Purpose: This study analysed the effects of a training intervention programme using principles of Non-Linear Pedagogy (NLP) on the decision making (DM) and performance behaviours (P) of youth footballers.
Method: 19 footballers (U12 yrs) participated in 14 training sessions, spread over three phases: Pre-intervention, Intervention, Retention. The intervention was based on Small-Sided and Conditioned Games. We assessed progress during the intervention phase at two different points: intermediate and final. The GPET instrument was used to analyse the DM and P during the completion of 3208 passes in the intervention.
Results: Results shown significant improvements in the DM and P after the intermediate and final points of the acquisition phase. Moreover, significantly higher values were also obtained in both variables in the retention, compared to the pre-intervention phase.
Conclusion: Results indicated that the NLP intervention programme was effective in improving both aspects of team games performance in youth players, with effects consolidated over time. 相似文献
The aim of this study was to investigate the effectiveness of a caffeine-containing energy drink to enhance physical and match performance in elite badminton players. Sixteen male and elite badminton players (25.4 ± 7.3 year; 71.8 ± 7.9 kg) participated in a double-blind, placebo-controlled and randomised experiment. On two different sessions, badminton players ingested 3 mg of caffeine per kg of body mass in the form of an energy drink or the same drink without caffeine (placebo). After 60 min, participants performed the following tests: handgrip maximal force production, smash jump without and with shuttlecock, squat jump, countermovement jump and the agility T-test. Later, a 45-min simulated badminton match was played. Players’ number of impacts and heart rate was measured during the match. The ingestion of the caffeinated energy drink increased squat jump height (34.5 ± 4.7 vs. 36.4 ± 4.3 cm; P < 0.05), squat jump peak power (P < 0.05), countermovement jump height (37.7 ± 4.5 vs. 39.5 ± 5.1 cm; P < 0.05) and countermovement jump peak power (P < 0.05). In addition, an increased number of total impacts was found during the badminton match (7395 ± 1594 vs. 7707 ± 2033 impacts; P < 0.05). In conclusion, the results show that the use of caffeine-containing energy drink may be an effective nutritional aid to increase jump performance and activity patterns during game in elite badminton players. 相似文献
This empirical study examined a sample of 210 academic deans in research and doctoral institutions in the United States to investigate the relationship between academic discipline and the preparation of deans for their leadership role. Respondents reported relying on experience in past administrative posts and past relationships with faculty leaders as the most highly valued approaches to learning what the deans’ job entails. Findings suggest that how deans understand their role is very much related to the unique experiences they have accumulated as a faculty member. Despite the low reliance overall on trial‐and‐error as a learning approach, deans in pure fields reported relying more on trial‐and‐error than deans from applied fields. This finding suggests that academic discipline cannot be discounted in considering the preparation of faculty for leadership roles. 相似文献
Cultural Studies of Science Education - Factors that influence the underrepresentation of females in STEM careers begin early in childhood when gender biases and stereotypes emerge. Stereotypes... 相似文献
High equipment and materials costs, limited access to computers for instruction in many schools, and the success of cooperative learning strategies in traditional classroom instruction have prompted researchers to examine the potential of cooperative computer-based instruction (CBI). In this article, recent research on cooperative CBI is reviewed and findings related to achievement, patterns of study, social interchange, motivation, and gender are discussed. In addition, guidelines on the implementation of cooperative CBI that have been gleaned from the literature are presented.This paper was prepared with partial support from MECC/University of Minnesota Center for Study of Educational Technology, and presented at the AECT Annual Convention, January 31–February 4, 1990, Anaheim, CA. 相似文献
ABSTRACTThis paper reports the development of a Mapuche education programme in the context of indigenous demands and claims in relation to education, specifically the Bafkehce Mapuche community who live in the Araucanía Region of Chile. The central objective defined was to systematise, jointly with the indigenous community, the components defined as educational knowledge in order to generate a Mapuche education. The study was approached using the dialogical-kishu kimkelay ta che methodology, developed jointly with a Maci (responsible for ceremonies), two Kimches (sages), a Gütancefe (bone-setter), Mapuche teachers, and undergraduate teaching students and academics. The results show epistemic and gnoseological categories which differ from the westernised Chilean categories of education, thus allowing a Mapuche education programme to be generated in order to establish a dialogue between educational knowledge in the indigenous context and in the Chilean western context. 相似文献
To determine the aspects of an observational situation facilitating subsequent acquisition of an observed task, two experimental groups of rats were exposed to a model’s performance of a two-way discriminative shuttlebox avoidance task with a tone as the discriminative stimulus. One experimental group (OND) observed the performance of a naive demonstrator; the other experimental group (OSD) observed a skilled demonstrator. A stimulus control group (SC) was exposed to the tone with no model present; a response control group (RC) observed demonstrator running with no tone present. A naive control group (NC) received no observational experience. All groups were subsequently tested on acquisition of the task. An analysis of variance on avoidance scores and Newman-Keuls tests for differences between means revealed that OND and OSD groups performed significantly more avoidances than the control groups. Exposure to the total tone-running sequence was found to be necessary for observational learning. The results were interpreted in terms of a sensory-sensory conditioning model.
AbstractCurrently, direct empirical evidence exists about the amount of mechanical load that climbers apply to each finger during several hand grips specific to sport climbing, but not yet in a specific hanging position.The objectives of this study are a) to draw and build a solid and rigid support that simulates the real action of a hand grip in a hanging position in sport climbing, to enable the measurement of the mechanical load endured by the fingers in a hanging position and in addition, b) to describe the distribution of mechanical load among fingers as a function of the level of climbing during different hand grips in a hanging position.Thirty young male participants took part in the initial phase of reliability of the measurements, while another 64 male climbers participated in the subsequent study phase to check the relations between independent and dependent variables. The level of on sight climbing and the total practice experience were used to define the groups. The research task consisted of performing hanging positions on the created support in order to measure the mechanical load endured by the fingers in the three most characteristic hand grips in climbing (crimp, half crimp and slope). It has been concluded that the performance level of the climbers had no influence on the production of a pattern of differentiated finger mechanical load during the research task. 相似文献
