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681.
Ross Sanders Barry Gibson Spiros Prassas 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):193-212
The purpose of this study was to compare the reverse two and one half somersault dive in a tuck position (305C) performed by females (n = 24), and the reverse two and one half somersault dive in a pike position (305B) performed by males (n = 21), to determine changes required by females to successfully perform 305B. Key performance variables in reverse dives were also compared to those of forward dives. Video data of the dives performed at the 1999 FINA World Diving Cup were captured and digitised to obtain times and postures of the divers at specific events including hurdle landing, takeoff, and entry. Estimates of hurdle flight height and mass‐normalised work done on the springboard were obtained from hurdle and flight times. The males did more work on the springboard to achieve greater height and rotation than females. Females performing 305C had less hip and knee flexion at hurdle landing than males performing 305B and took longer to achieve maximum hip flexion after takeoff from the springboard. To progress from 305C to 305B females need to adjust their techniques to put more energy into the system. Desirable changes include increased height in the hurdle and increased hip and knee flexion prior to hurdle landing. Comparison of results for reverse dives with data previously presented for forward dives indicated that divers are more limited in the number of somersaults and dive position in reverse dives than forward dives despite equivalent or better height in reverse dives than forward dives. 相似文献
682.
Ross Sanders Barry Gibson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):73-84
The purpose of this study was to compare the backward two and one half somersault dive in a tuck position (205C) performed by females (n = 22) and the backward two and one half somersault dive in a pike position (205B) performed by males (n = 27) and by females (n = 6) to determine changes required by females to successfully perform 205B. Video data of the dives performed at the 1999 FINA World Diving Cup were captured and digitised to obtain times and postures of the divers at specific events including maximum depression, takeoff, and entry. Estimates of mass‐normalised work done on the springboard were obtained from flight times. Males performed 31% more mass‐normalised work on the springboard to gain height than females. Based on the dive scores and the short time to extend and prepare for entry it was concluded that females are not yet able to perform 205B with the same quality as they perform 205C. Females performing backward dives need to adjust their techniques to allow increased work on the springboard to generate height and rotation. Also, faster contraction of the hip flexors may allow them to achieve the tightest position more quickly to complete rotations with more time to prepare for entry. 相似文献
683.
Barry Drust 《Journal of sports sciences》2013,31(9):921-922
Abstract The keeper-independent strategy, in which a football penalty kicker selects a target location in advance and ignores the goalkeeper's actions during the run-up, has been suggested to be the preferable strategy for taking a penalty kick. The current in-field experiment investigated the question of whether the goalkeeper can indeed be ignored. Ten intermediate-level football players were instructed to adopt a goalkeeper-independent strategy and to perform penalty kicks directed at one of two targets located in the upper corners of the goal under three conditions: without a goalkeeper, in the presence of a goalkeeper (who tried to save the ball), and in the presence of a goalkeeper who was informed by the penalty kickers where they intended to direct the ball. The mere presence of a goalkeeper impaired shot accuracy. The shots were more centralised, that is, biased toward the goalkeeper. The effects were enhanced for the condition in which the penalty kicker knew the goalkeeper was knowledgeable about ball direction. The findings were consistent with the response activation model that holds that aiming at a target can be biased toward salient visual non-targets. The implications for adopting and practising goalkeeper-independent strategies are discussed. 相似文献
684.
The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161?-?181 g), underweight (151?-?131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108?±?5 km?·?h?1 (mean?±?standard deviation), increased in the modified-implement training group by 4.0 km?·?h?1 and in the traditional training group by 1.3 km?·?h?1 (difference, 2.7 km?·?h?1; 90% confidence limits, 1.2 to 4.2 km?·?h?1). For a minimum worthwhile change of 5 km?·?h?1, the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/<?0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers. 相似文献
685.
686.
This article develops an argument that the type of intervention research most useful for improving science teaching and learning and leading to scalable interventions includes both research to develop and gather evidence of the efficacy of innovations and a different kind of research, design‐based implementation research (DBIR). DBIR in education focuses on what is required to bring interventions and knowledge about learning to all students, wherever they might engage in science learning. This research focuses on implementation, both in the development and initial testing of interventions and in the scaling up process. In contrast to traditional intervention research that focuses principally on one level of educational systems, DBIR designs and tests interventions that cross levels and settings of learning, with the aim of investigating and improving the effective implementation of interventions. The article concludes by outlining four areas of DBIR that may improve the likelihood that new standards for science education will achieve their intended purpose of establishing an effective, equitable, and coherent system of opportunities for science learning in the United States. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 281–304, 2012 相似文献
687.
We investigate the relations between gender, parental education, ability, and educational achievement in Britain, focusing on the way in which gender and parental education interact with ability to contribute to a pupil’s obtaining secondary school qualifications. This allows us to provide evidence relevant to claims concerning the effects of differences in the way in which working- and middle-class familial cultures interact with gender-specific behaviour in school. Given the configurational nature of the processes likely to be involved, we employ Ragin’s Qualitative Comparative Analysis as our method. We find that, in both academically selective and non-selective schools, high ability is a quasi-sufficient condition for obtaining certain levels of qualification, but that at lower levels of ability, either being female or having highly educated parents (or both) have to be present, too. Boys without highly educated parents perform less well than girls from a similar background. 相似文献
688.
Catherine Martin-Dunlop Barry J. Fraser 《International Journal of Science and Mathematics Education》2008,6(1):163-190
This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions
of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students
in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive
attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors
who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed
using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected
at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing
the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and
Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment
associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses.
In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels
of analysis. 相似文献
689.
Barry J. Fraser 《Research in Science Education》1976,6(1):109-120
Summary and conclusion The present study has reported the use of a set of nine classroom climate dimensions both as predictor and criterion variables
in research related to ASEP. When the climate dimensions were employed as independent variables, it was found that the climate
variables contributed an appreciable amount to the variance explained in various learning outcomes over and above that explained
by instructional and aptitudinal variables alone. When the climate measures were employed as dependent variables, it was found
that ASEP and control pupuls had significantly different perceptions of their classrooms along a number of the classroom dimensions. 相似文献
690.
Opportunities for high quality teachers’ continuing professional development (CPD) are considered scarce in Asian countries such as China, Vietnam, and Cambodia. In addition, there seem to be few sustainable outcomes of teachers’ CPD. The present study aimed to address English teachers’ dissatisfaction with their own CPD in China. With some university-based teacher educators’ support, reciprocal coaching circles were formed by English teachers, where they identified common teaching problems and worked out practical solutions appropriate for their local contexts collaboratively. The findings suggest multiple benefits, including higher confidence in teaching, an expanded repertoire of teaching strategies, and teachers’ professional communities. Both in-service teachers and university-based teacher educators contribute to reciprocal coaching circles in complimentary ways, with local teachers being the main agent for change and university-based teacher educators being facilitators. 相似文献