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421.
The aim of this study was to assess the effect of pitch length (20.12 m [full length], 18 m and 16 m) on the fast bowling performance and technique of junior cricketers. Performance measures included ball release speed and accuracy, while technique variables evaluated were those shown to be related to the aetiology of lower back injury. Thirty-seven fast bowlers from the under-11 (n=14), under-13 (n=11) and under-15 (n=12) age groups were filmed bowling five deliveries at each of the above pitch lengths. Two synchronized NAC video cameras operating at 200 Hz permitted three-dimensional reconstruction of the hip and shoulder alignments, while a standard digital video camera operating at 50 Hz (positioned perpendicular to the bowling action) was used to measure front knee angle and ball release speed. Accuracy scores were taken from a zoned target at the batsman's stumps. A two-way analysis of variance with repeated measures (with age and pitch length as the between- and within-participant variables, respectively) was used to compare each age group at the 0.05 significance level. Results showed that accuracy improved in all age groups at shorter pitch lengths, although ball velocity remained constant throughout all trials. Shoulder counter-rotation increased significantly for the under-13 bowlers when bowling on the full-length pitch in comparison with the two shorter lengths. Counter-rotation also increased on the full-length pitch in the under-11 age group, although this increase was not significant. The under-15 bowlers' techniques did not change as pitch length increased. As under-11 and under-13 bowlers adopted a "safer" bowling action with superior accuracy on the 18?m compared with the full length pitch, it was concluded that these age groups should bowl on an 18?m pitch to reduce the likelihood of lower back injuries and improve accuracy. 相似文献
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Whether boys are more vulnerable than girls to reading disabilities (RD) is controversial. We review studies that were designed to minimize ascertainment bias in the selection of individuals with RD. These include population-based studies that identified children with RD by objective, unbiased methods and studies that examined the gender ratios among the affected relatives of those diagnosed with RD. We conclude that even when ascertainment biases are minimized, there is still a significant preponderance of boys with RD, although the gender ratio of the affected relatives of those with RD manifests the weakest male bias. Furthermore, we demonstrate that potentially confounding factors such as attentional or neurological problems, race, IQ, and severity of RD cannot account for the observed gender bias. We end with a clarion call to future researchers to (a) consider analyzing gender differences by means of more than one definition of RD, (b) compare gender ratios when boys and girls are ranked against the performance of their own gender as opposed to an average across genders, and (c) report group differences in variability and effect sizes of obtained gender ratios. 相似文献
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Cheryl Wright Marissa L. Diener Jacqueline Lindsay Kemp 《Early Childhood Education Journal》2013,41(3):197-210
Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom. The study was a qualitative, interpretive analysis of 20 videotaped storytelling drama sessions containing approximately 100 stories told by children in one preschool classroom over a 6-month period. Videotapes of the 20 storytelling sessions were analyzed for patterns and themes that may represent community building within the context of one preschool classroom. Qualitative methods were used to identify themes that emerged from the videotaped data. Triangulation across investigators, time, and methods enhanced trustworthiness of interpretations. Results showed that the storytelling drama activity provided opportunities to promote community building through four emerging themes: (1) individual roles, (2) group membership, (3) inclusion, and (4) relationship building. Storytelling dramas provide teachers with an easy to implement teaching strategy that builds community and aligns with current early childhood education quality standards and child development theory. 相似文献
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Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington 《Scientific Studies of Reading》2013,17(5):350-368
We explored the etiology of individual differences in reading development from post-kindergarten to post–4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post–1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy. 相似文献
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Jacqueline Hulslander Richard K. Olson Erik G. Willcutt Sally J. Wadsworth 《Scientific Studies of Reading》2013,17(2):111-136
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children. 相似文献