Acute effects of different warm-up protocols on highly skilled golfers’ drive performance

Previous research has highlighted the positive effect that different warm-up protocols have on golf performance (e.g. Sorbie et al., 2016; Tilley & Macfarlane, 2012) with the design of warm-ups and programmes targeting and improving golf performance through the activation and development of specific muscle groups. This study aimed to examine the acute effects of two warm-up protocols on golf drive performance in comparison to a control condition. Using a randomised counterbalanced design over three testing sessions, twenty-three highly skilled golfers completed the control, dynamic and resistance-band warm-up conditions. Following each condition, a GC2 launch monitor was used to record ball velocity and other launch parameters of ten shots hit with the participants’ own driver. A repeated-measures ANOVA found significant increases in ball velocity (η_p² = .217) between the control and both the dynamic and resistance-band warm-up conditions but no difference between these latter two, and a reduction in launch angle between control and dynamic conditions. The use of either a dynamic stretching or resistance-band warm-up can have acute benefits on ball velocity but golfers should liaise with a PGA Professional golf coach to effectively integrate this into their golf driving performance.     

我国优秀乒乓球人才流动特征分析

通过对新中国成立以来不同时期中国优秀乒乓球人才国内、国外流动方向、范围、规模等方面的研究,探究我国优秀乒乓球人才流动的特征与趋势,结果表明:(1)优秀乒乓球人才流动始终以垂直流动为主要方式;(2)优秀乒乓球人才在国内、国际流动的区域呈现出不均衡的分布趋势;(3)优秀乒乓球人才资源丰富与基层群众文化发展的急需相矛盾、脱节;(4)优秀乒乓球人才职业转换的跨度、范围增大,自主性流动趋势增强;(5)优秀乒乓球人才的流动促进r乒乓球运动全球化整体的发展与提高,推动了中国文化的繁荣与世界文化的全面交融.     

我国警察体育研究的基本现状研究* ——基于Bibexcel的文献计量与可视化分析

首先对中国知网数据库中收录的以警察体育为主题的文献时序分布进行梳理,通过论文发表时间与数量的变量关系对比,分析揭示该研究领域的历史脉络、发展速度以及演变规律。随后利用信息可视化软件Bibexcel绘制出警察体育研究领域的核心作者、研究机构、高被引文献的知识图谱,阐释该领域的研究结构、力量分布以及合作平台建设等情况。最后运用词频分析、共词聚类和可视化法生成关键词共现网络图谱,挖掘、提炼文献数据背后的规律与逻辑,捕捉警察体育研究领域中的研究热点和前沿动态,并在此基础上深入探讨警察体育未来研究的基本趋势和发展方向。     

Response to Intervention in Middle Schools: Practices and Outcomes

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.     

Does STES‐Oriented Science Education Promote 10th‐Grade Students’ Decision‐Making Capability?

Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent.     

Improving Risk Education in Grades 6–12: A Needs Assessment of Michigan,Ohio, and Wisconsin Science Teachers

Abstract

If formal educators are to play a role in preparing future citizens for making decisions about health and environmental risks, then they must be willing and able to incorporate risk education. This article presents 10 goals for risk education. It also describes current risk education practices, future interests, and perceived barriers to risk education of Michigan, Ohio, and Wisconsin Grades 6–12 science teachers. Data were collected through a mail questionnaire (1,336 surveys were returned, adjusted return rate = 80%) and in-depth telephone interviews (completed with 45 teachers, return rate = 90%). Many teachers had covered some aspect of risk education and were interested in enhancing their efforts. Results also suggest that teachers need to be made aware of risk education resources and provided with training, particularly regarding psychological influences on risk decisions.     

REPORT OF BIBLICAL INSTRUCTORS CONFERENCE*

This article examines the psychoanalytic concepts of object-relations theorist Christopher Bollas, applying them to a view of the Bible as “transformational object.” Emphasizing the connection between psychological process and religious experience, this article suggests that each person's innate ability to choose and use objects is a key factor in their ability to appropriate the Bible for constructive use. By offering religious objects with psychological awareness, religious educators may come to appreciate that silence, empathy, and open-ended lesson plans are important incubators of transformation; and that aggression has a potentially positive role in the healthy development of worship communities.