The kinematic differences between accurate and inaccurate squash forehand drives for athletes of different skill levels     

Benjamin K. Williams  Ross H. Sanders  Joong Hyun Ryu  Philip Graham-Smith  Peter J. Sinclair 《Journal of sports sciences》2020,38(10):1115-1123

ABSTRACT

To maintain the accuracy of squash shots under varying conditions, such as the oncoming ball’s velocity and trajectory, players must adjust their technique. Although differences in technique between skilled and less-skilled players have been studied, it is not yet understood how players vary their technique in a functional manner to maintain accuracy under varying conditions. This study compared 3-dimensional joint and racket kinematics and their variability between accurate and inaccurate squash forehand drives of 9 highly skilled and 9 less-skilled male athletes. During inaccurate shots, less-skilled players hit the ball with a more open racket, demonstrating a difference in this task-relevant parameter. No joint kinematic differences were found for accuracy for either group. Coordinated joint rotations at the elbow and wrist both displayed a “zeroing-in” effect, whereby movement variability was reduced from the initiation of propulsive joint rotation to a higher consistency at ball-impact; potentially highlighting the “functionality” of the variability prior to the impact that enabled consistent task-relevant parameters (racket orientation and velocity) under varying conditions. Further, highly skilled players demonstrated greater consistency of task-relevant parameters at impact than less-skilled players. These findings highlight the superior ability of highly skilled players to adjust their technique to achieve consistent task-relevant parameters and a successful shot.  相似文献   

The motivation activation measure and media use in Singapore: cross-cultural stability     

Lelia Samson  Benjamin H. Detenber 《亚洲交流杂志》2017,27(4):433-450

The purpose of this paper is twofold: First, it tests how the Motivation Activation Measure [MAM; Lang, A., Bradley, S. D., Sparks Jr, J. V., &; Lee, S. (2007). The motivation activation measure (MAM): How well does MAM predict individual differences in physiological indicators of appetitive and aversive activation? Communication Methods and Measures, 1(2), 113–136] applies in a non-American (i.e. Asian) context, in order to provide evidence for the universality asserted through its theoretical underpinnings as an indicator of biologically based motivation systems. It thus investigates cross-cultural variation in the MAM scores and the associations with established measures of theoretically related personality factors. Second, the paper examines how individual differences in motivational system responsiveness correlate with media use and interests in an Asian culture. Eight hundred sixty-five respondents completed MAM, personality measures and self-reported media preference in an online survey. Findings indicate that the MAM values recorded in the Asian sample associate with the measures of theoretically related human traits as expected, and had a similar pattern of scores with those found in American samples. Moreover, results suggest that audience interests in different types of media can be predicted through their variation in motivation systems activation.  相似文献   

Advancing virtual patient simulations through design research and interPLAY: part I: design and development     

Atsusi Hirumi  Andrea Kleinsmith  Kyle Johnsen  Stacey Kubovec  Michael Eakins  Kenneth Bogert  Diego J. Rivera-Gutierrez  Ramsamooj Javier Reyes  Benjamin Lok  Juan Cendan 《Educational technology research and development : ETR & D》2016,64(4):763-785

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GOVERNING FOR RESPONSIBILITY AND WITH LOVE: PARENTS AND CHILDREN BETWEEN HOME AND SCHOOL     

Benjamin Baez  Susan Talburt 《Educational theory》2008,58(1):25-43

A bstract .  In this essay, Benjamin Baez and Susan Talburt analyze the U.S. Department of Education's Helping Your Child Series to consider how the government of children, families, and schools reflects a concern with two seemingly unrelated political objectives of neoliberal projects: creating responsible, self-reliant citizens and making schools more efficient. Where these two objectives converge is in their techniques: they both use the parent-child relationship and what appears to motivate it. Drawing on Michel Foucault's conceptualization of government as "the conduct of conduct," Baez and Talburt analyze two pamphlets with an eye to several themes: the "commonsensical" nature of its address to loving parents; the "responsibilization" of parents and children; the insidious entry of school goals and behavioral norms into homes; and the seeming empowerment of the parent as partner in his or her child's learning. Finally, the authors discuss how the logic of modern forms of governing families and schools might be contested.  相似文献   

What is a real story? Investigating the perceptions of Key Stage One children   总被引：1，自引：0，他引：1  

Jacqueline Harrett Corresponding author Senior Lecturer Primary English  Theresa Benjamin 《Early Years: An International Journal of Research and Development》2005,25(1):31-42

This small‐scale piece of research stemmed from a larger study on oral storytelling and the responses of children to stories told and read to them. In the larger study several children expressed preferences for stories from picture books, as told stories were not real stories. This concept of real stories and what constitutes a real story in the eyes of an infant child, aged between five and seven years, is what led to the basis of the research. One hundred and thirty‐five children between the ages of five and seven years old were involved in the research. The investigation was conducted in three different schools in South Wales, UK. It was hoped that the research would give some insights into the literacy habits of children today. The children were asked some basic questions about home practices relating to storytelling and story‐reading and about preferences in relation to oral stories and picture books. Finally they were asked if they thought oral tales were real stories. This essay gives an overview of some of the literacy practices of the children and deliberates on their comments as they wrestle with the concept of a real story.  相似文献   

Informal teaching in Hong Kong primary schools: A longitudinal study     

Benjamin Y. Chan 《Studies in Educational Evaluation》1985,11(3):327-337

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Decolonising the religious education curriculum     

Liam Gearon  Arniika Kuusisto  Yonah Matemba  Saija Benjamin  Petro Du Preez  Pia Koirikivi 《British Journal of Religious Education》2021,43(1):1-8

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Random Permutation Testing Applied to Measurement Invariance Testing with Ordered-Categorical Indicators     

Benjamin A. Kite  Terrence D. Jorgensen  Po-Yi Chen 《Structural equation modeling》2018,25(4):573-587

We describe and evaluate a random permutation test of measurement invariance with ordered-categorical data. To calculate a p-value for the observed (?)χ², an empirical reference distribution is built by repeatedly shuffling the grouping variable, then saving the χ² from a configural model, or the ?χ² between configural and scalar-invariance models, fitted to each permuted dataset. The current gold standard in this context is a robust mean- and variance-adjusted ?χ² test proposed by Satorra (2000), which yields inflated Type I errors, particularly when thresholds are asymmetric, unless samples sizes are quite large (Bandalos, 2014; Sass et al., 2014). In a Monte Carlo simulation, we compare permutation to three implementations of Satorra’s robust χ² across a variety of conditions evaluating configural and scalar invariance. Results suggest permutation can better control Type I error rates while providing comparable power under conditions that the standard robust test yields inflated errors.  相似文献   

A theory of instruction for introductory programming skills     

Benjamin Xie  Dastyni Loksa  Greg L. Nelson  Matthew J. Davidson  Dongsheng Dong  Harrison Kwik 《Computer Science Education》2019,29(2-3):205-253

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.  相似文献   

Students’ Emotive Reasoning Through Place-Based Environmental Socioscientific Issues     

Herman  Benjamin C.  Zeidler  Dana L.  Newton  Mark 《Research in Science Education》2020,50(5):2081-2109

Research in Science Education - Engaging environmental socioscientific issues (SSI) requires navigating diverse positions regarding people and nature. This qualitative investigation determined how...  相似文献