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排序方式: 共有137条查询结果,搜索用时 62 毫秒
111.
John Hedley Brooke Terry Dartnall Celia Roberts Sally Newcomb Rafe Champion Andrew Milne Martin Kelly Wendy Varney Orin Thomas Craig R. Stillwell Leonard G. Wilson Peter Anstey Jay L. Garfield Mark Colyvan Mark Cortiula John Merson Nicolas Rasmussen Nickolas Vakas John Forge Sunny Y. Auyang Clair Scrine Katharina Rowold 《Metascience》1999,8(3):444-514
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Thomas Gus Almonroeder Thomas Kernozek Stephen Cobb Brooke Slavens Jinsung Wang Wendy Huddleston 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(3):264-276
Anterior cruciate ligament (ACL) injuries in basketball appear to be more common when players are in possession of the ball. The greater risk of ACL injury when in possession of the ball may result from the athlete’s inability to fully attend to their movement. However, it is also possible that having to carry/manipulate the ball restricts the athlete’s ability to utilise their upper extremities for stability during a manoeuvre. The purpose of this study was to explore how possession of a basketball and divided attention influence lower extremity mechanics during cutting and landing. Twenty uninjured females with basketball experience performed a baseline lateral cutting task, as well as lateral cuts while carrying a basketball, with and without a subsequent chest pass. Requiring participants to carry the basketball in isolation (i.e., without the additional pass) had minimal influence on lower extremity mechanics compared to baseline. However, participants demonstrated less knee flexion (40.9° vs. 47.3°) and greater knee abduction (12.2° vs. 10.1°) for trials that included the additional pass (divided attention condition) compared to trials conducted while carrying the basketball in isolation. Athletes may be at greater risk for ACL injury when they are unable to solely attend to their movement. 相似文献
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This study addressed the question, what should baseball players focus their attention on while batting? Less-skilled and highly skilled (college) baseball players participated in four dual-task conditions in a baseball batting simulation: two that directed attention to skill execution (skill/internal [movement of the hands] and skill/external [movement of the bat]) and two that directed attention to the environment (environmental/irrelevant [auditory tones] and environmental/external [the ball leaving the bat]). Batting performance for highly skilled players was best in the environmental/external condition and worst in the skill/internal condition. Performance of less-skilled batters was significantly better in the two skill conditions than in either of the two environmental conditions. We conclude that the optimal focus of attention for highly skilled batters is one that does not disrupt proceduralized knowledge and permits attention to the perceptual effect of the action, whereas the optimal focus of attention for less-skilled batters is one that allows attention to the step-by-step execution of the swing. 相似文献
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Oliver W. Edwards Caitlyn McKinzie Bennett Brooke Johnson 《Journal of educational and psychological consultation》2013,23(2):188-205
ABSTRACTPerceptions teachers have regarding their students are associated with their students’ school performance. Similarly, students’ psychoeducational and psychosocial functioning are partly shaped by their beliefs about teachers’ opinions of them. Psychoeducational performance and psychosocial interactions are linked with perceived stereotype threats. Stereotype threat refers to how a person’s fear or anxiety about confirming a negative stereotype associated with being a member of a stigmatized group undermines their performance in evaluative contexts. This work offers a theoretical and practical prevention and intervention teaching and learning framework to ameliorate stereotype threat. We describe the stereotype threat interruption model (STIM) as a consultation model that delineates stereotype threat and provides teacher-focused, student-centered, and environment-applied consultation strategies to abrogate its effects. STIM is applicable in graduate training and in the professional environment. It highlights a prevention science teaching and learning framework that proactively encourages healthy student development and efficient consultation services. 相似文献