助力训练法对于突破短跑速度障碍之探讨

根据速度障碍的成因以及突破速度障碍的理论依据,阐述了助力训练法对于突破速度障碍之有效性,分析了助力训练法所存在的局限性和缺陷,指出在具体实施过程中应根据具体情况有针对性地合理运用。     

第29届奥运会中国男排与世界强队运动员若干非技术因素的差异分析

以2008年奥运会男子排球比赛获得前四名运动队及中国男排为研究对象,运用文献法和数理统计法探讨中外排球运动员年龄、体重、身高、扣球高度、拦网高度和克托莱指数指标的差异分析,旨在从非技术因素上揭示中国男排与世界强队之问存在的差距。     

浅析养成自我锻炼习惯的手段和措施

本文采用问卷调查法,了解学生对休闲体育的认识水平及参与度,然后针对学生反馈的信息,通过课堂教学及课外休闲体育活动的组织,对如何培养学生自觉锻炼的兴趣与习惯,提出了方法、措施,为今后进一步研究学生终身体育观的建立提供依据。     

Regression Analysis for Prediction: Understanding the Process

Research related to cardiorespiratory fitness often uses regression analysis in order to predict cardiorespiratory status or future outcomes. Reading these studies can be tedious and difficult unless the reader has a thorough understanding of the processes used in the analysis. This feature seeks to “simplify” the process of regression analysis for prediction in order to help readers understand this type of study more easily. Examples of the use of this statistical technique are provided in order to facilitate better understanding.     

The relationship between achievement and IQ in students with learning disabilities

To investigate the relationship between achievement and IQ in the learning-disabled (LD) population, changes in the IQ scores of LD students from the early elementary grades to the high school grades were studied. The intercorrelations among those IQ scores and a variety of achievement scores were then explored for the purpose of ascertaining causal relationships. The results were interpreted as support for the contention that the underachievement of LD students (in particular, reading underachievement) plays a predominant causal role in the achievement-IQ relationship in this population.     

Factors influencing the decision to administer psychoeducational tests

Ninety-nine NASP members participated in a study designed to investigate bias in the early stages of the referral process (i.e., in the decision to administer psychological tests). Each school psychologist received one of eight case studies, which described a child referred for academic learning problems. The case studies included typical referral information and varied student race (Black, White), socioeconomic status (higher, lower), and group achievement test scores (average, below average). The decision to administer individual psychoeducational tests was not influenced by the student's race or socioeconomic status. School psychologists were influenced by the group achievement test data. Students who showed lower achievement test results were more likely to be recommended for testing than were those who showed average performance levels. Thus, these school psychologists were not biased by knowledge of a child's race or socioeconomic status, but were influenced by instructionally relevant data (i.e., achievement test scores). In addition, when objective test data indicated average achievement levels, the psychologists did not generally recommend subsequent individual psychoeducational testing. The findings suggested that, under certain conditions, testing may not automatically follow receipt of a referral.     

Hypertext and Instructional Design: Some Preliminary Guidelines

Hypertext is a nonlinear way of presenting content consisting of nodes and links that a person can access using a variety of search and browsing strategies. In this article, we focus on the use of hypertext as an instructional tool. We compare hypertext instruction with traditional instructional formats. We offer some initial guidelines relating to guidance and control, development and implementation, multiuser management, user interface, and content representation. The paper concludes with a discussion of limitations of learner control as an instructional strategy, and the need for careful instructional design of hypertext instructional programs.