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41.
Use of dual-task methodology for skill assessment and development: examples from rugby league 总被引:1,自引:1,他引:1
We assessed the attentional demands of drawing and passing in rugby league players and investigated the effects of single-task and dual-task training on the acquisition, retention, and transfer of skill in these athletes. In Study 1, high-skilled and lesser-skilled rugby league players performed a standardized 2-on-1 drill under single-task (primary skill in isolation) and dual-task (primary skill while performing a secondary verbal tone recognition task) conditions. No differences were detected in primary task performance between groups, although the performance of the high-skilled players was more resistant to skill decrement under dual-task conditions. In Study 2, high-performance rugby league players were randomly allocated to either a single-task or dual-task training group. Each group underwent 8 weeks of training between the pre- and post-test sessions. While the mean improvement for draw and pass proficiency under dual-task conditions in the dual-task training group was greater than in the single-task training group (10.0% vs. 2.3%), the differences, while providing a moderate effect size (d = 0.57), were not statistically significant. These results suggest that the attentional demands of drawing and passing are reduced in high-skilled rugby league players compared with their lesser-skilled counterparts. In addition, compared with single-task training, dual-task training appears to improve the ability to perform dual-task draw and pass tasks (possibly through an improvement in time-sharing skills). Further studies are required to verify the efficacy of dual-task training as a training stimulus. 相似文献
42.
In this study, we assessed the validity and reliability of 5 and 10 Hz global positioning systems (GPS) for measuring instantaneous velocity during acceleration, deceleration, and constant velocity while straight-line running. Three participants performed 80 running trials while wearing two GPS units each (5 Hz, V2.0 and 10 Hz, V4.0; MinimaxX, Catapult Innovations, Scoresby, VIC, Australia). The criterion measure used to assess GPS validity was instantaneous velocity recorded using a tripod-mounted laser. Validity was established using the standard error of the estimate (± 90% confidence limits). Reliability was determined using typical error (± 90% confidence limits, expressed as coefficient of variation) and Pearson's correlation. The 10 Hz GPS devices were two to three times more accurate than the 5 Hz devices when compared with a criterion value for instantaneous velocity during tasks completed at a range of velocities (coefficient of variation 3.1-11.3%). Similarly, the 10 Hz GPS units were up to six-fold more reliable for measuring instantaneous velocity than the 5 Hz units (coefficient of variation 1.9-6.0%). Newer GPS may provide an acceptable tool for the measurement of constant velocity, acceleration, and deceleration during straight-line running and have sufficient sensitivity for detecting changes in performance in team sport. However, researchers must account for the inherent match-to-match variation reported when using these devices. 相似文献
43.
Rowe DA McDonald SM Mahar MT Raedeke TD 《Research quarterly for exercise and sport》2005,76(4):407-415
A multitrait-multimethod (MTMM) matrix was used to evaluate validity evidence for a digital image manipulation (DIM) body image measurement technique in young women. One hundred one young women completed the DIM procedure and the Thompson and Gray (1995) Contour Drawing Rating Scale to measure self-ideal discrepancy and size perception accuracy components of body image. Seven-day test-retest reliability was acceptable (R = .81-.95). Convergent validity for self-ideal discrepancy was higher (r = .74) than the corresponding heterotrait, monomethod coefficients (r = .46, r = .23) and heterotrait-heteromethod coefficients (r = .18, r = .12). However, the convergent validity coefficient for size perception accuracy was r = .12. The pattern of correlations in the MTMM matrix met the criteria of Campbell and Fiske (1959) for validity of these procedures to measure self-ideal discrepancy but not size perception accuracy. The DIM procedure addresses some of the criticisms associated with figure-rating scales, such as unrepresentativeness of the figures, scale coarseness, and restriction of range in responses. DIM, therefore, represents a realistic, valid alternative to figure-rating scales for measuring self-ideal discrepancy. 相似文献
44.
45.
Matthew J. Mayhew 《Research in higher education》2012,53(3):282-310
This multi-level, longitudinal study investigated the ecumenical worldview development of 13,932 students enrolled in one
of 126 institutions. Results indicated that the final hierarchical linear model, consisting of institution-and-student-level
predictors as well as slopes explaining the relationships among some of these predictors, explained 39.98% of variance in
Time 2 ecumenical worldview. Specifically, differences in ecumenical development trajectories for men and women could be partially
explained by the average amount of religious struggle reported by students. Implications for college impact researchers and
student development scholars are discussed. 相似文献
46.
Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments
continue to exist across the globe, impacting on environmental decision-making and action at local, national and international
levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers
in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire
and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established
questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences
reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the
established questionnaire. Consequently, a revised conceptual framework is proposed. 相似文献
47.
Bobby Hoffman Matthew T. McCrudden Gregory Schraw Kendall Hartley 《Asia Pacific Education Review》2008,9(4):464-474
This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency.
We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that
informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving
efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract
syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated
greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving
accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer
to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency
is situational and a function of the complexity of information. Educational implications and directions for future research
are suggested. 相似文献
48.
Interdisciplinary work within higher education has increased significantly over past decades (Amey 2004; Creamer and Lattuca
2005). However, the professional implications of interdisciplinary research and instruction for the faculty members who engage
in such academic work remain unclear. This study of science educators who hold appointments in two academic departments begins
to address this empirical gap. The outcomes provide insight into the factors that influence the professional lives of these
faculty members. The knowledge gained from the study will provide mentors, colleagues, and administrators insight into the
challenges facing academics undertaking this work. Further, this research seeks to inform policy makers in regard to how tenure
and promotion is determined for jointly appointed faculty in science education and other interdisciplinary fields.
相似文献
Matthew M. MarsEmail: |
49.
Simon D. Angus Judith Watson 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):255-272
While a number of studies have been conducted on the impact of online assessment and teaching methods on student learning, the field does not seem settled around the promised benefits of such approaches. It is argued that the reason for this state of affairs is that few studies have been able to control for a number of confounding factors in student performance. We report on the introduction of a regular (every 3 weeks) low-mark online assessment tool in a large, first-year business mathematics course at the University of New South Wales, a major Australian university. Using a retrospective regression methodology together with a very large and rich data set, we test the proposition that exposure to the online assessment instrument enhances student learning. Significantly, we are able to control for prior student aptitude, in-course mastery, gender and even effort via a voluntary class attendance proxy. Furthermore, the study incorporates two large, and statistically diverse cohorts as well as manipulations in the model tested to robustly examine the outcomes. Our central result is that higher exposure to the online instrument robustly leads to higher student learning, all else being equal. Various implications for online assessment design, implementation and targeting are also discussed. 相似文献
50.