The influence of situational variables on ball possession in the English Premier League

Abstract

The aims of this study were twofold: (1) to examine the influence of situational variables on ball possession in elite soccer and (2) to quantify the variables that discriminate between high or low percentage ball possession teams (HPBPT and LPBPT) across different playing positions. Match performance data were collected from English Premier League matches using a multiple-camera system. Data were examined using linear regression, a 2 × 5 factorial analysis of variance and discriminant analysis. Playing against weak opposition was associated with an increase (P < 0.01) in time spent in possession while playing away decreased (P < 0.01) the time spent in possession by ~3%. Possession was increased (P < 0.01) when losing than winning or drawing. Finally, the better the ranking of a team, the higher (P < 0.01) the time spent in possession. The playing position effect was significant for all variables (P < 0.05); however, there were only interactions with team ball possession in some cases. The discriminant analysis identified functions for all five playing positions (P < 0.01). The variables that discriminated performance between HPBPT and LPBPT were different for various playing positions, although the number of successful passes was the most common discriminating variable. The results demonstrate that HPBPT and LPBPT developed different possession strategies during matches and that selected variables such as successful passes were identified to explain these data trends across various playing positions. Combinations of variables could be used to develop a probabilistic model for predicting time spent in possession by teams.     

Combination classes and educational achievement

Using the ECLS-K and considering first graders in single-grade and K–1 and 1–2 combination classes, I discuss the mechanisms underlying the combination-class effect and address the systematic school-, teacher-, and student-level differences that confound estimates of this effect. I find evidence for positive selection into 1–2 classes, but using a rich set of control variables, find no relationship between class type and student achievement in first grade within schools, and no difference in overall first-grade achievement between single-grade and combination schools in a matched school sample. The results I present suggest that first graders are not harmed by being in a combination class or by their schools offering combination classes. As long as other stakeholders such as parents, teachers, and students in other grades are not made worse off, these results suggest that offering combination classes may be a Pareto-improving option for school administrators.     

Adolescent bully-victims: Social health and the transition to secondary school

This study aimed to investigate the causal pathways and factors associated with being involved in bullying behaviour as a bully-victim using longitudinal data from students aged 11–14 years over the transition time from primary to secondary school. Examination of bully-victim pathways suggest a critical time to intervene is prior to transition from the end of primary school to the beginning of secondary school to prevent and reduce the harm from bullying. Negative outcome expectancies from bullying perpetration were a significant predictor of being a bully-victim at the end of the first year of secondary school. The findings show an association between peer support, connectedness to school, pro-victim attitudes, outcome expectancies and level of bullying involvement. Implications for intervention programs are discussed.     

What a difference mentoring makes: service learning and engagement for college students

Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students.     

Body sensations of higher and lower anxiety sensitive speakers anticipating a public presentation

The purpose of this study was to determine if higher and lower anxiety sensitive speakers would exhibit differential levels of four types of body sensations (gastrointestinal, cardiopulmonary, disorientation, and numbness) while anticipating giving a public speech. The participants were eighty‐seven undergraduate students who gave five‐minute informative speeches. The Anxiety Sensitivity Index was used to measure anxiety sensitivity, and the Body Sensations Questionnaire was used to measure body sensations during the anticipatory period. The results showed a significant difference in body sensations between higher and lower anxiety sensitivity speakers for gastrointestinal, cardiopulmonary and numbness sensations. There were no significant differences found for disorientation between higher and lower anxiety sensitive speakers.     

El medio cultural y la formación de los conceptos científicos: una aproximación lingüística

Resumen

Una visión constructiva de la adquisición de los conceptos científicos implica conocer todos aquellos factores de tipo cultural que influyen en su aprendizaje. En este trabajo pretendemos justificar la relevancia del análisis semántico del uso del lenguaje por el alumno en la caracterización de dichos factores.

Las tendencias actuales de la Filosofía del lenguaje y de la Psicología del aprendizaje coinciden en admitir el carácter interactivo de la relación entre lenguaje y pensamiento. Al mismo tiempo, los resultados de numerosas investigaciones muestran la interrelación entre lenguaje y ambiente cultural. Nuestra hipótesis subraya la importancia del análisis semántico del lenguaje ordinario y científico del alumno con el objetivo de identificar acepciones muy específicas que permiten estudiar la interacción cultura-aprendizaje.     

Future Trends and Possibilities for Creating More Gender Equitable Community Colleges

A review of the articles in this issue highlights how gender as a lens, construct, and identity shapes each current issue within the community college. Using the articles in this issue as a basis, this final article provides a series of recommendations for researchers and practitioners who are interested in identifying causes, methods, and practices for creating more democratic and pluralistic environments.     

Match activity and physiological load during a clay-court tennis tournament in elite female players

Abstract

The aim of this study was to determine the match activity and physiological demands of women's tennis during a 3-day clay-court tennis tournament. The activity profile of eight players was determined by filming each competitive match with video cameras. Metabolic-perceptual measurements–blood samples and individual ratings of perceived exertion (RPE)–were taken while the players were sitting during permitted changeover breaks in play. The activity profile of the players was as follows: strokes per rally, 2.5 ± 1.6; rally duration, 7.2 ± 5.2 s; rest time between rallies, 15.5 ± 7.3 s; effective playing time, 21.6 ± 6.1%; work-to-rest ratio, 1:2.1. Blood lactate concentration [2.2 ± 0.9 mmol · l^?1 (n = 50) vs. 2.2 ± 0.7 mmol · l^?1 (n = 48)] and RPE values [12.2 ± 2.4 (n = 57) vs. 12 ± 2.3 (n = 57)] were not significantly different (P = 0.65–0.78) between service and return games. The results highlight the importance of taking these factors (i.e. activity patterns and physiological profile) into account when planning training strategies for competitive females players. As such, tennis training regimes should be adapted to the specific demands imposed by match-play in female players on a clay-court surface.