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61.
Michele K. Boddington Michael I. Lambert Alan St Clair Gibson Timothy D. Noakes 《Journal of sports sciences》2013,31(3):223-228
The aim of the present study was to determine the reliability of a modified 5-m multiple shuttle test. The ‘matchrelated fitness’ of 23 female hockey players was assessed on four occasions within 4 weeks. The results of each test session and each shuttle were analysed using analysis of variance with repeated measures to determine the reliability of the test. The mean distance for each of the six shuttles decreased (121.2 ? 7.5, 114.5 ? 7.5, 112.2 ? 7.5, 109.9 ? 7.9, 108.4 ? 8.1 and 108.7 ? 8.3 m for shuttles 1-6, respectively; P < 0.001) similarly for each of the four sessions (P = 0.99). The total and peak distances covered during the tests were not significantly different (P = 0.99 and P = 0.12, respectively). The intra-class correlation coefficient (R) for these variables was 0.98 and 0.86, respectively. The delta distance and the fatigue index calculated post-test were significantly different (P = 0.001 and P = 0.006, respectively) between the four sessions. The intra-class correlation coefficient for both these variables was 0.74. Heart rate and rating of perceived exertion (RPE) were not significantly different between sessions (P = 0.42 and P = 0.095, respectively). The intra-class correlation coefficient for heart rate ranged from 0.65 to 0.97 and that for RPE from 0.85 to 0.91. We conclude that the 5-m multiple shuttle run test is a reliable measure of total and peak distances, heart rate and RPE response and is sufficiently reliabile to track changes in fitness over a season. The delta distance and fatigue index are not as reliable and should be interpreted with caution. 相似文献
62.
Maryse Bianco Catherine Pellenq Eric Lambert Pascal Bressoux Laurent Lima Anne‐Lise Doyen 《Journal of Research in Reading》2012,35(4):427-455
In a 3‐year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word‐identification and reading‐comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition. 相似文献
63.
Merle Griff Donna Lambert Mary Dellmann‐Jenkins Dorothy Fruit 《Educational gerontology》2013,39(6):601-612
This study documents the effects of utilizing different types of activities (i.e., cognitive, rote, active, passive) in fostering positive intergenerational exchanges between preschool‐aged children and three groups of older adults—frail, community‐living, and elders diagnosed as in the early to mid‐stage of Alzheimer's disease. Results suggested that, overall, simple and largely unstructured activities with one or two steps and very few rules can be most successfully utilized with all three groups of elders when interacting with young children. Community‐living older persons and children were found to enjoy the widest range of activities, while intergenerational contact involving frail elders and those with Alzheimer's disease needed to be approached with care in order to maintain the dignity of the elders, the positive perceptions of the children toward the older generation, and the comfort of staff members. 相似文献
64.
Karyn Davies Helen Lambert Alison Turner Emrys Jenkins Vivienne Aston 《Educational Action Research》2013,21(3):380-396
This paper describes and discusses an action research collaboration between a multi-disciplinary team of practice educators, a practice development nurse and a university lecturer in order to explore, evaluate and improve a dementia care training package developed for a range of staff providing care for people with dementia. Whilst it is recognised that the findings of this small evaluation study are only of local interest, we believe the approach we took to be of general use for other teams of practice educators as a way of exploring and evaluating their own practice. This paper will therefore focus mostly on the philosophy, methodology and conduct of the study, including our own reflections and learning as novice action researchers. 相似文献
65.
Stuart Jarvis Morgan Williams Paul Rainer Eleri Sian Jones John Saunders Richard Mullen 《Measurement in physical education and exercise science》2018,22(1):88-100
The aims of this study were to determine proficiency levels of fundamental movement skills using cluster analysis in a cohort of U.K. primary school children; and to further examine the relationships between fundamental movement skills proficiency and other key aspects of health-related physical activity behavior. Participants were 553 primary children between 9- and 12-years old, 294 boys and 259 girls, who were assessed across eight different fundamental movement skills. Physical activity behaviors included markers of physical fitness, recall of physical activity behavior, and physical self-concept. Hierarchical cluster analysis was used to classify groups based on fundamental movement skills proficiencies and discriminant analysis to predict fundamental movement skills proficiency based upon the physical activity variables. This interpretation of fundamental movement skills performance revealed distinct groups of fundamental movement skills proficiency in both genders with several gender-specific components of physical activity shown to discriminate children with differing levels of fundamental movement skills proficiency (p < .05, r > .40). 相似文献
66.
Sharief Hendricks Tiffany van Niekerk Drew Wade Sin Mike Lambert Steve den Hollander James Brown 《Journal of sports sciences》2018,36(5):522-528
The most frequently occurring contact events in rugby union are the tackle and ruck. The ability repeatedly to engage and win the tackle and ruck has been associated with team success. To win the tackle and ruck, players have to perform specific techniques. These techniques have not been studied at the highest level of rugby union. Therefore, the purpose of this study was to identify technical determinants of tackle and ruck performance at the highest level of rugby union. A total of 4479 tackle and 2914 ruck events were coded for the Six Nations and Championship competitions. Relative risk ratio (RR), the ratio of the probability of an outcome occurring when a characteristic was observed (versus the non-observed characteristic), was determined using multinomial logistic regression. Executing front-on tackles reduced the likelihood of offloads and tackle breaks in both competitions (Six Nations RR 3.0 Behind tackle, 95% confidence interval [95% CI]: 1.9–4.6, effect size [ES] = large, P < 0.001); Championship RR 2.9 Jersey tackle, 95% CI: 1.3–6.4, ES = moderate, P = 0.01). Fending during contact increased the chances of offloading and breaking the tackle in both competitions (Six Nations RR 4.5 Strong, 95% CI: 2.2–9.2, ES = large, P = P < 0.001; Championship RR 5.1 Moderate, 95% CI: 3.5–7.4, ES = large, P < 0.001). For the ruck, actively placing the ball increased the probability of maintaining possession (Six Nations RR 2.2, 95% CI: 1.1–4.3, ES = moderate, P = 0.03); Championship RR 4.0, 95% CI: 1.3–11.8, ES = large, P = 0.01). The techniques identified in this study should be incorporated and emphasised during training to prepare players for competition. Furthermore, these techniques need to be added to coaching manuals for the tackle and ruck. 相似文献
67.
利用问卷对663名教师进行测量,采用因素分析的方法探析了中小学校管理中"组织沉默"现象的沉默动机.结果表明:教师的组织沉默动机属于四因素结构,包括漠视性沉默、评价恐惧沉默、默许性沉默和人际恐惧沉默. 相似文献
68.
69.
Sian Everitt 《Cultural Trends》2009,18(4):315-321
Americans for the Arts published Arts & Economic Prosperity III: The Economic Impact of Nonprofit Arts and Culture Organizations and Their Audiences in May 2007. Americans for the Arts is a non-profit organization in the USA that aims to advance the arts by creating opportunities for all Americans to participate in and appreciate the arts. This is the third economic impact study of the sector undertaken by Americans for the Arts, the first two studied activity in 1992 and 2000 respectively. This review examines the wealth of data made available and the claims made for the economic impact of the non-profit arts and culture sector in the USA. The Arts & Economic Prosperity study concluded that the non-profit arts and culture industry generated $166.2 billion of economic activity and supported 5.7 million full-time equivalent jobs in the USA. The review raises concerns about the methodologies employed to both capture and interpret the data, in particular the reliance on gross figures rather than net flows and the lack of consideration of opportunity cost. In conclusion, it questions the degree of utility of the study given its heavy promotion as a tool for advocacy by Americans for the Arts. 相似文献
70.
Beverley E. Lambert 《Early Years: An International Journal of Research and Development》2007,27(1):65-75
This study investigated the use of diagrammatic representation as an aid for recalling a past event for 30 4–5‐year‐olds in their preschool year prior to commencing primary school. The children were randomly placed into one of two groups: ‘talkers’ (verbal memory) or ‘drawers’ (diagrammatic memory). They were interviewed individually, both one day and one month after the event that involved making a much‐needed tool for a game at their preschool. Both interviews were conducted by a familiar adult through three different levels of engagement—neutral, verbal and visual. Results showed that a combination of drawing and specific questioning (‘verbal’ level of engagement) facilitated better recall of detail than either drawing or talking independently. No significant differences regarding accuracy of responses were found between the two groups. 相似文献