Variable training: effects on velocity and accuracy in the tennis serve

Abstract

Variable practice has been shown to be an effective strategy to improve open motor skills. However, the usefulness of this procedure in closed motor skills remains controversial. The following study has the objective of analysing the effects of variability practice in the improvement of a closed skill. The skill studied has been the tennis serve. Thirty young tennis players (13 ± 1.52 years), divided in two groups, took part in this study. One group practiced in variable conditions and the other group in consistency conditions. Both groups performed 12 training sessions (60 serves/session). The variable practice group improved their accuracy significantly compared with the consistency group (F_3.25 = 3.078; P = 0.035). The velocity of serve increased after training in both groups (F_3.25 = 15.890; P = 0.001). The practice in variable conditions seems to be effective in improving the performance of the tennis serve.     

The influence of pitch dimensions on performance during small-sided and conditioned soccer games

Abstract

This study examined the influence of pitch dimensions in small-sided soccer games in shaping opportunities for performers to maintain ball possession, pass to teammates and shoot at goal. Fifteen amateur standard male participants (M = 21.87, σ = 1.96 years) played 5 v 5 small-sided soccer games in three varying pitch conditions (28 m × 14 m, 40 m × 20 m and 52 m × 26 m). Thirty sequences of play in each condition were selected for digitisation using TACTO software, allowing the capture of bi-dimensional displacement coordinate data of all players and the ball. The values of interpersonal distance between all attackers and immediate defenders and the relative distances of defenders to intercept a shot and a pass were computed as dependent variables. Results showed existence of fewer opportunities to maintain ball possession on smaller pitches, compared to medium and larger pitches. Conversely, the different dimensions set to the pitch did not influence opportunities for players to shoot at goal, or to perform passes to other teammates. By examining the specific spatial–temporal relationships of players and key-task constraints, the data from this study explain how effects of manipulating pitch dimensions of small-sided games might enhance opportunities for acquiring specific movement and decision-making skills.     

教育硕士教育质量监测及其改进策略

质量是教育永恒的主题。文章针对教育硕士专业培养的现实问题,提出以学生参与为重点、以过程评价为核心、以社会评价为主体、以促进发展为目的为教育硕士培养质量监测的价值取向;坚持督和导的统一、点和面的统一、承和改的统一、知和行的统一是改进教育硕士培养质量的基本策略。     

PIAAC results on opportunities for informal learning in the workplace in Spain / Resultados PIAAC sobre las oportunidades para el aprendizaje informal en el puesto de trabajo en España

This article uses data from the PIAAC (Programme for the International Assessment of Adult Competences) Background Questionnaire to describe conditions related to informal learning (IL) in the workplace and opportunities to learn informally in organizations in Spain. PIAAC data indicate that in Spain, informal learning processes in organizations are a common, everyday practice. However, some differences have been found in the intensity of this learning by gender, the position that the employee occupies and the business sector in which the organization is framed. This study opens some future avenues to develop further knowledge about IL mechanisms and practices in the workplace, as a strategy to help towards the development of people and organizations.     

How fast can we read in the mind? Developmental trajectories of silent reading fluency

The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers.     

Trait Affection Given and Received: A Test of Hofstede’s Theoretical Framework

This study sought to address Hofstede and McCrae’s (2004) call for systematic cross-cultural comparisons of trait-like attributes. Specifically, we examined the extent to which Danish, Icelandic, Polish, and American adults’ trait affection given and trait affection received are (a) dependent on national origin, and (b) associated with Hofstede’s dimensions of cultures (i.e. individualism-collectivism, masculinity-femininity, power distance, and uncertainty avoidance). The participants (N = 606) completed a questionnaire in English that consisted of the trait affection given and trait affection received scales. Results of a multivariate analysis of variance and linear regression analyses revealed that people’s trait affection given and received are (a) dependent on national origin, and (b) associated with Hofstede’s dimensions of cultures.     

Disparity in practice: diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary schools

This paper reports on a project aimed at identifying and exploring the development and implementation processes of teaching practices with interactive whiteboards (IWBs) in two Swedish K-6 schools. The purpose of the project was to generate results and insights of value when preparing student teachers for professional use of IWBs and to give school leaders guidelines when implementing IWBs. A range of methods were used to collect rich and varied empirical materials in this exploratory project. Judging from our data, it was obvious that the implementation process of IWBs, just like other information and communication technology initiatives, is very technology-oriented, but also dependent on attitudes. Over the course of time in the project, different strategies emerged among the teachers regarding whether and how they used the IWBs in their lectures. It also became increasingly clear during the study that there is a distinction between technical interactivity and pedagogical interactivity. Our results further suggest that training is needed when introducing these boards for future users. This training should include both technical instructions and pedagogical discussions.     

Measuring students’ transition into university and its association with learning outcomes

Previously we showed how we measured pedagogy and revealed its association with learning outcomes of sixth‐form college mathematics students. In this project we followed a similar approach to the study of university transition. We particularly sought to identify the students’ perceptions of the transitional experience, and measure the association with learning outcomes. We drew on longitudinal surveys of students entering different programmes in five universities. Following them into their first year or so, allowed us to track their ‘disposition to complete the course’ and their ‘disposition to study more mathematics’, inter alia. We developed and validated two ‘fit‐for‐purpose’ measures of students’ perception of their transition, one we call ‘perception of the transitional gap/jump’ and one we call ‘degree of positive feeling about the transition’. We report some statistically and educationally significant associations between these and the students’ developing dispositions, and discuss the prospects for this approach to studying transition.     

‘They do it anyway’: a study of Primary 1 teachers' perceptions of children's transition into primary education

Almost all 3‐ and 4‐year‐olds in Scotland now experience some form of pre‐school provision prior to school entry. Given such high rates of participation, the impact of pre‐school experiences on children's readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. Teachers in early years classes need to be aware of the experiences and achievements of individual children in their pre‐school setting to enable each child to transfer into mainstream education with the least amount of disruption to their learning. This study was carried out in one small Scottish local authority and explored the perceptions of early years teachers, from a diverse range of primary schools, of what information is important for them as children start school. This article presents the perspectives of Primary 1 teachers on children's readiness for schooling. It reports the factors, which these teachers identified as having an impact on successful transition from the pre‐school setting into the primary school.