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1.
Inter-day training reliability and variability in artistic gymnastics vaulting was determined using a customised infra-red timing gate and contact mat timing system. Thirteen Australian high performance gymnasts (eight males and five females) aged 11–23 years were assessed during two consecutive days of normal training. Each gymnast completed a number of vault repetitions per daily session. Inter-day variability of vault run-up velocities (at ‐18 to ‐12 m, ‐12 to ‐6 m, ‐6 to ‐2 m, and ‐2 to 0 m from the nearest edge of the beat board), and board contact, pre-flight, and table contact times were determined using mixed modelling statistics to account for random (within-subject variability) and fixed effects (gender, number of subjects, number of trials). The difference in the mean (Mdiff) and Cohen's effect sizes for reliability assessment and intra-class correlation coefficients, and the coefficient of variation percentage (CV%) were calculated for variability assessment. Approach velocity (‐18 to ‐2 m, CV = 2.4–7.8%) and board contact time (CV = 3.5%) were less variable measures when accounting for day-to-day performance differences, than pre-flight time (CV = 17.7%) and table contact time (CV = 20.5%). While pre-flight and table contact times are relevant training measures, approach velocity and board contact time are more reliable when quantifying vaulting performance.  相似文献   

2.
The form of 3,684 throws made by 100 players in 7 collegiate baseball games was examined in relation to position, distance, and active and inactive situations. All throws made from the first pitch to the last out for 94 half innings were videotaped from the stands. The results showed that the interrater reliability of task, environment, and performance measures were all acceptable to excellent (percentage of agreement was at least 80%), indicating that qualitative aspects of throwing can be reliably measured in an actual sport context. Alternatives to the most advanced pattern were observed at least half the time for catchers and infielders at most distances in both active and inactive situations andfor pitchers and outfielders only in inactive situations.  相似文献   

3.
Abstract

Data from four physical performance tests were collected from approximately 260 subjects and were used to determine (a) whether the split-half method is a valid procedure for estimating the reliability of multiple trial physical performance tests, and (b) whether the Spearman-Brown prophecy formula will be an accurate predictor of the reliability of a physical performance test when its length is increased. A significant day-to-day variation in test scores was found at the .05 level. The assumptions underlying the use of the Spearman-Brown prophecy formula were significantly violated at the .05 level. Seventy-nine percent of the reliability coefficients computed by the split-half method were higher than the test-retest reliability coefficients. Seventy-two percent of the reliability coefficients predicted by the Spearman-Brown prophecy formula were higher than the obtained test-retest reliability coefficients.  相似文献   

4.
The aim of this study was to understand changes in technique within an athlete's own performance during a sprint hurdles run. Four athletes performed a training session containing four trials each over 10 hurdles. Clearances at hurdles three and nine were videotaped from a side view and manually digitised. All athletes in this study yielded a lower running speed over the hurdle at the ninth hurdle in comparison to the third hurdle in each run. All athletes also showed further signs of potential tiredness in the clearances of the ninth hurdle. Interestingly, these changes in technique varied among the athletes. This poses challenges to coaches, as they need to evaluate individually what changes in training should be introduced to keep the quality of clearances as high as possible throughout training. To match more closely the velocities to those in competitions, consideration could be given in training to shorten gradually the distances between the hurdles more during the latter part of the run, although this should be individually checked, based on the athlete. This way, athletes could learn to clear the hurdle with a higher horizontal velocity, even when fatigue is potentially influencing the performance.  相似文献   

5.
Based on the job demands–resources model, the study developed and validated an instrument that measures physical education teachers’ job demands–resources perception. Expert review established content validity with the average item rating of 3.6/5.0. Construct validity and reliability were determined with a teacher sample (n = 397). Exploratory factor analysis established a five-dimension construct structure matching the theoretical construct deliberated in the literature. The composite reliability scores for the five dimensions range from .68 to .83. Validity coefficients (intraclass correlational coefficients) are .69 for job resources items and .82 for job demands items. Inter-scale correlational coefficients range from –.32 to .47. Confirmatory factor analysis confirmed the construct validity with high dimensional factor loadings (ranging from .47 to .84 for job resources scale and from .50 to .85 for job demands scale) and adequate model fit indexes (root mean square error of approximation = .06). The instrument provides a tool to measure physical education teachers’ perception of their working environment.  相似文献   

6.
Baseball pitching must be performed with correct technique if injuries are to be avoided and performance maximized. High-speed video analysis is accepted as the most accurate and objective method for evaluation of baseball pitching mechanics. The aim of this research was to develop an equivalent qualitative analysis method for use with standard video equipment. A qualitative analysis protocol (QAP) was developed for 24 kinematic variables identified as important to pitching performance. Twenty male baseball pitchers were videotaped using 60 Hz camcorders, and their technique evaluated using the QAP, by two independent raters. Each pitcher was also assessed using a 6-camera 200 Hz Motion Analysis system (MAS). Four QAP variables (22%) showed significant similarity with MAS results. Inter-rater reliability showed agreement on 33% of QAP variables. It was concluded that a complete and accurate profile of an athlete's pitching mechanics cannot be made using the QAP in its current form, but it is possible such simple forms of biomechanical analysis could yield accurate results before 3-D methods become obligatory.  相似文献   

7.
The aim of this study was to examine the consistency or reproducibility of measuring cycling peak power in children and adults. Twenty-seven pre-pubertal girls and boys and 27 female and male physical education students (age 9.8 +/- 0.5 and 24.4 +/- 4.3 years, respectively; mean +/- s) participated in the study. All participants performed five tests over 15 days and underwent a habituation session before the study. Each test included four sprints against four different braking forces. We found that braking forces of 7.5% of body weight in children and 10% of body weight in adults were too high for most of the participants to elicit maximal cycling power. Unlike the children, the physical education students improved their performance between session 1 and session 2 (1025 +/- 219 vs 1069 +/- 243 W; P < 0.001). Therefore, to obtain reproducible measures of cycling peak power, a habituation session including a complete test protocol (i.e. warm-up plus three sprints) is highly recommended. When the protocol included three sprints in children and at least two sprints in adults, measurement of cycling peak power was found to be highly reliable (test-retest coefficient of variation approximately 3%). Finally, to avoid performance fluctuations, especially over several consecutive evaluations (e.g. longitudinal studies), it is necessary to maintain high motivation in children.  相似文献   

8.
There is limited research studying fluid and electrolyte balance in rugby union players, and a paucity of information regarding the test–retest reliability. This study describes the fluid balance of elite rugby union players across multiple squads and the reliability of fluid balance measures between two equivalent training sessions. Sixty-one elite rugby players completed a single fluid balance testing session during a game simulation training session. A subsample of 21 players completed a second fluid balance testing session during an equivalent training session. Players were weighed in minimal clothing before and after each training session. Each player was provided with their own drinks which were weighed before and after each training session. More players gained body weight (9 (14.8%)) during training than lost greater than 2% of their initial body mass (1 (1.6%)). Pre-training body mass and rate of fluid loss were significantly associated (r?=?0.318, p?=?.013). There was a significant correlation between rate of fluid loss in sessions 1 (1.74?±?0.32?L?h?1) and 2 (1.10?±?0.31?L.?h?1), (r?=?0.470, p?=?.032). This could be useful for nutritionists working with rugby squads to identify players with high sweat losses.  相似文献   

9.
Mechanography during the vertical jump may enhance screening and determining mechanistic causes underlying physical performance changes. Utility of jump mechanography for evaluation is limited by scant test-retest reliability data on force-time variables. This study examined the test-retest reliability of eight jump execution variables assessed from mechanography. Thirty-two women (mean±SD: age 20.8 ± 1.3 yr) and 16 men (age 22.1 ± 1.9 yr) attended a familiarization session and two testing sessions, all one week apart. Participants performed two variations of the squat jump with squat depth self-selected and controlled using a goniometer to 80º knee flexion. Test-retest reliability was quantified as the systematic error (using effect size between jumps), random error (using coefficients of variation), and test-retest correlations (using intra-class correlation coefficients). Overall, jump execution variables demonstrated acceptable reliability, evidenced by small systematic errors (mean±95%CI: 0.2 ± 0.07), moderate random errors (mean±95%CI: 17.8 ± 3.7%), and very strong test-retest correlations (range: 0.73–0.97). Differences in random errors between controlled and self-selected protocols were negligible (mean±95%CI: 1.3 ± 2.3%). Jump execution variables demonstrated acceptable reliability, with no meaningful differences between the controlled and self-selected jump protocols. To simplify testing, a self-selected jump protocol can be used to assess force-time variables with negligible impact on measurement error.  相似文献   

10.
Tibial acceleration is a surrogate measure for impact loading and lower limb fatigue injury in runners. Triaxial accelerometers may offer reliable and practical measurement of resultant peak tibial acceleration (PTA). With such potential in mind, this study examined variability and measurement reliability of tibial acceleration in 14 runners at baseline at one week, and eight of the runners again at six months. Triaxial accelerometers were attached to the distal tibiae of runners before they ran on a treadmill for two minutes each, at speeds of 2.7, 3.0, 3.3 and 3.7 m/s in standardised shoes. Resultant PTAs were calculated for each speed and session. Reliability outcomes were presented as percentage change and effect sizes. Variability outcomes included intraclass correlation coefficients and the typical error of the measurement. Smallest worthwhile change and performance/noise ratio were also calculated. While runners demonstrated marginally lower reliability and higher variability over six months, compared to one week, in all cases the measures of reliability and variability were of ‘good’ to ‘moderate’ reliability, and ‘small’ to ‘moderate’ variability using magnitude-based inferences. We can be confident that resultant PTA can be used with runners to assess and monitor their impacts throughout a six-month intervention.  相似文献   

11.
The aim of this study was to examine the consistency or reproducibility of measuring cycling peak power in children and adults. Twenty-seven pre-pubertal girls and boys and 27 female and male physical education students (age 9.8±0.5 and 24.4±4.3 years, respectively; mean±s) participated in the study. All participants performed five tests over 15 days and underwent a habituation session before the study. Each test included four sprints against four different braking forces. We found that braking forces of 7.5% of body weight in children and 10% of body weight in adults were too high for most of the participants to elicit maximal cycling power. Unlike the children, the physical education students improved their performance between session 1 and session 2 (1025±219 vs 1069±243 W; P<0.001). Therefore, to obtain reproducible measures of cycling peak power, a habituation session including a complete test protocol (i.e. warm-up plus three sprints) is highly recommended. When the protocol included three sprints in children and at least two sprints in adults, measurement of cycling peak power was found to be highly reliable (test-retest coefficient of variation ～3%). Finally, to avoid performance fluctuations, especially over several consecutive evaluations (e.g. longitudinal studies), it is necessary to maintain high motivation in children.  相似文献   

12.
Improving motor skills represents one of the major issues in motor control and motor learning literature. The aim of this study was to investigate which of two strategies, method of amplification of error (MAE) or direct instruction (DI), would be more beneficial for error correction of the snatch technique. Thirty well-trained male weightlifters were randomly assigned to one of three training conditions (MAE, DI and Control). The experiment took place in only one practice session in which each lifter performed 3 pretraining trials, 8 training intervention trials, and 3 post-training trials, and a retention test session after 1 week. An optoelectronic motion capture system was used to measure the kinematic parameters of the weightlifting performance. After the training intervention, data showed that the MAE group revealed a greater improvement in several kinematic parameters when compared to the DI and Control groups, and the benefits derived from its application were still present 1 week later in the retention test. Nevertheless, the findings of the present study should be interpreted with caution due to the relatively small sample size; further research will also be necessary to evaluate the effects of MAE with different ability levels and other sport skills. The present findings could have practical implications for sport psychology and physical education because while practice is obviously necessary for improving learning, the efficacy of the learning process is essential in enhancing learners’ motivation and sport enjoyment.  相似文献   

13.
In this exploratory study, the rater reliability of the Physical Education Observation Instrument (PEOI) was satisfactorily established. Three raters coded the frequency of occurrences of selective teacher (9) and student (4) behaviors and one catchall category when male teachers were instructing male pupils in volleyball. A 3 Rater × 3 Teacher × 2 Occasion Generalizability Study design indicated high stability of both inter- and intra-rater scores on 13 of 14 variables from ěp 2 .65 to .99, establishing the appropriateness of the PEOI for further observational research on teacher and student behaviors in physical education.  相似文献   

14.
体育教育是学校教育中不可或缺的一部分,它的缺失不仅是学校教育功能缺失的表现,更是表明我们在人才培养方面机能的缺失.面对当前体育教育缺失越来越严重的现状,本文在运用文献资料法、实证法、逻辑分析法的基础上分析了我国体育教育功能演变的特点,探讨了其功能性缺失表现的内容,深挖了其功能性缺失的根源,并进而提出了体育教育功能运行的保障措施,以期达到促进我国体育教育功能的有效发挥.  相似文献   

15.
ABSTRACT

The aim of this trial was to compare an eight-week individual movement quality versus traditional resistance training intervention on movement quality and physical performance. Forty-six trained adults were randomised to a movement quality-focused training (MQ) or a traditional resistance training (TRAD) group, and performed two individualised training sessions per week, for 8 weeks. Session-RPE (sRPE) was obtained from each session. Measures of movement quality (MovementSCREEN and Functional Movement Screen (FMS)) and physical performance were performed pre- and post-intervention. All measures improved significantly in both groups (3–14.5%, p = <0.005). The between-group difference in MovementSCREEN composite score was not statistically significant (0.3, 95% CI ?3.4, 4.1, p = 0.852). However, change in FMS composite was significantly greater in MQ (1.3, 95% CI 0.8, 1.8, p < 0.001). There were no significant between-group differences in physical performance (p = 0.060–0.960). The mean sRPE was significantly lower in MQ (5.25, SD 1.2) compared to TRAD (6.6 SD 1.0, p = <0.001). Thus, although movement quality scores were not distinctly greater in the MQ group, a movement quality specific intervention caused comparable improvements in physical performance compared to traditional resistance training but at lower perceived training intensity.  相似文献   

16.
The study was designed to develop an instrument to examine students' reports of the type and frequency of various student behaviors in physical education classes that might disrupt classroom management. This study had multiple phases, including instrument development, preliminary studies, content-related evidence study, and an exploratory factor analysis and internal consistency reliability study. Participants for the content-related evidence study were 27 experts in physical education pedagogy. They were sent items from the student disruptive behavior instrument and asked to organize them into 3 management severity categories. Participants for the factor analysis and internal consistency reliability study were 2,309 middle and high school students from 2 states. The following 6 factors emerged from the exploratory factor analysis: (a) aggressive, (b) low engagement or irresponsibility, (c) fails to follow directions, (d) illegal or harmful, (e) distracts or disturbs others, and (f) poor self-management. Alpha reliability coefficients for the factors were mostly above .70 and the rotated factor loadings for the items ranged from .26 to .73. Investigating students' reports of the type and frequency of potentially troublesome behaviors may lead to a better understanding of student disruptive behaviors in physical education contexts.  相似文献   

17.
800m项目是初中生必修项目,也是初中体育教学的重点之一。如何做到快速提高初中生800m成绩是中考体育训练着重关注的问题。本文采用文献资料法,实地调查法,逻辑分析法和经验总结法等方法,从课余体育训练现状提出问题。对初中800m女学生进行了训练和设计,并提出了改进措施。体育老师要充分利用课余时间训练,利用侧重点教学方式,增强田径技能的形成,并且针对初中女生兴趣不高,技能较差的特点,在实际的训练过程中,更多的学生作为主体并进行田径训练,为提高学生的热情度,调动积极性,进一步提高成绩。  相似文献   

18.
This study was designed to test the intra- and inter-rater reliability of the University of North Carolina's Balance Error Scoring System in 9- and 10-year-old children. Additionally, a modified version of the Balance Error Scoring System was tested to determine if it was more sensitive in this population (“raw scores”). Forty-six normally developing fourth-grade students underwent balance testing. Twelve trials measured static and dynamic balance. Four adult raters scored the balance tests to yield Cronbach's alpha scores of reliability. Intra-rater University of North Carolina Balance Error Scoring System α varied from .73 to .94 and .94 to .99 when using the raw scores. The inter-rater University of North Carolina Balance Error Scoring System α of the four raters ranged from .77 to .95 and from .88 to .98 when using the raw scores. The University of North Carolina Balance Error Scoring System shows high reliability when used with fourth-grade elementary school children; however, raw scores may show greater reliability in a population of children.  相似文献   

19.
Abstract

The purposes of the present study were to evaluate transfer of movement education training to new skill performance and to evaluate skill improvement as a result of movement education and traditional training. The subjects were 47 first grade students who were in one of two classes. Each physical education class received one 30-minute class and one 20-minute class per week for 20 weeks. Subjects were taught movement principles either by a movement education approach or by a traditional approach. Johnson's Throw and Catch Test (1962) and a batting test for distance were used as pretests. These same tests were repeated as post tests in addition to two other tests which measured performance on striking and kicking distance and accuracy. Teaching approach groups were not significantly different on the latter two tests which measured the transfer of training effect. Traditional learning was better than movement education in developing throwing, catching, and batting performance. These results suggest that when one's objective is to teach a specific skill within a relatively short time period, a command style with demonstration is better than movement education.  相似文献   

20.
The purpose of this study was to determine the objectivity and stability reliability of the 90° push-up (90PU) test for elementary, high school (HS), and college-age students. One hundred fifty-six elementary and 70 HS students performed the 90PU test on 2 different days. Of those students, 49 elementary students were videotaped for the objectivity portion of the study. Eighty-four college students performed the 90PU on 2 different days, and each day they were scored by 2 to 4 judges. For the elementary girls and boys, the objectivity coefficients were .46 and .75, respectively, and the stability reliability coefficients ranged from .50 to .86 for the elementary and HS students. For the college students, the objectivity coefficients were between .16 and .91, with 6 of the 16 coefficients above .70. The reliability coefficients were between .22 and .87, with 5 of the 7 coefficients greater than .70. Several administration problems with the 90PU test were identified during the testing.  相似文献   

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