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John Hedley Brooke Terry Dartnall Celia Roberts Sally Newcomb Rafe Champion Andrew Milne Martin Kelly Wendy Varney Orin Thomas Craig R. Stillwell Leonard G. Wilson Peter Anstey Jay L. Garfield Mark Colyvan Mark Cortiula John Merson Nicolas Rasmussen Nickolas Vakas John Forge Sunny Y. Auyang Clair Scrine Katharina Rowold 《Metascience》1999,8(3):444-514
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Thomas Gus Almonroeder Thomas Kernozek Stephen Cobb Brooke Slavens Jinsung Wang Wendy Huddleston 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(3):264-276
Anterior cruciate ligament (ACL) injuries in basketball appear to be more common when players are in possession of the ball. The greater risk of ACL injury when in possession of the ball may result from the athlete’s inability to fully attend to their movement. However, it is also possible that having to carry/manipulate the ball restricts the athlete’s ability to utilise their upper extremities for stability during a manoeuvre. The purpose of this study was to explore how possession of a basketball and divided attention influence lower extremity mechanics during cutting and landing. Twenty uninjured females with basketball experience performed a baseline lateral cutting task, as well as lateral cuts while carrying a basketball, with and without a subsequent chest pass. Requiring participants to carry the basketball in isolation (i.e., without the additional pass) had minimal influence on lower extremity mechanics compared to baseline. However, participants demonstrated less knee flexion (40.9° vs. 47.3°) and greater knee abduction (12.2° vs. 10.1°) for trials that included the additional pass (divided attention condition) compared to trials conducted while carrying the basketball in isolation. Athletes may be at greater risk for ACL injury when they are unable to solely attend to their movement. 相似文献
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The use of teacher praise in the classroom has been the subject of empirical research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps continue to exist in the literature. Clarifying the role and benefit of teacher praise is particularly important because the use of positive, proactive strategies is promoted by large‐scale behavior initiatives (e.g., Positive Behavior Interventions and Support). The goal of this review is to summarize the existing research on teacher praise, including rates of praise, types of praise, and the association between praise and student behavior. In addition to summarizing the extant literature, future directions for research are highlighted. This review reveals that there is a need for current, large‐scale studies with consistent operational definitions that measure the rate of different types of praise across different grades and instructional activities, while simultaneously measuring student behavioral outcomes. 相似文献
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The present study examined how peer group norms influence children's evaluations of deviant ingroup members. Following the manipulation of competitive or cooperative norms, participants (children, Mage = 8.69; adolescents, Mage = 13.81; adults, Mage = 20.89; n = 263) evaluated deviant ingroup members from their own and the group's perspective. Children rated cooperative deviancy positively and believed their group would do the same. Adolescents and adults believed that their group would negatively evaluate cooperative deviancy when their group supported a competitive allocation strategy. Reasoning varied based on norm and participants’ agreement with deviancy. Understanding an ingroup may not be favorable toward a cooperative deviant in a competitive context is a developmental challenge requiring the coordination of social and moral norms. 相似文献
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Nelson L Evans M Guess W Morris M Olson T Buckwalter J 《Research quarterly for exercise and sport》2011,82(2):256-263
We examined how different types of dance activities, along with their duration, influenced heart rate responses among fifth-grade physical education students (N = 96) who participated in the Dancing Classrooms program. Results indicated that the overall Dancing Classrooms program elicits a moderate cardiovascular heart rate response (M = 124.4 bpm), in which 47% of class time was spent above a 60% maximal heart rate threshold. The swing dance in particular (M = 143.4 bpm) stimulated a much higher heart rate level than all other dances in the program, with a mean heart rate change of 52.6 bpm. Girls (127.3 bpm) achieved marginally higher heart rates (p = .059) than boys (121.1 bpm). 相似文献