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This Dissertation tried to provide insights into the influences of individual and contextual factors on Technical and Vocational Education and Training (TVET) teachers’ learning and professional development in Ethiopia. Specifically, this research focused on identifying and determining the influences of teachers’ self perception as learners and professionals, and investigates the impact of the context, process and content of their learning and experiences on their professional development. The knowledge of these factors and their impacts help in improving the learning and professional development of the TVET teachers and their professionalization. This research tried to provide answers for the following five research questions. (1) How do TVET teachers perceive themselves as active learners and as professionals? And what are the implications of their perceptions on their learning and development? (2) How do TVET teachers engage themselves in learning and professional development activities? (3) What contextual factors facilitated or hindered the TVET Teachers’ learning and professional development? (4) Which competencies are found critical for the TVET teachers’ learning and professional development? (5) What actions need to be considered to enhance and sustain TVET teachers learning and professional development in their context? It is believed that the research results are significant not only to the TVET teachers, but also to schools leaders, TVET Teacher Training Institutions, education experts and policy makers, researchers and others stakeholders in the TVET sector. The theoretical perspectives adopted in this research are based on the systemic constructivist approach to professional development. An integrated approach to professional development requires that the teachers’ learning and development activities to be taken as an adult education based on the principles of constructivism. Professional development is considered as context - specific and long-term process in which teachers are trusted, respected and empowered as professionals. Teachers’ development activities are sought as more of collaborative activities portraying the social nature of learning. Schools that facilitate the learning and development of teachers exhibit characteristics of a learning organisation culture where, professional collaboration, collegiality and shared leadership are practiced. This research has drawn also relevant point of views from studies and reports on vocational education and TVET teacher education programs and practices at international, continental and national levels. The research objectives and the types of research questions in this study implied the use of a qualitative inductive research approach as a research strategy. Primary data were collected from TVET teachers in four schools using a one-on-one qualitative in-depth interview method. These data were analyzed using a Qualitative Content Analysis method based on the inductive category development procedure. ATLAS.ti software was used for supporting the coding and categorization process. The research findings showed that most of the TVET teachers neither perceive themselves as professionals nor as active learners. These perceptions are found to be one of the major barriers to their learning and development. Professional collaborations in the schools are minimal and teaching is sought as an isolated individual activity; a secluded task for the teacher. Self-directed learning initiatives and individual learning projects are not strongly evident. The predominantly teacher-centered approach used in TVET teacher education and professional development programs put emphasis mainly to the development of technical competences and has limited the development of a range of competences essential to teachers’ professional development. Moreover, factors such as the TVET school culture, the society’s perception of the teaching profession, economic conditions, and weak links with industries and business sectors are among the major contextual factors that hindered the TVET teachers’ learning and professional development. A number of recommendations are forwarded to improve the professional development of the TVET teachers. These include change in the TVET schools culture, a paradigm shift in TVET teacher education approach and practice, and development of educational policies that support the professionalization of TVET teachers. Areas for further theoretical research and empirical enquiry are also suggested to support the learning and professional development of the TVET teachers in Ethiopia.
The ability to categorize is a fundamental cognitive skill for animals, including human beings. Our lives would be utterly confusing without categories. We would feel overwhelmed or miss out on important aspects of our environment if we would perceive every single entity as one-of-a-kind. Therefore, categorization is of great importance for perception, learning, remembering, decision making, performing an action, certain aspects of social interaction, and reasoning. The seemingly effortless and instantaneous ability to transform sensory information into meaningful categories determines the success for interacting with our environment. However, the apparent ease with which we use categorization and categories conceals the complexity of the underlying brain processing that makes categorization and categorical representations possible. Therefore, the question arises: how are categorical information encoded and represented in the brain?
The importance of well trained and stable neck flexors and extensors as well as trunk muscles for intentional headers in soccer is increasingly discussed. The neck flexors and extensors should ensure a coupling of trunk and head at the time of ball contact to increase the physical mass hitting the ball and reduce head acceleration. The aim of the study was to analyze the influence of a 6-week strength training program (neck flexors, neck extensors) on the acceleration of the head during standing, jumping and running headers as well as after fatigue of the trunk muscles on a pendulum header. A total of 33 active male soccer players (20.3 ± 3.6 years, 1.81 ± 0.07 m, 75.5 ± 8.3 kg) participated and formed two training intervention groups (IG1: independent adult team, IG2: independent youth team) and one control group (CG: players from different teams). The training intervention consisted of three exercises for the neck flexors and extensors. The training effects were verified by means of the isometric maximum voluntary contraction (IMVC) measured by a telemetric Noraxon DTS force sensor. The head acceleration during ball contact was determined using a telemetric Noraxon DTS 3D accelerometer. There was no significant change of the IMVC over time between the groups (F=2.265, p=.121). Head acceleration was not reduced significantly for standing (IG1 0.4 ± 2.0, IG2 0.1 ± 1.4, CG -0.4 ± 1.2; F = 0.796, p = 0.460), jumping (IG1-0.7 ± 1.4, IG2-0.2 ± 0.9, CG 0.1 ± 1.2; F = 1.272, p = 0.295) and running (IG1-1.0 ± 1.9, IG2-0.2 ± 1.4, CG -0.1 ± 1.6; F = 1.050, p = 0.362) headers as well as after fatigue of the trunk musculature for post-jumping (IG1-0.2 ± 2.1, IG2-0.6 ± 1.4; CG -0.6 ± 1.3; F = 0.184, p = 0.833) and post-running (IG1-0.3 ± 1.6, IG2-0.7 ± 1.2, CG 0.0 ± 1.4; F = 0.695, p = 0.507) headers over time between IG1, IG2 and CG. A 6-week strength training of the neck flexors and neck extensors could not show the presumed preventive benefit. Both the effects of a training intervention and the consequences of an effective intervention for the acceleration of the head while heading seem to be more complex than previously assumed and presumably only come into effect in case of strong impacts.
Key words: Heading, kinetics, head-neck-torso-alignment, neck musculature, repetitive head impacts, concussion
Heading in Soccer: Does Kinematics of the Head‐Neck‐Torso Alignment Influence Head Acceleration?
(2021)
There is little scientific evidence regarding the cumulative effect of purposeful heading. The head-neck-torso alignment is considered to be of great importance when it comes to minimizing potential risks when heading. Therefore, this study determined the relationship between head-neck-torso alignment (cervical spine, head, thoracic spine) and the acceleration of the head, the relationship between head acceleration and maximum ball speed after head impact and differences between head accelerations throughout different heading approaches (standing, jumping, running). A total of 60 male soccer players (18.9 ± 4.0 years, 177.6 ± 14.9 cm, 73.1 ± 8.6 kg) participated in the study. Head accelerations were measured by a telemetric Noraxon DTS 3D Sensor, whereas angles for the head-neck-torso alignment and ball speed were analyzed with a Qualisys Track Manager program. No relationship at all was found for the standing, jumping and running approaches. Concerning the relationship between head acceleration and maximum ball speed after head impact only for the standing header a significant result was calculated (p = 0.024, R2 = .085). A significant difference in head acceleration (p < .001) was identified between standing, jumping and running headers. To sum up, the relationship between head acceleration and head-neck-torso alignment is more complex than initially assumed and could not be proven in this study. Furthermore first data were generated to check whether the acceleration of the head is a predictor for the resulting maximum ball speed after head impact, but further investigations have to follow. Lastly, we confirmed the results that the head acceleration differs with the approach.
The core muscles play a central role in stabilizing the head during headers in soccer. The objective of this study was to examine the influence of a fatigued core musculature on the acceleration of the head during jump headers and run headers. Acceleration of the head was measured in a pre-post-design in 68 soccer players (age: 21.5 ± 3.8 years, height: 180.0 ± 13.9 cm, weight: 76.9 ± 8.1 kg). Data were recorded by means of a telemetric 3D acceleration sensor and with a pendulum header. The treatment encompassed two exercises each for the ventral, lateral, and dorsal muscle chains. The acceleration of the head between pre- and post-test was reduced by 0.3 G (p = 0.011) in jump headers and by 0.2 G (p = 0.067) in run headers. An additional analysis of all pretests showed an increased acceleration in run headers when compared to stand headers (p < 0.001) and jump headers (p < 0.001). No differences were found in the sub-group comparisons: semi-professional vs. recreational players, offensive vs. defensive players. Based on the results, we conclude that the acceleration of the head after fatiguing the core muscles does not increase, which stands in contrast to postulated expectations. More tests with accelerated soccer balls are required for a conclusive statement.
The development and implementation of an observational video-based risk assessment is described. Occupational risk assessment is one of the most important yet also challenging tasks for employers. Most assessment tools to date use questionnaires, expert interviews and similar tools. Video analysis is a promising tool for risk assessment, but it needs an objective basis. A video of a plastering worker was recorded using a 360 degree camera. The recording was then analyzed using the developed observational matrix concerning Work Characteristics, Work Activities as well as potential risks. Risk factors present during the video of the work included lifting, fall from ladder, hazardous substances as well as occasionally bad posture. The worker had no or just one risk factor present during most of the time of the video recording, while only 16 seconds with more than one risk factor present according to the observational matrix. The paper presents a promising practical method to assess occupational risks on a case-by-case basis. It can help with the risk assessment process in companies which is required by law in some industrialized countries. The matrix in combination with video analysis is a first step towards digital observational risk assessment. It can also be the basis of an automated risk assessment process.
Adjustment Effects of Maximum Intensity Tolerance During Whole-Body Electromyostimulation Training
(2019)
Intensity regulation during whole-body electromyostimulation (WB-EMS) training is mostly controlled by subjective scales such as CR-10 Borg scale. To determine objective training intensities derived from a maximum as it is used in conventional strength training using the one-repetition-maximum (1-RM), a comparable maximum in WB-EMS is necessary. Therefore, the aim of this study was to examine, if there is an individual maximum intensity tolerance plateau after multiple consecutive EMS application sessions. A total of 52 subjects (24.1 ± 3.2 years; 76.8 ± 11.1 kg; 1.77 ± 0.09 m) participated in the longitudinal, observational study (38 males, 14 females). Each participant carried out four consecutive maximal EMS applications (T1–T4) separated by 1 week. All muscle groups were stimulated successively until their individual maximum and combined to a whole-body stimulation index to carry out a possible statement for the development of the maximum intensity tolerance of the whole body. There was a significant main effect between the measurement times for all participants (p < 0.001; ????2 = 0.39) as well as gender specific for males (p = 0.001; ????2 = 0.18) and females (p < 0.001; ????2 = 0.57). There were no interaction effects of gender × measurement time (p = 0.394). The maximum intensity tolerance increased significantly from T1 to T2 (p = 0.001) and T2 to T3 (p < 0.001). There was no significant difference between T3 and T4 (p = 1.0). These results indicate that there is an adjustment of the individual maximum intensity tolerance to a WB-EMS training after three consecutive tests. Therefore, there is a need of several habituation units comparable to the identification of the individual 1-RM in conventional strength training. Further research should focus on an objective intensity-specific regulation of the WB-EMS based on the individual maximum intensity tolerance to characterize different training areas and therefore generate specific adaptations to a WB-EMS training compared to conventional strength training methods.
Whole-body electromyostimulation (WB-EMS) is an extension of the EMS application known in physical therapy. In WB-EMS, body composition and skinfold thickness seem to play a decisive role in influencing the Ohmic resistance and therefore the maximum intensity tolerance. That is why the therapeutic success of (WB-)EMS may depend on individual anatomical parameters. The aim of the study was to find out whether gender, skinfold thickness and parameters of body composition have an influence on the maximum intensity tolerance in WB-EMS. [Participants and Methods] Fifty-two participants were included in the study. Body composition (body impedance, body fat, fat mass, fat-free mass) and skinfold thicknesses were measured and set into relation to the maximum intensity tolerance. [Results] No relationship between the different anthropometric parameters and the maximum intensity tolerance was detected for both genders. Considering the individual muscle groups, no similarities were found in the results. [Conclusion] Body composition or skinfold thickness do not seem to have any influence on the maximum intensity tolerance in WB-EMS training. For the application in physiotherapy this means that a dosage of the electrical voltage within the scope of a (WB-) EMS application is only possible via the subjective feedback (BORG Scale).
The difference in the efficacy of altered stimulation parameters in whole-body-electromyostimulation (WB-EMS) training remains largely unexplored. However, higher impulse frequencies (>50 Hz) might be most adequate for strength gain. The aim of this study was to analyze potential differences in sports-related performance parameters after a 10-week WB-EMS training with different frequencies. A total of 51 untrained participants (24.9 ± 3.9 years, 174 ± 9 cm, 72.4 ± 16.4 kg, BMI 23.8 ± 4.1, body fat 24.7 ± 8.1 %) was randomly divided into three groups: one inactive control group (CON) and two training groups. They completed a 10-week WB-EMS program of 1.5 sessions/week, equal content but different stimulation frequencies (training with 20 Hz (T20) vs. training with 85 Hz (T85)). Before and after intervention, all participants completed jumping (Counter Movement Jump (CMJ), Squat Jump (SJ), Drop Jump (DJ)), sprinting (5m, 10m, 30m), and strength tests (isometric trunk flexion/extension). One-way ANOVA was applied to calculate parameter changes. Post-hoc least significant difference tests were performed to identify group differences. Significant differences were identified for CMJ (p = 0.007), SJ (p = 0.022), trunk flexion (p = 0.020) and extension (p=.013) with significant group differences between both training groups and CON (not between the two training groups T20 and T85). A 10-week WB-EMS training leads to significant improvements of jump and strength parameters in untrained participants. No differences could be detected between the frequencies. Therefore, both stimulation frequencies can be regarded as adequate for increasing specific sport performance parameters. Further aspects as regeneration or long term effects by the use of different frequencies still need to be clarified.
Demonstrating perception without visual awareness: Double dissociations between priming and masking
(2022)
A double dissociation impressively demonstrates that visual perception and visual awareness can be independent of each other and do not have to rely on the same source of information (T. Schmidt & Vorberg, 2006). Traditionally, an indirect measure of stimulus processing and a direct measure of visual awareness are compared (dissociation paradigm or classic dissociation paradigm, Erdelyi, 1986; formally described by Reingold & Merikle, 1988; Merikle & Reingold, 1990; Reingold, 2004). If both measures exhibit opposite time courses, a double dissociation is demonstrated. One tool that is well suited to measure stimulus processing as fast visuomotor response activation is the response priming method (Klotz & Neumann, 1999; Klotz & Wolff, 1995; see also F. Schmidt et al., 2011; Vorberg et al., 2003). Typically, observers perform speeded responses to a target stimulus preceded by a prime stimulus, which can trigger the same motor response by sharing consistent features (e.g., shape) or different responses due to inconsistent features. While consistent features cause speeded motor responses, inconsistent trials can induce response conflicts and result in slowed responses. These response time differences describe the response priming effect (Klotz & Neumann, 1999; Klotz & Wolff, 1995; see also F. Schmidt et al., 2011; Vorberg et al., 2003). The theoretical background of this method forms the Rapid-Chase Theory (T. Schmidt et al., 2006, 2011; see also T. Schmidt, 2014), which assumes that priming is based on neuronal feedforward processing within the visuomotor system. Lamme and Roelfsema (2000; see also Lamme, 2010) claim that this feedforward processing does not generate visual awareness because neuronal feedback and recurrent processes are needed. Fascinatingly, while prime visibility can be manipulated by visual masking techniques (Breitmeyer & Öğmen, 2006), priming effects can still increase over time. Masking effects are used as a direct measure of prime awareness. Based on their time course, type-A and type-B masking functions are distinguished (Breitmeyer & Öğmen, 2006; see also Albrecht & Mattler, 2010, 2012, 2016). Type-A masking is most commonly shown with a typically increasing function over time. In contrast, type-B masking functions are rarely observed, which demonstrate a decreasing or u-shaped time course. This masking type is usually only found under metacontrast backward masking (Breitmeyer & Öğmen, 2006; see also Albrecht & Mattler, 2010, 2012, 2016). While priming effects are expected to increase over time by Rapid-Chase Theory (T. Schmidt et al., 2006, 2011; see also T. Schmidt, 2014), the masking effect can show an opposite trend with a decreasing or u-shaped type-B masking curve, forming a double dissociation.
In empirical practice, double dissociations are a rarity, while historically simple dissociations have been the favored data pattern to demonstrate perception without awareness, despite suffering from statistical measurement problems (T. Schmidt & Vorberg, 2006). Motivated by this shortcoming, I aim to demonstrate that a double dissociation is the most powerful and convincing data pattern, which provides evidence that visual perception does not necessarily generate visual awareness, since both processes are based on different neuronal mechanisms. I investigated which experimental conditions allow for a double dissociation between priming and prime awareness. The first set of experiments demonstrated that a double-dissociated pattern between priming and masking can be induced artificially, and that the technique of induced dissociations is of general utility. The second set of experiments used two awareness measures (objective vs. subjective) and a response priming task in various combinations, resulting in different task settings (single-, dual-, triple tasks). The experiments revealed that some task types constitute an unfavorable experimental environment that can prevent a double dissociation from occurring naturally, especially when a pure feedforward processing of the stimuli seems to be disturbed. The present work provides further important findings. First, stimulus perception and stimulus awareness show a general dissociability in most of the participants, supporting the idea that different neuronal processes are responsible for this kind of data pattern. Second, any direct awareness measure (no matter whether objective or subjective) is highly observer-dependent, requiring the individual analysis at the level of single participants. Third, a deep analysis of priming effects at the micro level (e.g., checking for fast errors) can provide further insights regarding information processing of different visual stimuli (e.g., shape vs. color) and under changing experimental conditions (e.g. single- vs. triple tasks).