Determining the effect of cricket leg guards on running performance

Modern-day cricket has experienced a shift towards limited over games, where the emphasis is on scoring runs at a rapid rate. Although the use of protective equipment in cricket is mandatory, players perceive that leg guards, in particular, can restrict their motion. The aim of this study was to determine the influence of cricket leg guards on running performance. Initial testing revealed that wearing pads significantly increased the total time taken to complete three runs by up to 0.5?s compared with running without pads (P?相似文献   

Rethinking Recommendations for Implementing Comprehensive School Physical Activity Programs: A Partnership Model

Recommended approaches to promoting children’s physical activity through schools call for physical education teachers to serve as champions for, and leaders of, Comprehensive School Physical Activity Programs (CSPAPs). Little evidence, however, exists to suggest that physical education teachers are ideally prepared or supported to assume CSPAP leadership roles. The purpose of this article is to consider expectations that must be met for physical education teachers to serve as central protagonists in CSPAP implementation efforts, and to propose a conceptual model aimed at increasing both effectiveness and sustainability of CSPAPs through key external-internal partnerships. Specifically, community-based participatory research, communities of practice, and service-learning are presented as possible strategies to expand the support system for growing and sustaining CSPAPs. In sum, this article offers some reasons for rethinking current recommendations for CSPAP implementation.     

Program audience duplication: A study of television inheritance effects

Inheritance effects, especially high levels of audience duplication between adjacent programs, are a widely observed but little understood feature of audience behavior. This study places inheritance effects within a theoretical model of television program choice that attributes the general phenomenon to underlying patterns of audience availability. The absolute level of audience duplication between adjacent programs broadcast on the same network is determined by the rating of each program, the structure of available program options, and similarities in program type.     

Modifying the System for Observing Fitness Instruction Time to Measure Teacher Practices Related to Physical Activity Promotion: SOFIT+

The System for Observing Fitness Instruction Time (SOFIT) is commonly used to measure variables related to physical activity during physical education (PE). However, SOFIT does not yield detailed information about teacher practices related to children’s moderate-to-vigorous physical activity (MVPA). This study describes the modification of SOFIT (referred to as SOFIT+) to measure teacher practices related to students’ MVPA during PE lessons. Teacher practices that (a) promote and (b) limit children’s MVPA were identified and operationally defined via a literature review and Delphi Method. Reliability and validity data for SOFIT+ were obtained from 20 video recorded elementary PE lessons. Validity of teacher behaviors included in SOFIT+ was established using students’ accelerometer-derived MVPA. Twenty-seven teacher practices were identified. Inter-rater agreement ranged from 75.8% to 99.1% across 724 reliability scans. Six and seven practices were independently related to girls’ and boys’ MVPA, respectively. For example, during elimination activities, boys and girls were less likely to engage in MVPA. Boys were up to 1.51 times more likely to engage in MVPA while girls were up to 2.86 times more likely to engage in MVPA when a greater number of teacher practices were observed concurrently. Findings provide preliminary reliability and validity for SOFIT+, an instrument to comprehensively measure teacher practices related to children’s MVPA during PE.     

Symptoms and long‐term outcomes for children who have been sexually assaulted

Violent behaviors by and toward children have become an increasing concern within the American school system, with a good deal of energy devoted to developing profiles about which children are likely to exhibit these behaviors (Goldstein & Huff, 1993). Unfortunately, much less publicity has been devoted toward children who are sexually abused, despite the fact that over 300,000 children and adolescents are sexually abused annually in this country (National Center of Child Abuse and Neglect, 1996). As such, this figure reflects about a 600% increase in actual reported cases since 1980 (Burgdoff, 1980). These data suggest that a large number of school‐aged children are experiencing this kind of personal assault and professional educators are likely to encounter these children in the routine course of the educational process. This article provides a summary of the issues involved in the determination of sexual assault against a child and reviews the empirical literature describing the symptoms which may be manifested by a child who has been sexually abused. © 2001 John Wiley & Sons, Inc.     

Higher learning: impacts of a high-altitude adventure-based field school on college student development

ABSTRACT

Student learning can be enhanced through applied experience of theoretical knowledge. The purpose of this study was to identify and articulate personal and educational impacts experienced by students during a mentally and physically challenging international adventure-based field school. Nineteen students and two faculty members participated in a three-week applied course exploring the effects of altitude on human health and performance through an adventure sport expedition in the Andean Mountains of Bolivia, South America. The field school design was intended to optimize student learning through cross-disciplinary applied curriculum and research. Written journal assignments, data from physiological and psychological measures and researcher observations were included in the analysis. Findings suggest that altering environmental conditions and applying ‘real-world conditions’ can promote student growth and learning. Implications for field school design, pedagogical considerations and college administration of field schools are discussed.