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70699055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Miškić, V. Ćosić, Marjana Knežević Praveček, D. Vučić, D. Mišković, Ivan Bitunjac, Krešimir Gabaldo, Katica Cvitkušić Lukenda
Peripheral artery disease (PAD) is an occlusive disease of extremities, which used to be diagnosed and treated as an isolated disease of the limbs or other parts of the body. Nowadays, the role of PAD transcends the affected limb; instead, the cardiovascular system must be observed as a whole, with PAD having a prognostic role. About 200 million people are affected by PAD worldwide. The prevalence of PAD is likely to increase steadily in the future due to the global aging of the population and the predominantly sedentary lifestyle, along with the expected universal increase in the major PAD risk factors such as smoking habit, diabetes mellitus, dyslipidemia and hypertension. Patients with PAD are at a higher risk of coronary disease and cardiovascular events in comparison to healthy control subjects. The severity of PAD correlates with the development and complications of cardiovascular disease. In PAD patients, percutaneous coronary intervention is more demanding, associated with more comorbidities, more complex lesions, and poorer procedural success as compared with PAD-free patients. For a year now, the use of antiplatelet therapy with acetylsalicylic acid in combination with low (vascular) dose of a direct oral anticoagulant has been recommended for cardiovascular and lower limb protection in PAD patients. In the future, we expect a better understanding of atherosclerotic disease, stronger modulation of systemic inflammation, and the discovery of new therapies. In the meantime, it is necessary to identify the risk population and aggressively treat the classic factors – control of blood pressure, glycemia and lipids with antiplatelet and new anticoagulant therapy. The goal is to protect the limb and preserve the cardiovascular continuum. The negative consequences of COVID- 19 on treatment CVD will be estimated in the following years.
{"title":"Cardiovascular Disease Continuum","authors":"B. Miškić, V. Ćosić, Marjana Knežević Praveček, D. Vučić, D. Mišković, Ivan Bitunjac, Krešimir Gabaldo, Katica Cvitkušić Lukenda","doi":"10.5671/ca.45.2.5","DOIUrl":"https://doi.org/10.5671/ca.45.2.5","url":null,"abstract":"Peripheral artery disease (PAD) is an occlusive disease of extremities, which used to be diagnosed and treated as an isolated disease of the limbs or other parts of the body. Nowadays, the role of PAD transcends the affected limb; instead, the cardiovascular system must be observed as a whole, with PAD having a prognostic role. About 200 million people are affected by PAD worldwide. The prevalence of PAD is likely to increase steadily in the future due to the global aging of the population and the predominantly sedentary lifestyle, along with the expected universal increase in the major PAD risk factors such as smoking habit, diabetes mellitus, dyslipidemia and hypertension. Patients with PAD are at a higher risk of coronary disease and cardiovascular events in comparison to healthy control subjects. The severity of PAD correlates with the development and complications of cardiovascular disease. In PAD patients, percutaneous coronary intervention is more demanding, associated with more comorbidities, more complex lesions, and poorer procedural success as compared with PAD-free patients. For a year now, the use of antiplatelet therapy with acetylsalicylic acid in combination with low (vascular) dose of a direct oral anticoagulant has been recommended for cardiovascular and lower limb protection in PAD patients. In the future, we expect a better understanding of atherosclerotic disease, stronger modulation of systemic inflammation, and the discovery of new therapies. In the meantime, it is necessary to identify the risk population and aggressively treat the classic factors – control of blood pressure, glycemia and lipids with antiplatelet and new anticoagulant therapy. The goal is to protect the limb and preserve the cardiovascular continuum. The negative consequences of COVID- 19 on treatment CVD will be estimated in the following years.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marija Čandrlić, Manuela Dvorski, M. Matijević, Đorđe Petrović, N. Matijevic, Martina Juzbašić, Zrinka Ivanišević, Matej Tomas
The aim of the study is to determine patients’ knowledge and attitudes toward dental implants as a therapeutic option after tooth extraction and to examine the sources of information about dental implants and determine the most common barriers in deciding for this type of therapy. The cross-sectional study included 130 patients. An anonymous survey questionnaire was used to conduct the research. The survey questionnaire consists of a total of 17 multiple-choice questions. Respondents showed good knowledge of dental implants except for knowledge of dental implant duration where subjects mostly stated that a dental implant lasts a lifetime. For most respondents, the dentist is the main source of information related to dental implants. The cost of the procedure for most respondents is a major barrier in decision to install a dental implant, but most of them want to know more about dental implants. Statistically significant differences were observed in patients ‘knowledge in relation to age and level of education and patients’ attitudes in relation to gender, age, and level of education.
{"title":"Knowledge and Attitudes of Patients about Dental Implants as a Treatment Option after Tooth Extraction","authors":"Marija Čandrlić, Manuela Dvorski, M. Matijević, Đorđe Petrović, N. Matijevic, Martina Juzbašić, Zrinka Ivanišević, Matej Tomas","doi":"10.5671/ca.45.2.8","DOIUrl":"https://doi.org/10.5671/ca.45.2.8","url":null,"abstract":"The aim of the study is to determine patients’ knowledge and attitudes toward dental implants as a therapeutic option after tooth extraction and to examine the sources of information about dental implants and determine the most common barriers in deciding for this type of therapy. The cross-sectional study included 130 patients. An anonymous survey questionnaire was used to conduct the research. The survey questionnaire consists of a total of 17 multiple-choice questions. Respondents showed good knowledge of dental implants except for knowledge of dental implant duration where subjects mostly stated that a dental implant lasts a lifetime. For most respondents, the dentist is the main source of information related to dental implants. The cost of the procedure for most respondents is a major barrier in decision to install a dental implant, but most of them want to know more about dental implants. Statistically significant differences were observed in patients ‘knowledge in relation to age and level of education and patients’ attitudes in relation to gender, age, and level of education.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Trošt Bobić, Goran Bobić, Andrea Mohorović, D. Novak
In the Croatian high school system, students can attend the same school, but, based on their cognitive abilities, they may be assigned to a regular or an adapted study program. The basic assumption is that students differ predominantly based on their cognitive rather than motor abilities. Therefore, their motor abilities are evaluated through the same battery of motor tests. The aim of this study is to evaluate the metric characteristics of the tests used to evaluate motor abilities of high school students enrolled in an adapted study program, and to compare their results with the results of students engaged in the standard curriculum. The sample consisted of 28 high school students, 14 students in the adapted teaching program (experimental group P) and 14 students in the regular teaching program (control group R). The motor tests were used to assess their muscular endurance, explosive strength, coordination, and flexibility. Normality of distribution was checked by using the Kolmogorov–Smirnov test (KS), while the data processing also included factor analysis, the intraclass correlation coefficient and the t-test for independent samples. The level of statistical significance was set at p<0.05. The obtained data confirmed the homogeneity, sensitivity, and factorial validity of the tests. The results of the t-test for independent samples clearly showed a difference between the arithmetic means of the groups. The students of the R group had better results in all tests than those of the P group. The results suggest the possibility of a significantly different level of motor abilities between high school students attending regular schools according to an adapted or standard study program. All together this points to the need of an individual interpretation of a student’s results rather than a comparison with the set standards. Also, the validation of customized motor tests for a specific population should be considered.
{"title":"Are We Doing the Right Thing?","authors":"T. Trošt Bobić, Goran Bobić, Andrea Mohorović, D. Novak","doi":"10.5671/ca.45.3.10","DOIUrl":"https://doi.org/10.5671/ca.45.3.10","url":null,"abstract":"In the Croatian high school system, students can attend the same school, but, based on their cognitive abilities, they may be assigned to a regular or an adapted study program. The basic assumption is that students differ predominantly based on their cognitive rather than motor abilities. Therefore, their motor abilities are evaluated through the same battery of motor tests. The aim of this study is to evaluate the metric characteristics of the tests used to evaluate motor abilities of high school students enrolled in an adapted study program, and to compare their results with the results of students engaged in the standard curriculum. The sample consisted of 28 high school students, 14 students in the adapted teaching program (experimental group P) and 14 students in the regular teaching program (control group R). The motor tests were used to assess their muscular endurance, explosive strength, coordination, and flexibility. Normality of distribution was checked by using the Kolmogorov–Smirnov test (KS), while the data processing also included factor analysis, the intraclass correlation coefficient and the t-test for independent samples. The level of statistical significance was set at p<0.05. The obtained data confirmed the homogeneity, sensitivity, and factorial validity of the tests. The results of the t-test for independent samples clearly showed a difference between the arithmetic means of the groups. The students of the R group had better results in all tests than those of the P group. The results suggest the possibility of a significantly different level of motor abilities between high school students attending regular schools according to an adapted or standard study program. All together this points to the need of an individual interpretation of a student’s results rather than a comparison with the set standards. Also, the validation of customized motor tests for a specific population should be considered.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neja Markelj, Žan Luka Potočnik, G. Jurak, Marjeta Kovač
In 2020, physical education teacher education (PETE) students of the Faculty of Sport of the University of Ljubljana (N = 46) had to complete a large part of the practical pedagogical training online. Using an online questionnaire, we investigated how they delivered distance learning in physical education (PE) at Primary Schools, the extent to which they achieved their objectives, encouraged students to move, delivered content, and assessed. The delivery mostly depended on whether the school included PE in the timetable. On average, most lessons took the form of independent student activity following written or recorded instructions, and the others took the form of online outdoor or indoor live classes. The latter were often used to give instructions, check tasks and motivate. Some schools organized at least one sports day (26%), active break (21%), or active class break (9%). Most student teachers chose different objectives compared to a traditional form of instruction: they emphasized the development of motor and functional abilities rather than the acquisition of new motor and social skills. All student teachers delivered physical fitness, followed by athletics (59%), dance and aerobics (43%), ball games (except volleyball 33%) were represented in a smaller proportion. 21% of the students taught content continuously. The assessment was done by 71.4% of the students (many of them only assessed the completion of the tasks) and evaluation by only 31.0%. They used a workout diary, videos or photos, or live conference calls. The average response rate was 71% for 1st-6th graders and 59% for 7th-9th graders. 21% did not attempt to reach non-responding students, while 10% indicated that they did not have problems with nonresponding.
{"title":"The Quality of Practical Pedagogical Training During the Epidemic Through the Eyes of the Slovenian Physical Education Student Teachers","authors":"Neja Markelj, Žan Luka Potočnik, G. Jurak, Marjeta Kovač","doi":"10.5671/ca.45.3.1","DOIUrl":"https://doi.org/10.5671/ca.45.3.1","url":null,"abstract":"In 2020, physical education teacher education (PETE) students of the Faculty of Sport of the University of Ljubljana (N = 46) had to complete a large part of the practical pedagogical training online. Using an online questionnaire, we investigated how they delivered distance learning in physical education (PE) at Primary Schools, the extent to which they achieved their objectives, encouraged students to move, delivered content, and assessed. The delivery mostly depended on whether the school included PE in the timetable. On average, most lessons took the form of independent student activity following written or recorded instructions, and the others took the form of online outdoor or indoor live classes. The latter were often used to give instructions, check tasks and motivate. Some schools organized at least one sports day (26%), active break (21%), or active class break (9%). Most student teachers chose different objectives compared to a traditional form of instruction: they emphasized the development of motor and functional abilities rather than the acquisition of new motor and social skills. All student teachers delivered physical fitness, followed by athletics (59%), dance and aerobics (43%), ball games (except volleyball 33%) were represented in a smaller proportion. 21% of the students taught content continuously. The assessment was done by 71.4% of the students (many of them only assessed the completion of the tasks) and evaluation by only 31.0%. They used a workout diary, videos or photos, or live conference calls. The average response rate was 71% for 1st-6th graders and 59% for 7th-9th graders. 21% did not attempt to reach non-responding students, while 10% indicated that they did not have problems with nonresponding.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Marttinen, K. Wilson, Kelly C. Johnston, Ray N. Fredrick III, Silvia Battistella, Samantha T. Ives, Kelsey L McAlister
The purpose of this study was to assess the effectiveness of the REACH program in increasing physical activity (PA) levels, cardiorespiratory fitness, perceived competence, self-efficacy, parental support, and literacy across a year-long after-school PA intervention. Participants (N = 78) were students who volunteered from after-school program at either one of the two intervention schools or the control schools. Data are presented from two time points: Baseline (Aug/Sep 2017), and Post (end of the school year in May 2018). Data consisted of PA levels measured by PAC-Q, PACER test, Harter’s Perceived Competence questionnaire, parental support, and literacy tests. School differences in post-intervention scores were found in three (parental support, literacy, PACER) of seven intervention-related measures. Most notably parental support was higher in intervention schools over the control and PACER scores were higher in one intervention school than the control. The results demonstrate that data collection methods may need to be reconsidered in diverse low-income schools. The dramatic amount of missing data and lack of student effort points to students perhaps being overwhelmed with standardized tests and performing tasks for researchers. This leads to a dilemma in data collection in after-school programs in low-income schools: researchers need data to understand what is happening but how are students being served by the data collection process? Researchers should consider new approaches to collect data in low-income urban after-school programs to limit loss of data and to make the data collection meaningful to student participants.
{"title":"Fitness, PA, Perceived Competence, Parental Support, and Literacy Outcomes in the REACH After-School Sports Program","authors":"R. Marttinen, K. Wilson, Kelly C. Johnston, Ray N. Fredrick III, Silvia Battistella, Samantha T. Ives, Kelsey L McAlister","doi":"10.5671/ca.45.3.6","DOIUrl":"https://doi.org/10.5671/ca.45.3.6","url":null,"abstract":"The purpose of this study was to assess the effectiveness of the REACH program in increasing physical activity (PA) levels, cardiorespiratory fitness, perceived competence, self-efficacy, parental support, and literacy across a year-long after-school PA intervention. Participants (N = 78) were students who volunteered from after-school program at either one of the two intervention schools or the control schools. Data are presented from two time points: Baseline (Aug/Sep 2017), and Post (end of the school year in May 2018). Data consisted of PA levels measured by PAC-Q, PACER test, Harter’s Perceived Competence questionnaire, parental support, and literacy tests. School differences in post-intervention scores were found in three (parental support, literacy, PACER) of seven intervention-related measures. Most notably parental support was higher in intervention schools over the control and PACER scores were higher in one intervention school than the control. The results demonstrate that data collection methods may need to be reconsidered in diverse low-income schools. The dramatic amount of missing data and lack of student effort points to students perhaps being overwhelmed with standardized tests and performing tasks for researchers. This leads to a dilemma in data collection in after-school programs in low-income schools: researchers need data to understand what is happening but how are students being served by the data collection process? Researchers should consider new approaches to collect data in low-income urban after-school programs to limit loss of data and to make the data collection meaningful to student participants.","PeriodicalId":35544,"journal":{"name":"Collegium Antropologicum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70698822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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