Differenzielles���Lehren���und���Lernen:���eine���Kritik

Dieser Beitrag besch��ftigt sich kritisch mit dem von Wolfgang Sch��llhorn seit 1999 propagierten Ansatz des differenziellen Lehrens und Lernens. Nach einer Einordnung in die historische bewegungswissenschaftliche Debatte um den Informationsverarbeitungsansatz und die dynamische Systemtheorie zeigen wir, dass die von Sch��llhorn behaupteten Praxiskonsequenzen theoretisch nicht fundiert sind, dass die Abgrenzung zu konkurrierenden Lerntheorien l��cken- und fehlerhaft ausf��llt, dass die pr��sentierte empirische Befundlage auf h��chst wackeligen F����en steht und dass der Ansatz sich auch aus Praxissicht als nicht tragf��hig erweist. Mit Blick auf fatale Konsequenzen sowohl f��r die Sportpraxis als auch f��r die Sportwissenschaft empfehlen wir, in zuk��nftigen Publikationen zum differenziellen Lernen auf fehlerhafte und theoretisch wie empirisch unbegr��ndete Praxisempfehlungen zu verzichten.

���Vidi, snagu nam daje da bismo bili umjetnici kad ho��emo biti tek ljudi.��� ��� Gamllet Slobodana ��najdera na jugoslovenskim scenama

This paper is going to present a fragment of the analysis of Slobodan ��najder���s metatheatrical play Gamllet (1987), which is to be read in along the line of ��najder���s Hrvatski Faust (1981). While introducing the theoretical concept of the theatrical key image, which is influenced by the concept of the image by the Jewish-German art historian Aby Warburg, the paper will shed light on a specific theoretical framework to cultural analysis entangling both, production- and reception-related aesthetic approaches towards cultural analysis.

Influence of physical activity and acute exercise on cognitive performance and saliva testosterone in preadolescent school children

We investigated whether the chronic physical activity participation had an impact on the acute effects of a short bout of 12 min of intensive physical activity on cognitive performance and testosterone concentration in primary school students (n = 42, mean age = 9.69, SD = .44; experimental group (EG), n = 27; control group (CG), n = 15). Furthermore, we looked for associations between testosterone concentration and cognitive performance. After the intervention, participants of the EG showed better cognitive performances as compared to the CG. We further observed a significant group (EG, CG) test (pre, post) activity level (high, low) interaction. Post hoc pairwise comparisons revealed that after acute physical activity the testosterone concentration was diminished only in habitually low active children. The results indicate that intensive physical activity only attenuates the reactivity of the hypothalamic-pituitary-gonadal axis in habitually low active preadolescents, but had a beneficial effect on cognitive performance for all participants independent of their physical activity level and testosterone.

The effect of acute exercise and psychosocial stress on fine motor skills and testosterone concentration in the saliva of high school students

Little is known about the influence of different stressors on fine motor skills, the concentration of testosterone (T), and their interaction in adolescents. Therefore, 62 high school students aged 14���15 years were randomly assigned to two experimental groups (exercise, psychosocial stress) and a control group. Exercise stress was induced at 65���75% of the maximum heart rate by running for 15 minutes (n = 24). Psychosocial stress was generated by an intelligence test (HAWIK- IV), which was uncontrollable and characterized by social-evaluative-threat to the students (n=21). The control group followed was part of a regular school lesson with the same duration (n = 28). Saliva was collected after a normal school lesson (pre-test) as well as after the intervention/control period (post-test) and was analyzed for testosterone. Fine motor skills were assessed pre- and post-intervention using a manual dexterity test (Flower Trail) from the Movement Assessment Battery for Children-2. A repeated measure ANCOVA including gender as a covariate revealed a significant group by test interaction, indicating an increase in manual dexterity only for the psychosocial stress group. Correlation analysis of all students shows that the change of testosterone from pre- to post-test was directly linked (r = 2.31, p = .01) to the changes in manual dexterity performance. Participants showing high increases in testosterone from pre- to post-test made fewer mistakes in the fine motor skills task. Findings suggest that manual dexterity increases when psychosocial stress is induced and that improvement of manual dexterity performance corresponds with the increase of testosterone.

Effects of exercise on anxiety and depression disorders: Review of meta-analyses and neurobiological mechanisms

Anxiety and depression are the most frequently diagnosed psychological diseases showing a high co-morbidity. They have a severe impact on the lives of the persons concerned. Many meta-analytical studies suggested a positive anxiolytic and depression reducing effect of exercise programs. The aim of the present article is to synthesize metaanalyses on the effects of exercise on anxiety and depression and to describe average effect sizes. For this purpose 37 meta-analyses were included reporting 50 effect sizes for anxiety scores of 42,264 participants and depression scores of 48,207 persons. The average documented anxiolytic effect of exercise in these reviews was small, 0.34. In contrast, the effect of exercise on depression was significantly higher and at a moderate level, 0.56. Data of randomized controlled trials suggest higher sizes for the effect of exercise on anxiety and depression leading to increases up to moderate and large effects, respectively. Additionally, exercise seems to be more beneficial for patients compared to participants within a nonclinical, normal range of psychological disease. Especially for the effect of exercise on anxiety, more high quality meta-analyses of randomized controlled trials are needed. Finally, possible neurobiological explanations are suggested for the positive effect of exercise on psychological disorders like anxiety and depression.

Effects of physical and psychological stressors on adolescents��� cortisol levels and self-perceived stress in school

Both, psychosocial stress and exercise in the past have been used as stressors to elevate saliva cortisol and change state anxiety levels. In the present study, high-school students at the age of 14 were randomly assigned to three experimental groups: (1) an exercise group (n = 18), that was running 15 minutes at a medium intensity level of 65-75% HRmax, (2) a psychosocial stress group (n = 19), and (3) a control group (n = 18). The psychosocial stress was induced to the students by completing a standardized intelligence test under the assumption that their IQ scores would be made public in class. Results display that only psychosocial stress but not exercise was able to significantly increase cortisol levels but decreased cognitive state anxiety in adolescents. The psychosocial stress protocol applied here is proposed for use in future stress studies with children or adolescents in group settings, e.g., in school.