Expert-Novice Differences in Cognitive and Skill Execution Components of Youth Baseball Performance

Abstract

Previous research has shown that experts exhibit superior response selection and skill execution during performance in youth sport. The purpose of this study was to examine differences in cognitive and skill execution components of game performance in young baseball players (N = 159) with, varying levels of expertise. Three levels of expertise (low-, average-, and high-skilled players) were identified at each age level (7, 8, 9, and 10 years of age). Game performance was videotaped, and measures of skill execution (throwing accuracy, throwing force, fielding, catching, batting average, and batting contact) and cognitive components (positioning, decisions) were developed from observational analysis. The results indicated that baseball skill execution during game play maximally discriminated expertise levels.     

Optimal Length for Summary Knowledge of Results: The Influence of Task-Related Experience and Complexity

Abstract

Because manipulations of knowledge of results (KR) are critical to motor learning, researchers have attempted to establish an optimal length for summary KR. Experiment 1 of the present study investigated the option that optimal summary length may be dependent on a subject's task-related experience. Participants in a summary 1, 5, or 15 condition practiced a simple striking task for one session on three consecutive days with each day followed by a 24-hour no KR retention test. The retention test results indicated that optimal summary length is dependent on task-related experience. Experiment 2 investigated the nature of the relationship between task-related experience and complexity and optimal summary length (summary 1, 5, or 15). Again, striking tasks (simple and complex) were used. There was one practice session with either a simple or complex striking task for either novice or experienced performers, followed by a 24-hour no KR retention test. Data from the two experiments suggest that task complexity and performer experience interact in determining optimal summary length.     

Innovations in Doctoral Education: Distance Education Methodology Applied

This study evaluated the impact of a distance education program to meet the practice learning needs of first‐year doctoral students. The program, a six‐session case‐based telephonic seminar, was taught to 19 first‐year doctoral students. Evaluation of the program included self‐report quantitative and qualitative data gathered pre‐ and postseminar, as well as qualitative data gathered three months postseminar. Quantitative and qualitative analysis revealed increased reports of practice competencies by the conclusion of the seminar. Analysis also illustrated the importance of continued evaluation given the small sample size and pilot nature of this unique distance education program.     

Absorbing the shocks: The case of food security,extension and the agricultural knowledge and information system in Havana,Cuba

Since 1959, Cuba has undergone a series of political changes, and since 1989, Cuba has had to invent, evolve, and implement a new system of food production that provides lessons from which others can learn. Many of the changes since 1989 caused shocks to the food-security system. As a result many institutions and individuals had to absorb the realities of a food production and distribution system faced with major disruption. These shocks led to adjustments and adaptations necessary to ensure a secure food supply for the 11 million inhabitants of Cuba. This article focuses on adjustments and adaptations made in the extension domain within Cuba's unique agricultural knowledge and information system.     

论民族中等职业教育的公益性及其实现形式——基于“9+3”教育模式的思考

教育的公益性内涵包括两个方面,即教育符合社会公共利益和举办教育坚持公益性。对于社会效用较大且受教育者是弱势群体的教育层次和类型,须坚持教育供给上的公益性。民族中等职业教育的效用外溢性和受教育者的弱势地位决定了它的公益性属性。四川藏区"9+3"免费职业教育模式是民族中等职业教育公益性独创性的实现形式,在管理模式、经费投入、资源分配、就业等方面公益性特征突出。     

Collection Development Assessment for New Collection Development Librarians

A number of articles have been written in the past several years that provide practical advice for librarians new to collection development, particularly in terms of understanding terminology, learning collection development processes, and gaining familiarity with one's library and institution. This article furthers this discussion, but with attention to working in collection development within the OhioLINK consortial environment. In order to thrive in this environment, new bibliographers are benefited by becoming familiar with and using data such as usage statistics, consortium reports, and peer institution statistics to develop and expand collections in one's assigned disciplines. Attention is also given to creating subject collection statements, faculty networking, and colleague assistance. The writer, himself relatively new to collection development, provides insights and perspectives on these matters, chiefly applicable to others new to collection development.