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排序方式: 共有1113条查询结果,搜索用时 78 毫秒
11.
Kyle J. M. Bennett Job Fransen Brendan R. Scott Colin E. Sanctuary Tim J. Gabbett Ben J. Dascombe 《Journal of sports sciences》2016,34(16):1542-1546
This study examined the skill involvements of three positional groups across a junior representative rugby league season. Data were collected from 45 rugby league players (mean ± SD; age = 16.5 ± 1.0 years) currently participating in the Harold Matthews and SG Ball Cup. Players were subdivided into hit-up forwards, adjustables and outside backs. The frequency (n · min?1) of offensive, defensive and overall involvements was coded for each group using a notation system and a practical coach skill analysis tool. Multivariate analysis of variance (MANOVA) revealed a significant effect of playing position on skill involvements (F = 9.06; P < 0.001; ES = 0.41). Hit-up forwards performed a significantly greater frequency of offensive (0.31 ± 0.10), defensive (0.42 ± 0.15) and overall involvements (0.74 ± 0.19) when compared to adjustables (0.20 ± 0.08, 0.28 ± 0.08 and 0.52 ± 0.15, respectively) and outside backs (0.20 ± 0.12, 0.11 ± 0.07 and ± 0.31 ± 0.17, respectively). Further, adjustables performed a significantly greater number of defensive (0.28 ± 0.08) and overall involvements (0.52 ± 0.15) when compared to outside backs (0.11 ± 0.07 and 0.31 ± 0.17, respectively). The findings of this study suggest that it is important to consider a junior player’s positional group when analysing their skill involvements. Information gained from this study could assist in the design of specific training methodologies for junior rugby league players in high-level talent development programmes. 相似文献
12.
This study explored the influence social capital had over parental sports volunteers who are considered to be of paramount importance in the delivery of UK sports initiatives. A review of the relevant literature identifies and discusses the complexities within the debate to define social capital while human and cultural capital emerge as an essential element in the production of parental volunteers’ ability to access opportunities through a process of bonding or bridging social networks. This study used a grounded research focused on the use of semi-structured interviews and research diaries with (n = 8) study participants. The results from this study, which were analysed through a Bourdieuan perspective, suggested the process that recruits parental volunteers is exclusive; furthermore, the results show the insidious presences of the dark side of social capital, which affected the respondents by reinforcing exclusive ties and identities, which was found to exclude outsiders while reproducing a dominant social hierarchy. The paper concludes by considering the implications of the study for future practical and academic applications of social capital production within sports volunteerism. 相似文献
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Naturalism and philosophy of education 总被引:1,自引:0,他引:1
Colin W. Evers. 《Educational Philosophy and Theory》1987,19(2):11-21
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David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
18.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
19.
A technique is presented for partitioning N students into K groups of fixed sizes using a given measure of proximity for all student pairs. The measure of proximity is typically calculated from a set of variables, such as completed curriculum units or learning style, and constitutes the data needed for a criterion of partition fit. This latter index is explicitly defined by the sum of within-group proximities and when used in conjunction with the optimization procedure discussed, homogeneous groups can be obtained that satisfy externally imposed size requirements. Finally, a simple generalization is suggested for the related task of grouping students to meet upper limit size constraints only. 相似文献
20.
Acknowledging the affective in higher education 总被引:1,自引:0,他引:1
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses. 相似文献