Editorial peer review: methodology and data collection

This study reports on the editorial peer review practices of two categories of U.S. medical journals indexed in Index Medicus. Journals in group 1 were included on each of three lists of recommended journals, had a circulation of 10,000, and were cited at least 5,000 times per year. Group 2 journals, also indexed in Index Medicus, met none of the criteria. After being pretested, data were collected through a series of interviews and questionnaires. A summary of the methodology and an analysis of the differences between data collected through questionnaires and interviews is reported. The study concluded that initial interviews are very helpful in designing a questionnaire; a high percentage of editors agreed to be interviewed (100% for sixteen group 1 editors and 93.8% for sixteen group 2 editors); a 69.4% response rate to the mailed questionnaire indicates either sufficient follow-up or a high rate of interest in the subject matter; no trends identified by the questionnaire were reversed by changes in answers given during the interviews; approximately 11% to 15% of the answers differed between the questionnaire and interview methodology; and for some sensitive issues, editors were more likely to give answers on the questionnaire according to what was perceived as the most appropriate answer, rather than the actual practices of the journal.     

西林小学少儿男子乒乓球运动员专项素质与技术综合评价研究

为探索一条乒乓球传统运动学校少儿男子运动员训练的成功经验，本研究选择了14项专项素质和技术指标进行研究，运用聚类分析找出影响少儿运动员专项素质和技术的典型指标，计算典型指标中的专项素质和技术的权重值(Ri)，得出专项素质和技术在训练中所应占的百分比，制定出一套对典型指标进行单因素评价和多因素综合评价模型，为传统学校少儿乒乓球运动的科学训练和选材评价提供科学、客观的依据。     

Acquiring an attacking forehand drive: the effects of static and dynamic environmental conditions

Two groups of 10 novice subjects each were trained to perform attacking forehand drives in table tennis and land the balls as fast and as accurately as possible onto a target on the opposite side of the net under two different training conditions. Under the static training condition, the balls were to be struck from a constant position, and under the dynamic training condition, balls approached the subjects in a normal way. Both groups were tested under dynamic conditions prior to and after four days of training, during which they received 1,600 practice trials. Both groups of subjects were shown to increase the number of balls that landed on the target, and learning was also evident from an increased consistency of the direction of travel of the bat at the moment of ball/bat contact. However, no increase in consistency was found for the location of the bat at the moment of ball/bat contact and for the movement times. Thus, learning can occur in the absence of externally generated time-to-contact information, but this is not due to the establishment of a consistent movement form. Learning appears to progress from control at the moment of ball/bat contact backward, toward the moment of initiation.