Abstract Body composition is a key consideration in the physical make-up of professional soccer players. The aims of the present study were to determine whether the body composition of professional soccer players varied according to playing position, international status or ethnicity, and to establish which variables best distinguished the soccer players from a reference group. Body composition was assessed using dual-energy X-ray absorptiometry in 64 male professional soccer players. Measured variables included bone mineral density and the relative amounts of lean and fat mass. Data were analysed using analysis of variance and stepwise discriminant function. The soccer players recorded better values than a reference group (n = 24) for all body composition compartments. Percent lean mass and bone mineral density were the variables best able to identify the soccer players (95.5% correctly classified). Differences in body composition were evident between goalkeepers and outfield players, but not between outfield playing positions. No differences were found on the basis of international status. The non-Caucasian players demonstrated significantly lower percent body fat (9.2 ± 2.0%) than the Caucasian players (10.7 ± 1.8%). It was concluded that body composition is important for elite soccer players, but that homogeneity between players at top professional clubs results in little variation between individuals. 相似文献
Abstract The purpose of this initial predictive validity study was to determine the ability of measures derived from the Athletes' Perceptions of Coaching Competency Scale II – High School Teams (APCCS II-HST) to predict satisfaction with the head coach. Specification of the statistical model was informed by the mediational model of coach–athlete interactions. The technical quality of the satisfaction measure was evaluated before testing the predictive validity of the coaching competency measures. Data were collected from athletes of seven sports. Athlete observations (N = 748) were clustered within teams (G = 74). Multi-group confirmatory factor analyses (CFA) provided evidence for factorial invariance of a reduced version of the satisfaction measure by athlete gender. Multi-level CFA provided evidence of model–data consistency for a reduced version of the satisfaction measure. Multi-level structural equation modelling provided evidence for the ability of latent coaching competency to positively predict latent satisfaction at both the athlete level (technique competency and motivation competency) and the team level (coaching competency) and for close model–data fit. Implications of this study include: that the APCCS II-HST should be viewed as a replacement for the Coaching Competency Scale when the intended population is appropriate; a preliminary multi-level measurement model for satisfaction with one's coach that should be considered as a potential starting point in subsequent studies; and empirical support for a key relationship proposed in the mediational model of coach–athlete interactions. 相似文献
Objective. Parenting behavior is presumed to be related to the thoughts about child behavior that parents report in a controlled and explicit manner and to more implicit parent cognitions that occur outside of conscious awareness and are less accessible to verbal report. Design. We examined mothers’ attitudes toward their children as correlates of self-reported parenting behavior. We used a combination of a self-report questionnaire and a reaction-time method (the Implicit Association Test) to assess explicit and implicit attitudes, respectively. We also assessed mothers’ implicit and explicit attributions for child misbehavior in relation to parenting, using a questionnaire measure of attributions completed under high-cognitive load (implicit attributions) or under low-cognitive load (explicit attributions). Mothers of 124, 6- to 10-year-olds (52% male) participated. Results. Attitudes assessed by self-report questionnaire and the Implicit Association Test were uniquely associated with negative parenting. The cognitive load manipulation moderated associations between attributions and parenting, such that child-blaming attributions were inversely associated with positive parenting only under conditions of high-cognitive load. Conclusions. Compared to traditional self-report questionnaires, methods such as the Implicit Association Test or cognitive load manipulations may more effectively assess implicit parent cognitions. 相似文献
Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students’ course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some discretion by university staff is required. In the interests of the transparency of the exercise of this discretion and to increase the chances that the ‘right’ decision is made, we tested the validity of the second version of the Objective Borderline Method (OBM2) decision-making tool in a medical programme. Our results suggest that application of OBM2 provides valid data to help university staff make robust decisions about a student’s progression through a programme, and with which to defend these decisions if that should be required. 相似文献
Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class. 相似文献
Zwartjes, Otto, ed. La Sociedad andalusí y sus tradiciones literarias (Foro Hispánico, 7). Amsterdam: Rodopi, 1994.
Brincat, Joseph M. Malta 870–1054: Al‐Himyai's Account and its Linguistic Implications. Malta: Said International Ltd., 1995. 52pp.
Sells, Michael A. Mystical Languages of Unsaying. Chicago: The University of Chicago Press, 1994. 316 pp., US$18.95 (paperback), US$49.91 (cloth).
Diem, Werner, Arabische Geschäftsbriefe des 10. bis 14. Jahrhunderts aus der Österreichischen Nationalbibliothek in Wien (Documents Arabica Antiqua 1), 2 vols. Wiesbaden: Harrassowitz, 1995. Textband ix+518pp., Tafelband 76 plates.
Coope, Jessica A. The Martyrs of Cordoba: Community and Family Conflict in an Age of Mass Conversion. Lincoln: University of Nebraska Press, 1995. xvii+113 pp., US$ 25 (cloth).
Edwards, John. Religion and Society in Spain, c.1492 (Variorum Collected Studies Series: CS 520). Aldershot and Brookfield: Variorum, 1996. x+351 pp., US$ 97.00 (cloth).
Tolan, John Victor, ed. Medìeval Christian Perceptions of Islam. A Book of Essays (Garland Medieval Casebooks, Volume 10). New York and London: Garland Publishing, 1996. xxi+414 pp., US$60.00 (cloth). 相似文献
Academic dishonesty is a fundamental issue for the academic integrity of higher education institutions, and one that has lately been gaining increasing media attention. This study reports on a survey of 1206 students and 190 academic staff across four major Queensland universities in relation to student academic misconduct. The aim of the survey was to determine the prevalence of academic misconduct, and to investigate the extent to which perceptions of dishonesty are shared between students and staff, as preliminary steps toward developing effective strategies to deal with the academic dishonesty/misconduct problem. Results indicate a higher tolerance for academic misconduct by students in comparison to staff, particularly with respect to falsification of research results and plagiarism, as well as considerable underestimation by staff of the prevalence of virtually all forms of student academic misconduct. Overall, the study’s findings confirm the significance of the issue of academic dishonesty within the Australian tertiary sector, indicating considerable divergence between students and staff in terms of perceptions of the seriousness and prevalence of student academic misconduct. We suggest that university administrators need to examine this issue closely in order to develop mechanisms for managing and curtailing the level of academic misconduct, since a failure to do so may lead to a further undermining of the academic integrity of the Australian tertiary sector. 相似文献
This article introduces a research study on student model formation and development in introductory mechanics. As a point
of entry, I present a detailed analysis of the Long Decay Model of one-dimensional projectile motion. This model has been
articulated by Galileo (in De Motu) and by contemporary students. Implications for instruction are discussed.
Mark Joseph LatteryEmail:
Mark Lattery
is an Associate Professor of Physics at the University of Wisconsin Oshkosh. He holds a Ph.D. in experimental high-energy
physics from the University of Minnesota. His current research interests include physics education and the history of physics. 相似文献
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment. 相似文献