Effect of the look-up line on the gaze and head orientation of elite ice hockey players

Abstract

A “look-up line” (LUL) has been proposed for ice hockey, which is an orange 1?m (40′) warning line (WL) painted on the ice at the base of the boards. The LUL purports to provide an early warning to players to keep their head up prior to and as they are being checked. We determined if players looked up more on a rink with the LUL compared to a traditional Control rink. Elite offensive (O) and defensive (D) players competed 1 vs. 1, while wearing an eye tracker that recorded their quiet eye (QE) and fixation and tracking (F-T) and an electrogoniometer that measured head angle. External cameras recorded skate duration during four skate phases: P1 preparation, P2 decision-making, P3 cut to boards, P4 contact. The QE was the final fixation prior to contact between O and D as they skated towards and across the WL during P3 and P4. Skate phase durations (%) did not differ by rink or rink by position. More QE and F-T occurred on the WL on the LUL rink than on the Control. The expected increase in head angle on the LUL rink did not occur during P3 or P4. Post-hoc results also showed O and D skated further from the boards on the LUL rink, suggesting the players preferred to control the puck on white ice, rather than the orange colour of the LUL rink. More research is needed to determine if these results apply to the competitive setting.     

Quiet eye training aids the long-term learning of throwing and catching in children: Preliminary evidence for a predictive control strategy

Abstract

Quiet eye training (QET) may be a more effective method for teaching children to catch than traditional training (TT) methods, but it is unclear if the benefits accrued persist in the long term. Thirty children were randomly allocated into a QET or TT group and, while wearing a mobile eye tracker, underwent baseline testing, training and two retention tests over a period of eight weeks, using a validated throw and catch task. During training, movement-related information was provided to both groups, while the QET group received additional instruction to increase the duration of their targeting fixation (QE1) on the wall prior to the throw, and pursuit tracking (QE2) period on the ball prior to catching. In both immediate (R1) and delayed (R2, six weeks later) retention tests, the QET group had a significantly longer QE1 duration and an earlier and longer QE2 duration, compared to the TT group, who revealed no improvements. A performance advantage was also found for the QET compared to the TT group at both R1 and R2, revealing the relatively robust nature of the visuomotor alterations. Regression analyses suggested that only the duration of QE1 predicted variance in catch success post-training, pointing to the importance of a pre-programming visuomotor strategy for successful throw and catch performance.     

Votary,Vixen and Vulgarian: German governesses and English Domesticity in Novels by Charlotte Yonge,Charlotte Brontë and Mary Braddon

ABSTRACT

Among the most amusing vignettes in Victorian novels are German governesses created by Charlotte Yonge, Charlotte Brontë and Mary Braddon. Fräulein Ohnglaube is a votary who believes in ghosts. Fräulein Müller is a vixen with a secret ambition, and Fräulein Braun is a vulgarian who scoffs two breakfasts of beef and beer. All are depicted as potential threats to the values and norms of the English ‘cult’ of domesticity.This paper argues that these authors wished to preserve and celebrate ‘pure‘ English domesticity . Their negative representations of German governesses reveal how thoroughly English and anti-cosmopolitan were their conceptualisations of domestic life.     

Parents as cotherapists in think aloud

Results of two case studies in which parents served as cotherapists in a social cognitive problem-solving program are presented. Larry, nine years old, was referred due to distractibility, immaturity, and impulsivity. Robert, eight years old, was referred for aggressive behaviors. Training occurred once a week for 50 minutes for 17 weeks for Larry and for 15 weeks for Robert. Parents were included in training in an effort to promote generalization and transfer of training outcomes. The parents' role included cognitive modeling, reinforcing, providing problem situations from the prior week, and extending training through generalization tasks at home. The following dependent measures were obtained in a pre-post design: Conners Teacher and Parent Rating Scales, Sociometric measures, WISC-R Mazes and Block Design, tests of consequential and means-end thinking, and observations of task-relevant and irrelevant self-verbalizations during Mazes and Block Design: Treatment effects were found for both boys on the parent and teacher versions of the Conners questionnaire. Larry improved in task relevant self-verbalizations, Mazes performance, and consequential and means-end thinking, but he did not improve on the sociometric measures. Robert improved on the sociometric measures, but not on task-relevant self-verbalizations, Mazes, Block Design, or consequential or means-end thinking. While these results are encouraging, limitations of the study limit generalizability of findings. Studies of the long-term benefits of training are needed to determine the cost effectiveness of incorporating parents as cotherapists in social cognitive problem-solving therapy.     

Content Analysis of Google Alerts for Cultural Heritage Institutions

This article outlines evidence-based methods for cultural heritage institutions to look for news and mentions about their collections and services online. Google Alerts were created for repository names, websites, and finding aid websites for 66 institutions randomly selected from the Archive Grid database. Results were analyzed to determine Google Alerts' accuracy, what types of institutions would benefit most from using Google Alerts, what the content of the sources found by the alerts was, what types of publications returned the most results, and if Google Alerts could also identify image reuse. While Google Alerts' accuracy for returning usable results for analysis was not very high, the structure of alert e-mails makes discarding irrelevant results simple and quick. Mid- to large-sized museums and institutions staging frequent exhibits and events, as well as those with active collections, return the largest number of alerts. News publications and social media publish the most content related to cultural heritage institutions. Though the sample set was small, Google Alerts also was able to identify image reuse.     

Hot and Cool Self-Regulation,Academic Competence,and Maladjustment: Mediating and Differential Relations

This study examined differential and mediating relations between hot and cool self-regulation (M_age = 48.2 months; N = 1,155, 48% girls), first-grade (M_age = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (M_age = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment.