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41.
A notational analysis of elite tennis strategy 总被引:6,自引:3,他引:3
A notational analysis of singles events at all four Grand Slam tournaments between 1997 and 1999 was conducted to determine the influence of the sex of the player and court surface on elite tennis strategy. Rallies of 7.1 +/- 2.0 s in women's singles were significantly longer than those in men's singles (5.2 +/- 1.8 s; P < 0.001). Rallies of 6.3 +/- 1.8 s at the Australian Open, 7.7 +/- 1.7 s at the French Open, 4.3 +/- 1.6 s at Wimbledon and 5.8 +/- 1.9 s at the US Open were recorded. Rallies were significantly longer at the French Open than at any other tournament (P< 0.05) and significantly shorter at Wimbledon than at any other tournament (P< 0.05). In women's singles, 52.8 +/- 12.4% of points were baseline rallies, significantly more than in men's singles (28.6 +/- 19%; P < 0.001). The proportion of baseline rallies played at the French Open (51.9 +/- 14.2% of points) was significantly greater than at the Australian Open (46.6 +/- 12.5%), Wimbledon (19.7 +/- 19.4%) and the US Open (35.4 +/- 19.5%; P < 0.05). The results show that both the sex of the player and surface of the court have a significant influence on the nature of singles tennis at Grand Slam tournaments. 相似文献
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Neil R. Ingram 《Technology, Pedagogy and Education》2016,25(1):1-18
The ‘pedagogic discourse’ can describe the power relations and fields of influence within schools. This article extends the approach to include ICT-mediated learning in schools by considering evidence from the InterActive project, undertaken by the University of Bristol, England, in 2000–04. The article also considers how the pedagogic discourse can complement post-Vygotskian sociocultural models of learning. ICT is presented as a ‘recontextualising field’ that exerts influence by weakening the classification and framing of the discourse. Successful uses of ICT tend to favour ‘invisible’ pedagogies: collaborative modes of active working with shared competences, in lessons containing elements of ‘discovery’. Tensions can arise if the dominant discourse is a ‘visible’ pedagogy that favours individual performance, with the teacher as the voice of authority and controller of the discourse. These tensions can lead to ICT being marginalised or discredited by teachers or lead to new modalities of pedagogy. 相似文献
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Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006 相似文献
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Extending the pauses between teachers’ and students’ turns (wait time) has been recommended as a way of improving classroom learning. Drawing on the Conversation Analysis literature on classroom interactions alongside extracts of classroom interactions, the relationship between these pauses and the interactional behaviour of teachers and students is examined. Extended wait time is built in to classroom interactions because of the IRF (Initiation–Response–Feedback/Follow-up) framework that dominates these interactions. Extending wait time can lead to a variety of changes in the norms of classroom interaction. The structures of interactions in formal classrooms are used to explain the previous findings relating to the extension of wait time. It is also shown that different uses of extended wait time lead to different interactional norms and maintaining extended wait times may not be desirable. Consequently, the article argues for a more nuanced understanding of wait time, desired student behaviours and the interaction of the two. 相似文献
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Sucrose aversions were induced by lithium chloride toxicosis in 9-week-old male and female mice of the C57BL/6J and DBA/2J strains. Under conditions of ad-lib access to fluids which required a long interval between the sucrose and toxicosis, the conditioned aversions were relatively weak when compared with the sucrose consumption of saline-injected controls. The aversions extinguished rapidly within all groups. Contrary to earlier reports in rats, no sexual dimorphism in extinction rate was observed in this paradigm. When a fluid-deprivation schedule was implemented in the conditioning procedure to shorten the interval between taste experience and toxicosis, strong aversions were noted; yet relatively fast extinction under ad-lib conditions occurred in all groups except male DBA/2J mice. No sexual dimorphism was observed in mice of the C57BL/6J genotype, even when two pairings between sucrose and toxicosis were administered. 相似文献
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