La pedagogie experimentale en Belgique

Sans résumé     

The University Council for Educational Administration

International Review of Education -     

Relationships between Challenge Tour golfers’ clubhead velocity and force producing capabilities during a countermovement jump and isometric mid-thigh pull

A number of field-based investigations have evidenced practically significant relationships between clubhead velocity (CHV), vertical jump performance and maximum strength. Unfortunately, whilst these investigations provide a great deal of external validity, they are unable to ascertain vertical ground reaction force (vGRF) variables that may relate to golfers’ CHVs. This investigation aimed to assess if the variance in European Challenge Tour golfers’ CHVs could be predicted by countermovement jump (CMJ) positive impulse (PI), isometric mid-thigh pull (IMTP) peak force (PF) and rate of force development (RFD) from 0–50 ms, 0–100 ms, 0–150 ms and 0–200 ms. Thirty-one elite level European Challenge Tour golfers performed a CMJ and IMTP on dual force plates at a tournament venue, with CHV measured on a driving range. Hierarchical multiple regression results indicated that the variance in CHV was significantly predicted by all four models (model one R² = 0.379; model two R² = 0.392, model three R² = 0.422, model four R² = 0.480), with Akaike’s information criterion indicating that model one was the best fit. Individual standardised beta coefficients revealed that CMJ PI was the only significant variable, accounting for 37.9% of the variance in European Challenge Tour Golfers’ CHVs.     

Interpreting the profile of McCarthy scale indexes: A revision

Silverstein's approach to the interpretation of test profiles was applied to the McCarthy Scales of Children's Abilities. This resulted in differences required for significance that are two points greater than those suggested by Kaufman and Kaufman.     

The practicum in school psychology: Making use of a university-based psychological service center

This paper examines the manner in which a university clinic may be used to provide a portion of a school psychology student's practicum experiences. Advantages highlighted include providing a broader base of experience than just those of the public school system, and intensive and varied doctoral-level supervision. Discussion centered on the continued need for providing practicum experiences that expose students to a variety of situations.     

Concurrent validity of the revised Peabody Picture Vocabulary Test

In this investigation, the relationships between the Revised Peabody Picture Vocabulary Test, the Peabody Individual Achievement Test, and McCarthy Scales of Children's Abilities were explored. The sample included 26 children randomly selected from three classes in an elementary school. The Revised Peabody Picture Vocabulary Test correlated positively and significantly with the Peabody Individual Achievement Test's total score (.53) and most of its subtests. The Revised Peabody Picture Vocabulary Test also correlated significantly with the Verbal, Quantitative, Memory, and General Cognitive Indexes of the McCarthy Scales (Median r = .76). The mean Peabody Picture Vocabulary Test score was 104.6 and nearly identical to the McCarthy General Cognitive Index (104.4) but significantly smaller than the Peabody Individual Achievement total test score (114.5).     

Interpretation of academic strengths and weaknesses on the peabody individual achievement test

The Peabody Individual Achievement Test yields scores in Mathematics, Reading Recognition, Reading Comprehension, Spelling, and General Information. In order to determine academic strengths and weaknesses, the test Manual suggests a pairwise comparison system to determine when one academic area is significantly different from another. The aim of the present study was to develop a more efficient system of determining academic strengths and weaknesses relative to a child's average performance on the entire test than the pairwise technique advocated by the authors.