A Method for Identification of Some Components of Judging Springboard Diving

Abstract

This article presents a method to analyze the scoring of judges in springboard diving by identifying some of the components of a dive which are useful in predicting the scores of the judges. A videotape recording of 26 divers doing the front dive half-twist was made at the 1979 men's A.A.U. prequalifying meet, held at Ohio State University. The method of measurement involved the use of clear plastic grids placed over the video monitor. The maximum height of the diver above the board, distance out from the board, size and duration of splash, numerous body angles at various times during the dive, as well as deviation of twist from 180 degrees were measured. A Stepwise Multiple Regression program was used to generate a prediction equation using a subset of these variables which would best predict the total score of the judges for each dive. The equation generated included height, distance, twist, and lower body angle at the point when the diver's head was opposite the board; the equation predicted the scores of the judges with a multiple correlation coefficient R = .80. The particular variables identified would of course be different for other types of dives, and might very well differ for a new set of data for the front dive half twist. However, the method presented provides the diving community with a procedure for identifying some of the components in a particular dive that partially explain what is in the judge's mind.     

The association between preschool children's social functioning and their emergent academic skills

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.     

ADOLESCENTS' COMPREHENSION AND CONTENT AREA EDUCATION STUDENTS' PERCEPTIONS: BENEFITS FROM ONE-ON-ONE TUTORING

In this research study the authors analyzed the effectiveness of content-area education students tutoring adolescents and documented changes in the attitudes of the education students over time. Tutors tested the reading comprehension of both the students they tutored (treatment group) and students they did not (comparison group). The authors used a repeated measures ANOVA to evaluate the effects of the tutorial program on reading for the two groups. The dependent variable was pre- and post-reading scores as measured by the Bader Reading & Language Inventory for both groups. The main effect was significant for the tutored group. In addition, the authors utilized the “preservice teachers' perception/attitude survey” using a Likert scale to document changes in the attitudes of the education students toward implementing literacy strategies within their content areas. To test the effects of the semester-long experience, the authors employed a repeated measures ANOVA to determine significance between the pre/post means. The authors' findings revealed that the semester's experience had a significant impact on the tutors' attitude mean; however, no significant differences pre to post were found among the various content majors.     

Services and Supports for Students with Traumatic Brain Injury: Survey of State Educational Agencies

Long-term follow-up studies conducted during the K–12 school years suggest that challenges related to childhood traumatic brain injury (TBI) tend to persist or worsen over time. A 1999 survey of State Directors of Special Education revealed that most states had emerging initiatives for children with TBI and were expanding their capacity to serve this growing population. To determine whether significant changes in patterns of identification and service delivery had occurred, State Directors and brain injury consumer organizations were surveyed. Survey results show some improvement, but significant gaps remain. Most state education administrators perceive a gap between incidence of childhood TBI and identification of students with TBI to receive special education services. Recommendations for policy changes and research are provided.     

The Role of PETE in Developing Joy-Oriented Physical Educators

The current focus on utilitarian outcomes (e.g., fitness, health, skill development) in physical education has not been effective in producing life-long movers and makes physical activity a duty to be performed. An alternative to a utilitarian focus is to have a joy-oriented focus in which physical activity is promoted because it is joyful, pleasurable, and personally meaningful. In this paper, we present factors that inhibit a joy-oriented focus in physical education and reasons physical education teacher education (PETE) programs have thus far failed to produce joy-oriented physical education teachers. We then present a new approach to PETE—the foundational approach—in which the joy of movement forms the foundation of and is threaded throughout the program. Ten specific changes to PETE programs are proposed to produce joy-oriented physical education teachers.     

Invisible theatre,ethics, and the adult educator

This article probes the ethics of one of the more controversial as well as exciting forms of adult education—the mode of theatre of the oppressed called ‘invisible theatre’. Looking at claims made by practitioners—Augusto Boal’s especially—and drawing on concrete theatre pieces, the author asks: What are invisible theatre’s claims to ethicality? How valid are the claims? Are the claims and practices compatible with adult education principles? And how might invisible theatre be conducted more ethically? The article demonstrates that despite invisible theatre’s highly ethical mandate, Boal’s defences of invisible theatre are wanting, the levels of deception and danger are problematic, and the standard practices and claims are incompatible with certain adult education principles and commitments, including the Freirian commitment to non‐manipulation. At the same time, it is shown, there is potential for invisible theatre praxis which is both effective and ethical, albeit changes are called for. Suggestions for improved practice include: invisible theatre troupes committing themselves to becoming ethically reflective practitioners, making minimal deception the new norm, reining in the level of conflict, exploring the ‘opaque’, and no longer taking as a given that invisible theatre should never be ‘outed’.