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81.
Effects of fatigue on golf performance 总被引:1,自引:0,他引:1
Higdon NR Finch WH Leib D Dugan EL 《Sports biomechanics / International Society of Biomechanics in Sports》2012,11(2):190-196
The purpose of this study was to determine if body position, weight transfer, and/or pelvis/trunk rotations changed as a result of a golf specific fatiguing protocol and whether these changes affected resultant club head velocity at impact and shot consistency. Six male golfers and one female golfer participated in the study, who had a mean age, height, and body mass of 23.9 +/- 3.9 years, 177.4 +/- 4.9 cm, and 75.3 +/- 9.9 kg, respectively. Path analysis was used to determine the relationships between fatigue, biomechanical variables, and resultant club head velocity at impact and shot consistency. In the statistical models representing the effects of biomechanical variables calculated at the top of the swing and ball contact, golf specific fatigue was associated with a 2.0% and 2.5% reduction in the club head velocity and a 7.1% and 9.4% improvement in the shot consistency, respectively. These data suggest that golf specific fatigue was not related to the initial lower body sagittal plane angles at address nor was simulated golf specific fatigue related to peak transverse plane pelvis and trunk rotational velocities (or their timings) in a manner that indicates a relationship to resultant club head velocity and shot consistency. 相似文献
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Peter Holmes 《Teaching Statistics》2002,24(3):87-89
Typically, external assessment of school statistics concentrates on lower–level skills. This article discusses how use of the real data of CensusAtSchool makes it possible to devise questions and activities that assess deeper levels of understanding, as described in Bloom’s Taxonomy of Cognitive Learning. 相似文献
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Naomi Holmes 《Assessment & Evaluation in Higher Education》2015,40(1):1-14
Student engagement is an important issue in higher education, and is related to the quality of the student experience. Increasing student engagement is one way of enhancing quality at a higher education institution. An institution is able to influence student engagement in a number of ways, one being through curriculum design. The use of a low-stakes continuous weekly summative e-assessment had a positive influence on student engagement in an optional level 5 (second year) undergraduate geography module. Students considered their increased engagement was a direct consequence of this assessment method. It was also found that students thought they improved their learning, particularly their understanding, as a result of the continuous assessment. This study suggests that carefully designed assessments can be used to increase student engagement and learning, and, as a result, contribute to improving the quality of the overall student experience. 相似文献
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