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Bradshaw EJ Le Rossignol P 《Sports biomechanics / International Society of Biomechanics in Sports》2004,3(2):249-262
The aim of this study was to identify the anthropometric and physical prerequisites for high difficulty floor tumbling and vaulting. Twenty 8-14 year old female talent-selected gymnasts performed handstand push-offs, and single and multiple jumps on a portable Kistler force plate. The force curves were analysed using Kistler and Excel software to obtain peak displacement, peak take-off force, and power The gymnasts were also assessed for sprinting, with and without vaulting, and standing broad jump performances. Video footage from the vault take-off was analysed using Video Expert II software to obtain the horizontal and vertical take-off velocities. Each gymnast's best vault starting score, three best floor tumbling skills, and anthropometric characteristics were recorded. Statistical analysis included one-way analysis of variance (ANOVA) to examine the effect of age (8-10 years, 11-12 years, 13-14 years) on the performance measures and linear regression analysis with performance start score for vault or best floor tumbling score as the outcome variable. The best regression model for indicating vaulting talent had, as predictor variables, resultant velocity at take-off from the board, squat jump power, and average power during the last five jumps in the continuous bent-leg jump series. The best regression model for indicating floor tumbling ability had, as predictor variables, age, vault running velocity, and reduced ground contact time in a handstand push-off. 相似文献
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Although much research has been conducted on the psychometric properties of cognitive diagnostic models, they are only recently being used in operational settings to provide results to examinees and other stakeholders. Using this newer class of models in practice comes with a fresh challenge for diagnostic assessment developers: effectively reporting results and supporting end users to accurately interpret results. Achieving the goal of communicating results in a way that leads users of the assessment to make accurate interpretations requires a prerequisite step that cannot be taken for granted. The assessment developers must first accurately interpret results from a psychometric, or measurement, standpoint. Through this article, we seek to begin a discussion about reasonable interpretations of the results that classification‐based models provide about examinees. Interpretations from published research and ongoing practice show different—and sometimes conflicting—ways to interpret these results. This article seeks to formalize a comparison, critique, and discussion among the interpretations. Before beginning this discussion, we first present background on the results provided by classification‐based models regarding the examinees. We then structure our discussion around key questions an assessment development team needs to answer themselves prior to constructing reports and interpretative guides for end users of the assessment. 相似文献
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Patricia A. Hershfeldt Karen Pell Richard Sechrest Elise T. Pas Catherine P. Bradshaw 《Journal of educational and psychological consultation》2013,23(4):280-299
There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This article describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of 3 years. This Tier 2 coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school, randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management. 相似文献
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David Bradshaw 《牛津教育评论》2013,39(2):201-216
Although many employers recruit graduates, often on an any discipline basis, there is an apparent mismatch between employer needs and educational response. Possession of a degree indicates ability to think at a certain level, but is insufficient. Selection criteria, advertisements and training courses run to make graduates fully effective show that employers need skills in communication, co‐operation and teamwork, and positive personal qualities such as the will to set and meet objectives and to be innovative also. American experience indicates that although there is no complete and generally accepted classification of generic intellectual and personal skills, at least some are identifiable and are developed in the process of higher education. The College Outcomes Measures Project identified three ‘process areas’ (communicating, solving problems and clarifying values). The American Programme Evaluation Project identified communication, quantification, analytic and synthesising skills and values clarification. Some individual institutions have developed their own, useful, classifications and curricula which develop them. Efforts to improve these skills enhance both the academic work of the students and their employabil‐ity. Interest in these areas in the UK is less advanced than in the United States and is piecemeal, but the UGC and NAB regard them as important. 相似文献