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11.
Pedro Passos Duarte Araújo Keith Davids Luis Gouveia João Milho SidóNio Serpa 《Journal of sports sciences》2013,31(13):1421-1429
Abstract Previous work on dynamics of interpersonal interactions in 1 vs. 1 sub-phases of basketball has identified changes in interpersonal distance between an attacker and defender as a potential control parameter for influencing organizational states of attacker–defender dyads. Other studies have reported the constraining effect of relative velocity between an attacker and defender in 1 vs. 1 dyads. To evaluate the relationship between these candidate control parameters, we compared the impact of both interpersonal distance and relative velocity on the pattern-forming dynamics of attacker–defender dyads in the sport of rugby union. Results revealed that when interpersonal distance achieved a critical value of less than 4 m, and relative velocity values increased or were maintained above 1 m · s?1, a successful outcome (i.e. clean attempt) for an attacker was predicted. Alternatively, when values of relative velocity suddenly decreased below this threshold, at the same critical value of interpersonal distance, a successful outcome for the defender was predicted. Data demonstrated how the coupling of these two potential, nested control parameters moved the dyadic system to phase transitions, characterized as a try or a tackle. Observations suggested that relative velocity increased its influence on the organization of attacker–defender dyads in rugby union over time as spatial proximity to the try line increased. 相似文献
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Zhuoqi Li Weiran Liu Tian Qiu Lan Xie Weixing Chen Ran Liu Ying Lu Keith Mitchelson Jundong Wang Jie Qiao Jing Cheng 《Biomicrofluidics》2014,8(2)
Thermotaxis has been demonstrated to be an important criterion for sperm evaluation, yet clinical assessment of thermotaxis capacity is currently lacking. In this article, the on-chip thermotaxis evaluation of human sperm is presented for the first time using an interfacial valve-facilitated microfluidic device. The temperature gradient was established and accurately controlled by an external temperature gradient control system. The temperature gradient responsive sperm population was enriched into one of the branch channels with higher temperature setting and the non-responsive ones were evenly distributed into the two branch channels. We employed air-liquid interfacial valves to ensure stable isolation of the two branches, facilitating convenient manipulation of the entrapped sperm. With this device, thermotactic responses were observed in 5.7%-10.6% of the motile sperm moving through four temperature ranges (34.0-35.3 °C, 35.0-36.3 °C, 36.0-37.3 °C, and 37.0-38.3 °C, respectively). In conclusion, we have developed a new method for high throughput clinical evaluation of sperm thermotaxis and this method may allow other researchers to derive better IVF procedure. 相似文献
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Hannele Forsman Arto Gråstén Minna Blomqvist Keith Davids Jarmo Liukkonen Niilo Konttinen 《Journal of sports sciences》2016,34(14):1311-1318
ABSTRACTThe objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players’ levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players. 相似文献
16.
Walid Briki Keith D. Markman Guillaume Coudevylle Stéphane Sinnapah Olivier Hue 《European Journal of Sport Science》2016,16(3):350-357
The present study examined the influence of momentum sequence (positive vs. negative) and environmental climate (hot–wet vs. neutral) on supporters’ (i.e. virtual observers’) reported levels of perceived psychological momentum (PM) during a simulated cycling competition. Participants supported one of two competing cyclists involved in a race that was displayed on a screen in a lecture hall. The race scenario was manipulated so that the supported cyclist appeared to undergo either a positive or negative momentum sequence. In addition, participants were either exposed to a hot–wet environmental climate or to a neutral environmental climate while observing the race scenario. According to the results, reported levels of PM were higher in the positive momentum sequence condition than in the negative momentum sequence condition, consistent with the notion that supporters’ PM is influenced by a positivity bias, and reported levels of PM were also found to be higher in the hot–wet climate condition than in the neutral climate condition, consistent with the notion that environmental climate is a contextual factor that influences PM through the operation of a causal augmenting mechanism. 相似文献
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Keith Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(3):283-304
During the past twenty years great changes have taken place in British higher education. During the 1980s these changes have been even more noticeable, so that by the middle of the 1990s the pattern and the ethos of British higher education will be very different from that prevailing in the 1970s. Not only have there been structural changes but there have also been concerns about autonomy and freedom, accountability and appraisal in the face of government demands for improved management efficiency, restrictions on tenure and alternative forms of finance. This paper analyses these changes in universities, polytechnics and teacher education colleges and traces the growing intervention on the part of government. It also seeks to draw out implications for other education systems facing the same pressures. A glossary of abbreviations and acronyms appears on p. 301.
Abbreviations and Acronyms CATE Council for the Accreditation of Teacher Education - CHEs Colleges of Higher Education - CNAA Council for National Academic Awards - CVCP Committee of Vice-Chancellors and Principals - DES Department of Education and Science (equivalent to a Ministry of Education) - HMI Her Majesty's Inspectorate - HMSO Her Majesty's Stationery Office - INSET Inservice Education for Teachers - LEA Local Education Authority - NAB National Advisory Board for Public Sector Higher Education - PCFC Polytechnics and Colleges Funding Council - PDEs Polytechnic Departments of Education - PGCE Postgraduate Certificate in Education - PICKUP Professional, Industrial and Commercial Updating Programme - PSHE Public Sector Higher Education (i.e., all higher education not under university control) - UCET Universities Council for the Education of Teachers - UDEs University Departments of Education - UFC Universities Funding Council - UGC University Grants Committee - WAB Welsh Advisory Board for Public Sector Higher Education - binary divide the separation between universities and polytechnics, etc. - White Paper a government document setting out official proposals prior to introducing legislation in parliament 相似文献
Zusammenfassung Während der vergangenen zwanzig Jahre gab es in der britischen Hochschulbildung große Veränderungen. Im Laufe der 80er Jahre sind diese Veränderungen besonders deutlich geworden, und bis zur Mitte der 90er Jahre werden sich die Struktur und das Ethos der britischen Hochschulbildung von den in den 70er Jahren vorherrschenden stark unterscheiden. Es hat nicht nur strukturelle Veränderungen gegeben, sondern auch besorgte Überlegungen zu Fragen der Autonomie und Freiheit, Verantwortlichkeit und Beurteilung angesichts der Forderungen seitens der Regierung nach verbesserter Wirtschaftlichkeit der Verwaltung, Begrenzung der Amtszeiten und alternativen Finanzierungsformen. Im vorliegenden Artikel werden diese Veränderungen an Universitäten, Technischen Hochschulen und Pädagogischen Hochschulen analysiert, und es wird den zunehmenden Eingriffen durch die Regierung nachgegangen. Darüberhinaus wird versucht, Auswirkungen auf andere Bildungssysteme aufzuzeigen, die mit denselben Zwängen konfrontiert sind. Ein Glossar der Abkürzungen und Akronyme erscheint auf S. 301.
Résumé Au cours des vingt dernières années, de grands changements sont intervenus dans l'enseignement supérieur en Grande Bretagne. Ces changements sont devenus encore plus sensibles durant les années 1980, si bien que, vers le milieu des années 1990, la structure et l'éthos de l'enseignement supérieur britannique seront très différents de ceux qui prévalaient dans les années 1970. Non seulement il y a eu des changements structuraux, mais on s'est également préoccupé d'autonomie et de liberté, de responsabilité et d'appréciation en dépit des exigences gouvernementales à l'égard d'une gestion plus efficace, d'une réduction de la période d'exercice des fonctions, et de nouvelles formes de financement. Le présent article analyse ces changements dans les universités, les collèges polytechniques et les écoles normales et décrit le rôle grandissant de l'Etat. Il s'efforce également d'en dégager les leçons pour d'autres systèmes éducatifs qui font face aux même pressions. Un glossaire d'abbréviations et d'acronymes apparaît à la page 301.
Abbreviations and Acronyms CATE Council for the Accreditation of Teacher Education - CHEs Colleges of Higher Education - CNAA Council for National Academic Awards - CVCP Committee of Vice-Chancellors and Principals - DES Department of Education and Science (equivalent to a Ministry of Education) - HMI Her Majesty's Inspectorate - HMSO Her Majesty's Stationery Office - INSET Inservice Education for Teachers - LEA Local Education Authority - NAB National Advisory Board for Public Sector Higher Education - PCFC Polytechnics and Colleges Funding Council - PDEs Polytechnic Departments of Education - PGCE Postgraduate Certificate in Education - PICKUP Professional, Industrial and Commercial Updating Programme - PSHE Public Sector Higher Education (i.e., all higher education not under university control) - UCET Universities Council for the Education of Teachers - UDEs University Departments of Education - UFC Universities Funding Council - UGC University Grants Committee - WAB Welsh Advisory Board for Public Sector Higher Education - binary divide the separation between universities and polytechnics, etc. - White Paper a government document setting out official proposals prior to introducing legislation in parliament 相似文献
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Keith L. Whittingham 《Decision Sciences Journal of Innovative Education》2006,4(2):175-190
The traditional core Masters in Business Administration (MBA) curriculum consists of a broad range of courses that can be considered as a whole, or divided into qualitative and quantitative courses. Regression models were developed with “QualGPA” and “QuantGPA” as response variables, and gender, pre‐MBA academic indicators, and personality factors (measured by the RightPath6® profile) as the explanatory variables. Results may provide pedagogical insight for faculty teaching increasingly diverse MBA classes. Additionally, there are recruitment implications for those hiring MBA graduates, as well as implications for MBA students in decisions regarding MBA concentrations and subsequent career choices. While gender alone was not a significant variable in any model, gender–personality interactions were significant. Across both course categories, performance tended to be higher for students who were more “Detached” than “Compassionate,” with the exception of females in quantitative courses. Additionally, “Extraversion” and “Reactiveness” significantly enhanced performance among males in qualitative courses, and “Conscientiousness” had a strong positive performance effect among females in quantitative courses. 相似文献