The use of performance indicators in performance analysis

The aims of this paper are to examine the application of performance indicators in different sports and, using the different structural definitions of games, to make general recommendations about the use and application of these indicators. Formal games are classified into three categories: net and wall games, invasion games, and striking and fielding games. The different types of sports are also sub-categorized by the rules of scoring and ending the respective matches. These classes are analysed further, to enable definition of useful performance indicators and to examine similarities and differences in the analysis of the different categories of game. The indices of performance are sub-categorized into general match indicators, tactical indicators, technical indicators and biomechanical indicators. Different research examples and the accuracy of their presentation are discussed. We conclude that, to enable a full and objective interpretation of the data from the analysis of a performance, comparisons of data are vital. In addition, any analysis of the distribution of actions across the playing surface should also be presented normalized, or non-dimensionalized, to the total distribution of actions across the area. Other normalizations of performance indicators should also be used more widely in conjunction with the accepted forms of data analysis. Finally, we recommend that biomechanists should pay more attention to games to enrich the analysis of performance in these sports.     

The Effect of Fine Motor Skill Activities on Kindergarten Student Attention

This study explored the effect of fine motor skill activities on the development of attention in kindergarteners (n = 68) in five classes at a suburban public school in the Intermountain West through a pretest/posttest experimental group (n = 36) control group (n = 32) design. All children received the regular curriculum which included typical fine motor activities such as painting, coloring, writing, and play activities with small items. The treatment was a series of supplemental fine motor activities in which children used tongs, tweezers, and spoons to move small items. The assessment was the attention subtest of the Cognitive Assessment System (CAS) (Naglieri, J. A., & Das, J. P. (1997a). Cognitive assessment system. Itasca, IL: Riverside). A significant group × sex interaction with females positively responding to the treatment was found, suggesting that fine motor skill activities are effective in increasing female kindergartners’ attention. Further studies exploring effective materials for males and factors such as student choice and interest are needed.     

Teachers’ assessments of students’ learning of mathematics

This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students’ learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers’ knowledge of their students’ understanding of certain mathematical concepts is fairly limited. It then goes on to discuss this phenomenon in terms of a process that can hinder rather than promote learning. The research illuminates the position of teachers who appear to lack certain detailed information about their students which, it can be argued, could inform more effective teaching strategies. The paper concludes by exploring possible implications for similar situations where learning could be enhanced by more effective classroom assessment strategies and their use to inform future teaching and learning activities.     

Teaching mathematically talented students: a cross-cultural study about their teachers’ views

The instruction of mathematically talented students (MTS) in heterogeneous classes is an issue of debate. Questions of equity, differential instruction, teacher awareness of their talented students’ needs, and their willingness and competence to face the challenges of nurturing these students are all raised within this context. Our international study compared South Korean, American, and Israeli teachers of mathematics perspectives concerning their (a) perceived competence to teach MTS (b) perceived competence in addressing MTS’ needs through differential instruction, (c) support for separation of MTS into special math classes, and (d) equity views concerning MTS’ needs. Data was collected by means of a questionnaire presented to 80 South Korean, 145 Israeli, and 58 American teachers of mathematics. Findings suggested that most teachers in these countries perceived themselves as competent to teach MTS, while very few of the participants supported the separation of MTS into special classes. South Korean teachers perceived themselves to be less competent in teaching MTS as well as in applying differential instruction and agreed more than their foreign counterparts that the fostering of mathematically weak students is more important than the fostering of MTS. Teachers who had some mathematical background appeared to perceive themselves as more competent to teach MTS than teachers who had no mathematical background. Teachers who predominantly taught large classes felt less competent to teach MTS than teachers who predominantly taught medium-sized classes. Findings were partially interpreted within the perspective of cultural differences. Recommendations for teachers’ professional development are drawn.     

January issue of performance improvement an excellent read!

The editor welcomes letters from all readers wishing to comment on articles in this issue of Performance Improvement (PI). Early responses have the best chance of being published. Please be concise and include your title and organizational affiliation. PI reserves the right to select, solicit, and edit letters. Send letters to: PI Editor, 1300 I. Street, NW, Suite 1250, Washington, DC 20005: fax: 202‐408‐7972: or email: pershin@indiana.edu .     

An Ecological Perspective of Latina/o College Student Ethnicity

Although Latinos are the largest minority population in the United States and the largest minority population on American campuses, there is little research concerning Latino college student ethnic identity. This study incorporates an ecological model to examine the levels of influence of different settings and backgrounds of Latino college students. The findings show that Latinos from different countries of origin and within the same countries of origin identify their ethnic identity differently depending on several factors including generation, immigration status, country of origin, language preferences, and discrimination.     

Absorption of creatine supplied as a drink, in meat or in solid form.

We examined the plasma concentration curve obtained over 6 h after the ingestion of 2 g of creatine (Cr) (equivalent to 2.3 g Cr x H2O) contained in meat or in solution in five non-users of creatine supplements. Peak plasma creatine concentration was lower after the ingestion of meat but was maintained close to this for a longer period. Measurements of the area under the plasma concentration curve indicated approximate bioequivalence of creatine contained in meat with the same dose supplied in a solution. In a separate study, we examined the plasma concentration time curve after ingestion of solid Cr x H2O. Creatine ingested as a lozenge (crushed in the mouth and swallowed) or as a crystalline suspension in ice cold water resulted in a 20% lower peak concentration and 30-35% smaller area under the plasma creatine concentration curve than the same dose administered in solution. Despite a possibly lower bioavailability, 2.3 g Cr x H2O supplied in either solid form was nonetheless sufficient to raise the plasma concentration five- to six-fold in individuals with a mean body mass of 75.6 kg. We conclude that creatine administered as meat or in solid form is readily absorbed but may result in slightly lower peak concentrations than when the same dose is ingested as a solution.     

Longitudinal monitoring of power output and heart rate profiles in elite cyclists

Abstract

Power output and heart rate were monitored for 11 months in one female ([Vdot]O_2max: 71.5 mL · kg^?1 · min^?1) and ten male ([Vdot]O_2max: 66.5 ± 7.1 mL · kg^?1 · min^?1) cyclists using SRM power-meters to quantify power output and heart rate distributions in an attempt to assess exercise intensity and to relate training variables to performance. In total, 1802 data sets were divided into workout categories according to training goals, and power output and heart rate intensity zones were calculated. The ratio of mean power output to respiratory compensation point power output was calculated as an intensity factor for each training session and for each interval during the training sessions. Variability of power output was calculated as a coefficient of variation. There was no difference in the distribution of power output and heart rate for the total season (P = 0.15). Significant differences were observed during high-intensity workouts (P < 0.001). Performance improvements across the season were related to low-cadence strength workouts (P < 0.05). The intensity factor for intervals was related to performance (P < 0.01). The variability in power output was inversely associated with performance (P < 0.01). Better performance by cyclists was characterized by lower variability in power output and higher exercise intensities during intervals.