Is movement variability important for sports biomechanists?     

Bartlett R  Wheat J  Robins M 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(2):224-243

This paper overviews the importance for sports biomechanics of movement variability, which has been studied for some time by cognitive and ecological motor skills specialists but, until quite recently, had somewhat been overlooked by sports biomechanists. The paper considers biomechanics research reporting inter- and intra-individual movement variability in javelin and discus throwing, basketball shooting, and locomotion. The overview does not claim to be comprehensive and we exclude such issues as the theoretical background to movement and coordination variability and their measurement. We overview evidence, both theoretical and empirical, of inter-individual movement variability in seeking to achieve the same task goal, in contrast to the concept of "optimal" movement patterns. Furthermore, even elite athletes cannot reproduce identical movement patterns after many years of training, contradicting the ideas of motor invariance and "representative" trials. We contend that movement variability, far from being solely due to neuromuscular system or measurement "noise"--as sports biomechanists may have previously supposed--is, or could be, functional. Such functionality could allow environmental adaptations, reduce injury risk, and facilitate changes in coordination patterns. We conclude by recommending that sports biomechanists should focus more of their research on movement variability and on important related topics, such as control and coordination of movement, and implications for practice and skill learning.  相似文献   

Spaces and physical education pre-service teachers’ narrative identities     

Alison Wrench 《Sport, Education and Society》2017,22(7):825-838

Stories or narratives are integral to meaning making in relation to selves, others and the choices we make in living. It follows that pre-service teachers’ narratives can provide a means for understanding experiences and processes of becoming teachers of physical education (PE). This paper reports on an interview-based inquiry from which biographical information was collated and constructed as narratives. The specific focus of this paper is demonstrating how Ricoeur's [1991a. Narrative identity. In D. Woods (Ed.), On Paul Ricoeur: Narrative and interpretation (pp. 188–199). London: Routledge; 1992. Oneself as another. Chicago, IL: University of Chicago Press] theorisation of narrative identity can generate understandings about incipient PE teacher identities as developed in various spaces and temporalities. Data are presented through a cluster of significant spaces: sport, families, schooling, PE and Teacher Education plus narratives. Findings indicate that in constructing narrative identities, participants activated links between spaces, their past, present and aspirational futures as teachers. Given this, I conclude by identifying possibilities for PE teacher educators in using personal narratives as resources for exploring significant lifeworld spaces and subjective possibilities.  相似文献   

Genetic and Environmental Influences on Developmental Milestones and Movement: Results From the Gemini Cohort Study     

Lee Smith  Cornelia H. M. van Jaarsveld  Clare H. Llewellyn  Alison Fildes  Guillermo Felipe López Sánchez  Jane Wardle 《Research quarterly for exercise and sport》2017,88(4):401-407

Purpose: Variability in the timing of infant developmental milestones is poorly understood. We used a twin analysis to estimate genetic and environmental influences on motor development and activity levels in infancy. Method: Data were from the Gemini Study, a twin birth cohort of 2,402 families with twins born in the United Kingdom in 2007. Parents reported motor activity level for each of the twins at age 3 months using the Revised Infant Behavior Rating Scale and reported the ages at which they first sat unsupported, crawled, and walked unaided. Results: Activity level at 3 months and ages when first sitting and crawling were about equally influenced by the shared family environment (45%–54%) and genes (45%–48%). Genetic influences dominated for age when children took their first independent steps (84%). Conclusion: Aspects of the shared family environment appear to be important influences on motor activity levels and early milestones, although the timing of walking may have a stronger genetic influence. Further research to identify the specific environmental and genetic factors that promote early activity may be important for longer-term health outcomes.  相似文献   

Understanding the complex work of mathematics teaching     

Superfine  Alison Castro 《Journal of Mathematics Teacher Education》2022,25(3):263-265

Journal of Mathematics Teacher Education -  相似文献   

A Consumer‐Driven Approach to Increase Suggestive Selling     

Don Rohn  John Austin  Alison Sanford 《Performance Improvement Quarterly》2003,16(1):29-39

Several research articles have been published demonstrating the effectiveness of behavioral interventions in improving suggestive selling behavior of sales staff (e.g., Johnson & Masotti, 1990; Martinko, White, & Hassell, 1989; Mirman, 1982; Ralis & O'Brien, 1986). Procedures employed in these studies made use of two classes of personnel to implement the intervention: (1) personnel internal to the organization or (2) external consultants. The current study examined the efficacy of a consumer‐driven approach to improve suggestive selling behavior of three employees of a fast food franchise. Customers delivered either a verbal prompt or praise to an employee after they had placed their order. Delivery of a prompt or praise depended on whether or not the employee made a suggestion for an additional food purchase. This consumer‐driven intervention increased suggestive selling behaviors of all three employees, and was associated with higher suggestive sales in each case.  相似文献   

Online instructional delivery. Lessons from the instructor's perspective     

K. Peter Kuchinke  Steven R. Aragon  Kenneth Bartlett 《Performance Improvement》2001,40(1):19-27

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Movement System Theory and Anatomical Competence: Threshold Concepts for Physical Therapist Anatomy Education     

Melissa A. Carroll  Alison McKenzie  Mary Tracy-Bee 《Anatomical sciences education》2022,15(2):420-430

This viewpoint proposes eight anatomy threshold concepts related to physical therapist education, considering both movement system theory and anatomical competence. Movement system theory provides classifications and terminology that succinctly identifies and describes physical therapy practice from a theoretical and philosophical framework. The cardiovascular, pulmonary, endocrine, integumentary, nervous, and musculoskeletal systems are all included within this schema as the movement system theory encompasses all body systems interacting to create movement across the lifespan. Implementing movement system theory requires an ability to use human anatomy in physical therapist education and practice. Understanding the human body is a mandatory prerequisite for effective diagnosis, assessment, treatment, and patient evaluation. Anatomical competence refers to the ability to apply anatomic knowledge within the appropriate professional and clinical contexts. Exploring the required anatomical concepts for competent entry-level physical therapist education and clinical practice is warranted. The recommended threshold concepts (fluency, dimensionality, adaptability, connectivity, complexity, stability or homeostasis, progression or development, and humanity) could serve as an integral and long-awaited tool for guiding anatomy educators in physical therapy education.  相似文献