Ice hockey skating sprints: run to glide mechanics of high calibre male and female athletes

ABSTRACT

The skating acceleration to maximal speed transition (sprint) is an essential skill that involves substantial lower body strength and effective propulsion technique. Coaches and athletes strive to understand this optimal combination to improve performance and reduce injury risk. Hence, the purpose of this study was to compare body centre of mass and lower body kinematic profiles from static start to maximal speed of high calibre male and female ice hockey players on the ice surface. Overall, male and female skaters showed similar centre of mass trajectories, though magnitudes differed. The key performance difference was the male’s greater peak forward skating speed (8.96 ± 0.44 m/s vs the females’ 8.02 ± 0.36 m/s, p < 0.001), which was strongly correlated to peak leg strength (R ² = 0.81). Males generated greater forward acceleration during the initial accelerative steps, but thereafter, both sexes had similar stride-by-stride accelerations up to maximal speed. In terms of technique, males demonstrated greater hip abduction (p = 0.006) and knee flexion (p = 0.026) from ice contact to push off throughout the trials. For coaches and athletes, these findings underscore the importance of leg strength and widely planted running steps during the initial skating technique to achieve maximal skating speed over a 30 m distance.     

Gauging Item Alignment Through Online Systems While Controlling for Rater Effects

The alignment of test items to content standards is critical to the validity of decisions made from standards‐based tests. Generally, alignment is determined based on judgments made by a panel of content experts with either ratings averaged or via a consensus reached through discussion. When the pool of items to be reviewed is large, or the content‐matter experts are broadly distributed geographically, panel methods present significant challenges. This article illustrates the use of an online methodology for gauging item alignment that does not require that raters convene in person, reduces the overall cost of the study, increases time flexibility, and offers an efficient means for reviewing large item banks. Latent trait methods are applied to the data to control for between‐rater severity, evaluate intrarater consistency, and provide item‐level diagnostic statistics. Use of this methodology is illustrated with a large pool (1,345) of interim‐formative mathematics test items. Implications for the field and limitations of this approach are discussed.     

Science motivation questionnaire II: Validation with science majors and nonscience majors

From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self‐determination, self‐efficacy, career motivation, and grade motivation. Exploratory and confirmatory factor analyses provided evidence of questionnaire construct validity. The motivation components, especially self‐efficacy, were related to the students' college science grade point averages. The science majors scored higher than the nonscience majors on all of the motivation components. Among both science majors and nonscience majors, men had higher self‐efficacy than women, and women had higher self‐determination than men. The findings suggest that the questionnaire is a valid and efficient tool for assessing components of students' motivation to learn science in college courses, and that the components play a role in students' science achievement. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1159–1176, 2011     

Understanding pedagogical design capacity through teachers’ narratives

Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students’ prior knowledge and abilities. Catie based her curricular adaptations on her learning goals—but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials.     

To Google or Not to Google,That Is the Question: Supplementing Google Book Search to Make It More Useful for Scholarship

ABSTRACT

This article looks at two different projects, the Google Book Search project and the Text Creation Partnership, both linked to the University of Michigan Library. Though on the surface they are very different, the Text Creation Partnership, a model of cooperation between scholars, librarians, and publishers, may have some useful lessons for how to make Google Book Search more useful for academic research, particularly in full-text searching.     

The relationship between student pre‐performance concerns and evaluation apprehension

The purpose of this study was to examine the relationship between student pre‐performance concerns, student evaluation apprehension, and receiving a grade for a speech. It was hypothesized that in the public speaking course, (a) a positive relationship would exist between student pre‐performance concerns and student evaluation and (b) students who believed their speech was being evaluated for a grade would report a greater amount of pre‐performance concerns than students who believed their speech was not being evaluated for a grade. Both hypotheses were supported. Results are discussed in light of what instructors might do in the classroom to reduce students' pre‐performance concerns.     

Perceptions of Co-Teaching in the Clinical Experience: How Well Is It Working?

This study examined the perceptions of teacher candidates, cooperating teachers, and university supervisors in the first year of state-mandated co-teaching in the clinical experience. Study results suggest the need (a) to emphasize the importance of the teacher candidate exerting leadership, (b) to develop and communicate specific criteria for teacher candidates to enhance their ability to take the lead in planning, organization, management, lesson delivery, and assessment during their co-teaching experience, (c) to redefine the nature of the “solo” period, and (d) to deepen the understanding of all stake holders to increase their commitment to the tenets of co-teaching.