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21.
Twenty-nine children with a diagnosis of Attention Deficit Hyperactive Disorder (ADHD) were compared to a group of 21 emotionally disturbed (ED) children and a control group (CO) of 20 nonproblem children. The meaures used in the comparison were the 12 subtests of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stroop Color and Word Test (SCWT). The results showed that the CO group was superior to the ADHD and ED groups and that the ED group performed better than the ADHD group on most of the variables. A stepwise discriminant function analysis showed that similar WISC-R subtests differentiated between the ADHD group and the ED and CO groups. Two measures of the SCWT helped in discriminating between the ADHD and ED groups, but not between the ADHD and CO groups. The authors discuss the meaning of these findings and their contribution to better understanding of the ADHD group, its specific cognitive processing, and its problems. 相似文献
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Natalia Romero-Franco Juan C Fernández-Domínguez Juan A Montaño-Munuera Javier Romero-Franco Pedro Jiménez-Reyes 《Journal of sports sciences》2019,37(15):1787-1793
Muscle imbalance and deficit are key parameters for guiding rehabilitation and sports sessions and avoiding injuries. However, the high cost and non-portable nature of most instruments employed for muscle strength assessment frequently hamper an affordable evaluation in field conditions. This study evaluated the validity and reliability of a low-cost digital dynamometer to assess the maximal isometric strength of upper limb muscles. Fourteen physically active volunteers performed the main movements of the upper limb at maximal isometric strength: flexion-extension, internal-external rotation and abduction-adduction of the shoulder; and flexion-extension of both elbow and wrist. Validity was examined by comparing the strength values from the low-cost digital dynamometer and those measured by an isokinetic dynamometer, assumed as the gold standard. The correlation between both devices was perfect (r > 0.913), while Bland-Altman plots showed absolute agreement between both devices, the maximum range of the values of bias was ?0.99–1.00 N in wrist extension. Inter-tester and intra-tester reliability were excellent for all movements (ICC ≥ 0.855). The low-cost digital dynamometer showed strong validity and excellent reliability in assessing maximal isometric strength during the main movements of the upper limb. Professionals may use it for an affordable isometric muscle strength assessment in field situations. 相似文献
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Wrist movements have been identified as an important factor in producing a successful golf swing, with their complex motion influencing both club head velocity and orientation. However, a detailed analysis of wrist angles is lacking in the literature. The purpose of this study was to determine kinematics across wrists and club head characteristics during the golf swing under weak, neutral and strong grip conditions. Twelve professional male golfers executed 24 shots using a driver under three grip conditions. A six degrees of freedom analysis of the hand with respect to the distal forearm was performed using a 10-camera three-dimensional motion capture system. Differences in joint angles were explored using repeated measures ANOVAs at key swing events (onset, top of backswing and impact), in addition club head velocity and clubface angle at impact were also explored. Main findings revealed significant differences in flexion/extension and internal/external rotation for both wrists at all swing events, whereas fewer significant interactions were found in ulnar/radial deviation across grips for both wrists at all events. Clubface angle only differed significantly between the weak and the strong and neural grips, presenting a more ‘open’ clubface to the intended hitting direction. This study is the first to explore tri-planar wrist movement and the effect of different grips, such analysis has implications for coaching knowledge and practice and should inform future research into different aspects of skill, technique analysis and may inform injury mechanisms/prevention. 相似文献
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Be empowering. Be athlete-centered. Be autonomy supportive. These are three related topics currently being promoted by sport psychologists and sport pedagogists in an effort to recognize athletes’ unique qualities and developmental differences and make coaching more holistic and coaches more considerate. This has led us to ask, how likely are such initiatives to lead to coaches putting their athletes at the center of the coaching process given that coaches’ practices have largely been formed through relations of power that subordinate and objectify athletes’ bodies through the regular application of a range of disciplinary techniques and instruments [e.g. Barker-Ruchti, N., &; Tinning, R. (2010). Foucault in leotards: Corporeal discipline in women's artistic gymnastics. Sociology of Sport Journal, 27, 229–250; Heikkala, J. (1993). Discipline and excel: Techniques of the self and body and the logic of competing. Sociology of Sport Journal, 10, 397–412; Gearity, B., &; Mills, J. P. (2012). Discipline and punish in the weight room. Sports Coaching Review, 1, 124–134]? In other words, to try to develop athlete-centered coaches capable of coaching in ways that will empower their athletes without also problematizing the discursive formation of coaches’ practices concerns us [Denison, J., &; Mills, J. P. (2014). Planning for distance running: Coaching with Foucault. Sports Coaching Review, 3, 1–16]. Put differently: how can athlete empowerment initiatives be anything more than rhetoric within a disciplinary framework that normalizes maximum coach control? It is this question that we intend to explore in this paper. More specifically, as Foucauldians, we will argue that coaching with greater consideration for athletes’ unique qualities and developmental differences needs to entail coaching in a less disciplinary way and with an awareness and appreciation of the many unseen effects that disciplinary power can have on coaches’ practices and athletes’ bodies. 相似文献
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The following books are reviewed. Value and validity in action research: a guidebook for reflective practitioners EILEEN M. SCHWALBACH (2003) London: Scarecrow Press 121 pp., ISBN 1 57886 017 2 (pb), £10.22 Supporting Teachers, Supporting Pupils D.F. WILSON, 2004 London: RoutledgeFalmer 184 pp., ISBN 0 415 33522 1 (hb), £65, 0 415 33523 X (pb), £22.50 相似文献
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