Research Article
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Year 2018, Volume: 3 Issue: 2, 1 - 9, 15.12.2018
https://doi.org/10.31822/jomat.469586

Abstract

References

  • Arbib, M. A. (2011). From mirror neurons to complex imitation in the evolution of language and tool use. Annual Review of Anthropology, 40, 257-273.
  • Bauer, J. (2007). Lob der Schule: Sieben Perspektiven für Schüler, Lehrer und Eltern. Hamburg: Hoffmann und Campe.
  • Billard, A. (2001). Learning motor skills by imitation: a biologically inspired robotic model. Cybernetics & Systems, 32(1-2), 155-193.
  • Blyth, D., Olson, B., & Walker, K. (2015). Ways of Being: A Model for Social & Emotional Learning. University of Minnesota Extension: Youth Development Issue Brief. US: University of Minnesota.
  • Brucker, B., Ehlis, A. C., Häußinger, B., Fallgatter, A. J., & Gerjets, P. (2015). Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study. Learning and Instruction, 36, 27-37.
  • Dyson, B., & Casey, A. (2016). Cooperative learning in physical education and physical activity: A practical introduction. London: Routledge.
  • Gallese, V. (2001). The'shared manifold'hypothesis. From mirror neurons to empathy. Journal of consciousness studies, 8(5-6), 33-50.
  • Gallese, V., Fadiga, L., Fogassi, L., & Rizzolatti, G. (1996). Action recognition in the premotor cortex. Brain, 119(2), 593-609.
  • Gueldner, BA., & Feuerborn, L.L. (2016). Integrating mindfulness-based practices into social and emotional learning: a case application. Mindfulness, 7(1), 164-175.
  • Guschwan, M. (2016). The football brand dilemma. Soccer & Society, 17(3), 372-387.
  • Iacoboni, M. (2009). Imitation, empathy, and mirror neurons. Annual Review of Psychology, 60, 653-670.
  • Immordino‐Yang, M. H. (2008). The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning. Mind, Brain, and Education, 2(2), 67-73.
  • Iriki, A. (2006). The neural origins and implications of imitation, mirror neurons and tool use. Current opinion in neurobiology, 16(6), 660-667.
  • Jones S.M., Bouffard S.M, & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62-65.
  • Mattar, A. A., & Gribble, P. L. (2005). Motor learning by observing. Neuron, 46(1), 153-160.
  • Nunnally, J.C. (1978). Psychometric theory. 2nd ed. New York: McGraw-Hill.
  • Rizzolatti G., & Sinigaglia, C. 2008. Mirrors in The Brain: How We Share Our Actions and Emotions, New York: Oxford University Press.
  • Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annu. Rev. Neurosci., 27, 169-192.
  • Vlachou A., Stavroussi P., & Didaskalou E. (2016). Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development. International Journal of Disability, Development and Education, 63(1), 79-97.
  • Zemlin, C. (2013). Transfer and implementation of knowledge and attitude–a particular challenge for caregivers in dementia care. Journal of Nursing Education and Practice, 4(1), 81.

Product Improvement as a Tool for Competition in Austrian Ski Schools: The Case of Ski School Toni Gruber

Year 2018, Volume: 3 Issue: 2, 1 - 9, 15.12.2018
https://doi.org/10.31822/jomat.469586

Abstract

As skiing practice has not changed much in the past decades, an improved product is a necessity to be competitive in the market. The purpose of this study was to develop a new ski-instruction approach in the children’s market. A selection of 777 children over two consecutive winter seasons were taught in the first season with a standard instruction approach and then an improved instruction approach based on neuroscientific findings in the following season. The results of the study were that the improved approach significantly developed not only the speed of learning, but also the overall achieved skiing and satisfaction level. Traditional parameters (group size, ski length, etc.) are not as important as previously considered. By setting the focus for a succeeding ski lesson more on social skills (capacity for teamwork, cooperation, motivation, empathy, and interaction) children satisfaction can be improved.

References

  • Arbib, M. A. (2011). From mirror neurons to complex imitation in the evolution of language and tool use. Annual Review of Anthropology, 40, 257-273.
  • Bauer, J. (2007). Lob der Schule: Sieben Perspektiven für Schüler, Lehrer und Eltern. Hamburg: Hoffmann und Campe.
  • Billard, A. (2001). Learning motor skills by imitation: a biologically inspired robotic model. Cybernetics & Systems, 32(1-2), 155-193.
  • Blyth, D., Olson, B., & Walker, K. (2015). Ways of Being: A Model for Social & Emotional Learning. University of Minnesota Extension: Youth Development Issue Brief. US: University of Minnesota.
  • Brucker, B., Ehlis, A. C., Häußinger, B., Fallgatter, A. J., & Gerjets, P. (2015). Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study. Learning and Instruction, 36, 27-37.
  • Dyson, B., & Casey, A. (2016). Cooperative learning in physical education and physical activity: A practical introduction. London: Routledge.
  • Gallese, V. (2001). The'shared manifold'hypothesis. From mirror neurons to empathy. Journal of consciousness studies, 8(5-6), 33-50.
  • Gallese, V., Fadiga, L., Fogassi, L., & Rizzolatti, G. (1996). Action recognition in the premotor cortex. Brain, 119(2), 593-609.
  • Gueldner, BA., & Feuerborn, L.L. (2016). Integrating mindfulness-based practices into social and emotional learning: a case application. Mindfulness, 7(1), 164-175.
  • Guschwan, M. (2016). The football brand dilemma. Soccer & Society, 17(3), 372-387.
  • Iacoboni, M. (2009). Imitation, empathy, and mirror neurons. Annual Review of Psychology, 60, 653-670.
  • Immordino‐Yang, M. H. (2008). The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning. Mind, Brain, and Education, 2(2), 67-73.
  • Iriki, A. (2006). The neural origins and implications of imitation, mirror neurons and tool use. Current opinion in neurobiology, 16(6), 660-667.
  • Jones S.M., Bouffard S.M, & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62-65.
  • Mattar, A. A., & Gribble, P. L. (2005). Motor learning by observing. Neuron, 46(1), 153-160.
  • Nunnally, J.C. (1978). Psychometric theory. 2nd ed. New York: McGraw-Hill.
  • Rizzolatti G., & Sinigaglia, C. 2008. Mirrors in The Brain: How We Share Our Actions and Emotions, New York: Oxford University Press.
  • Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annu. Rev. Neurosci., 27, 169-192.
  • Vlachou A., Stavroussi P., & Didaskalou E. (2016). Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development. International Journal of Disability, Development and Education, 63(1), 79-97.
  • Zemlin, C. (2013). Transfer and implementation of knowledge and attitude–a particular challenge for caregivers in dementia care. Journal of Nursing Education and Practice, 4(1), 81.
There are 20 citations in total.

Details

Primary Language English
Subjects Tourism (Other)
Journal Section Research Papers
Authors

Toni Gruber This is me

Ali Öztüren

Ebru Güneren Özdemir

Publication Date December 15, 2018
Published in Issue Year 2018 Volume: 3 Issue: 2

Cite

APA Gruber, T., Öztüren, A., & Güneren Özdemir, E. (2018). Product Improvement as a Tool for Competition in Austrian Ski Schools: The Case of Ski School Toni Gruber. Journal of Multidisciplinary Academic Tourism, 3(2), 1-9. https://doi.org/10.31822/jomat.469586



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