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51.
Guillaume Mornieux Dominic Gehring Patrick Fürst Albert Gollhofer 《Journal of sports sciences》2014,32(13):1255-1262
AbstractAnticipatory postural adjustments (APAs), i.e. preparatory positioning of the head, the trunk and the foot, are essential to initiate cutting manoeuvres during football games. The aim of the present study was to determine how APA strategies during cutting manoeuvres are influenced by a reduction of the time available to prepare the movement.Thirteen football players performed different cutting tasks, with directions of cutting either known prior to the task or indicated by a light signal occurring 850, 600 or 500 ms before ground contact.With less time available to prepare the cutting manoeuvre, the head was less orientated towards the cutting direction (P = 0.033) and the trunk was even more rotated in the opposite direction (P = 0.002), while the foot placement was not significantly influenced. Moreover, the induced higher lateral trunk flexion correlated with the increased knee abduction moment (r = 0.41; P = 0.009).Increasing lateral trunk flexion is the main strategy used to successfully perform a cutting manoeuvre when less time is available to prepare the movement. However, higher lateral trunk flexion was associated with an increased knee abduction moment and therefore an increased knee injury risk. Reducing lateral trunk flexion during cutting manoeuvres should be part of training programs seeking the optimisation of APAs. 相似文献
52.
Patrick Fitzsimons 《Educational theory》2000,50(4):505-520
53.
The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program. 相似文献
54.
J. Patrick Meyer Justin B. Doromal Xiaoxin Wei Shi Zhu 《Research in higher education》2017,58(5):545-567
We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response theory and Wright mapping methods, we describe teaching characteristics at various points along the latent continuum for each scale. These maps enable criterion-referenced score interpretation by making an explicit connection between test performance and the theoretical framework. We explain the way our Wright maps can be used to enhance an instructor’s ability to interpret scores and identify ways to refine teaching. Although our work is aimed at improving score interpretation, a criterion-referenced test is not immune to factors that may bias test scores. The literature on SRIs is filled with research on factors unrelated to teaching that may bias scores. Therefore, we also used multilevel models to evaluate the extent to which student and course characteristic may affect scores and compromise score interpretation. Results indicated that student anger and the interaction between student gender and instructor gender are significant effects that account for a small amount of variance in SRI scores. All things considered, our criterion-referenced approach to SRIs is a viable way to describe teaching quality and help instructors refine pedagogy and facilitate course development. 相似文献
55.
In 2011, the Australian Institute for Teaching and School Leadership introduced new Professional Standards for Teachers, which require that graduate teachers possess knowledge and understanding of Indigenous students and cultures. The authors conducted interviews with 12 non-Indigenous teacher educators at one Australian university in order to understand how these Standards are interpreted and implemented. We adopt Calderon’s framework of settler grammars to interpret the dialectic of presence and absence that teacher educators in our study describe. Extending this frame to an analysis of the Australian Professional Standards for Teachers, we find that settler grammars function to simultaneously erase Indigenous claims to sovereignty and epistemological equality, whilst promoting a representation of Indigenous people that asserts the primacy of the settler colonial state. 相似文献
56.
Yuqian Wang Patrick Barmby David Bolden 《International Journal of Science and Mathematics Education》2017,15(1):131-153
This study describes a comparison of how worked examples in selected textbooks from England and Shanghai presented possible learning trajectories towards understanding linear function. Six selected English textbooks and one Shanghai compulsory textbook were analysed with regards to the understanding required for pure mathematics knowledge in linear function. Understanding was defined as being at five levels: Dependent Relationship, Connecting Representations, Local Properties Noticing, Object Analysis and Inventising. These levels were developed by examining the most prominent theories from the existing literature on understanding function. Findings suggested that the English textbooks constrained the structural aspect of understanding linear function due to a point-to-point view of function, while the Shanghai textbook which focussed on a variable view of function overemphasised the algebraic approach. The discussion explored the drawbacks to each approach and what teachers or textbook writers could do to balance these two approaches in order to facilitate students’ understanding towards a structural view of linear function. 相似文献
57.
Windsor J Benigno JP Wing CA Carroll PJ Koga SF Nelson CA Fox NA Zeanah CH 《Child development》2011,82(4):1040-1046
This report examines 174 young children's language outcomes in the Bucharest Early Intervention Project, the first randomized trial of foster placement after institutional care. Age of foster placement was highly correlated with language outcomes. Placement by 15 months led to similar expressive and receptive language test scores as typical age peers at 30 and 42 months. Placement from 15 to 24 months also led to dramatic language improvement. In contrast, children placed after 24 months had the same severe language delays as children in institutional care. Language samples at 42 months confirmed that placement after 24 months led to lower expressive skill. 相似文献
58.
Laaksonen T Sariola H Johansson A Jern P Varjonen M von der Pahlen B Sandnabba NK Santtila P 《Child abuse & neglect》2011,35(7):480-490
Objective
We examined (1) the prevalence of childhood sexual abuse (CSA) experiences as a function of cohort and gender, (2) the prevalence of factors associated with CSA as a function of cohort and whether the association of these factors with CSA remained the same irrespective of cohort, and (3) whether any cohort differences could be explainable by cohort differences in reporting bias.Method
We used the responses of 4,561 men (M = 29, SD = 7 years) and 8,361 female (M = 29, SD = 7 years) Finnish participants who responded to the Childhood Trauma Questionnaire-Short Form as well as questions regarding family structure.Results
The prevalence of CSA experiences varied between 0.7-4.6% for men and 1.8-7.5% for women depending on the item. Younger cohorts reported less CSA as well as less of the risk factors (physical neglect and abuse, emotional neglect and abuse, parental substances abuse, not growing up with both biological parents) that were positively associated with the likelihood of CSA. The effects of these risk factors did not vary as a function of the cohort. Also, the declining trend was not explainable by social desirability being higher in the younger cohorts.Conclusions
The results suggest that there is a real decline in the prevalence of CSA and it is associated with a simultaneous decline in factors associated with CSA. 相似文献59.
Michaud-Paquette Y Magee P Pearsall D Turcotte R 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(1):12-21
The purpose of this study was to identify joint angular kinematics that corresponds to shooting accuracy in the stationary ice hockey wrist shot. Twenty-four subjects participated in this study, each performing 10 successful shots on four shooting targets. An eight-camera infra-red motion capture system (240 Hz), along with passive reflective markers, was used to record motion of the joints, hockey stick, and puck throughout the performance of the wrist shot. A multiple regression analysis was carried out to examine whole-body kinematic variables with accuracy scores as the dependent variable. Significant accuracy predictors were identified in the lower limbs, torso and upper limbs. Interpretation of the kinematics suggests that characteristics such as a better stability of the base of support, momentum cancellation, proper trunk orientation and a more dynamic control of the lead arm throughout the wrist shot movement are presented as predictors for the accuracy outcome. These findings are substantial as they not only provide a framework for further analysis of motor control strategies using tools for accurate projection of objects, but more tangibly they may provide a comprehensive evidence-based guide to coaches and athletes for planned training to improve performance. 相似文献
60.
The European university landscape: A micro characterization based on evidence from the Aquameth project 总被引:2,自引:0,他引:2
Cinzia Daraio Andrea BonaccorsiAldo Geuna Benedetto LeporiLaurent Bach Peter BogetoftMargarida F. Cardoso Elena Castro-MartinezGustavo Crespi Ignacio Fernandez de LucioHarold Fried Adela Garcia-AracilAnnamaria Inzelt Ben JongbloedGerhard Kempkes Patrick LlerenaMireille Matt Maria OlivaresCarsten Pohl Tarmo RatyMaria J. Rosa Cláudia S. SarricoLéopold Simar Stig SlipersaeterPedro N. Teixeira Philippe Vanden Eeckaut 《Research Policy》2011,40(1):148-164
This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity. 相似文献