Gender Differences in Children's Throwing Performance: Biology and Environment     

Jack K. Nelson  Jerry R. Thomas  Karyn R. Nelson  Penny C. Abraham 《Research quarterly for exercise and sport》2013,84(4):280-287

Abstract

This study evaluated the influence of biological and environmental variables on the differences between the throwing performance of 5-year-old girls and boys. A total of 100 children (48 girls, 52 boys) were tested on throwing for distance and rated on two components of throwing form—trunk rotation, and foot action. Children were evaluated on eight biological characteristics—height, weight, body mass index, ponderal index, sum of four skinfolds, body diameters, arm and leg girths, and somatotypes—and four environmental characteristics—older brother, older sister, presence of adult male, and playing with older children. Results indicated that boys threw farther than girls and exhibited more mature form. Boys had greater joint diameters than girls, a smaller sum of four skinfolds, and more estimated arm muscle. Boys were more likely to play regularly with older children. Girls' throwing performance was only 57% that of boys, but when throwing was adjusted for a linear composite of biological variables, girls' throwing performance increased to 69% of boys'. Thus, while the differences in most motor performance tasks between boys and girls prior to puberty have been attributed to environmental factors, some of the differences in throwing performance appears to reflect biological characteristics, even as early as 5 years of age.  相似文献   

The Use of Meta-Analysis in Exercise and Sport: A Tutorial     

Jerry R. Thomas  Karen E. French 《Research quarterly for exercise and sport》2013,84(3):196-204

Abstract

Meta-analysis is a set of procedures used to quantify, integrate, and analyze the findings of a large number of research studies. It offers the advantage of quantifying effects from individual studies in addition to specifying the procedures the authors followed when reviewing the literature. Although meta-analysis has been demonstrated as a useful technique in exercise and sport research, and new and more appropriate statistical techniques for use in meta-analysis have been developed, these procedures are not widely used. This tutorial describes these advances and provides an example of their application to data from gender differences in throwing velocity during childhood and adolescence.  相似文献   

Children's Experiences of Fun and Enjoyment During a Season of Sport Education     

Jerry R. Thomas  Walter Salazar  Daniel M. Landers 《Research quarterly for exercise and sport》2013,84(3):344-348

This paper reports on a 16-week sport education (SE) unit with just over 70 year 5 students (M age = 10.04 years) in one United Kingdom school during the spring and summer terms and discusses students' SE experiences. Student interviews were conducted throughout the season and a questionnaire on different motivation aspects was administered prior to and before completing the SE season. We report and examine the data in relation to hypothesized influences on fun and enjoyment, including being part of a team, autonomy, and improving game play. The principal reasons SE may be more enjoyable than previous physical education lessons include the greater opportunities for autonomy, affiliation, and competition, plus perceived learning.  相似文献   

The impact of social media on informal learning in museums     

Angelina Russo  Jerry Watkins  Susan Groundwater‐Smith 《Educational Media International》2013,50(2):153-166

This paper posits that social networking can take a central role in learning in informal environments such as museums, libraries and galleries. It argues that social media offers young people agency previously unavailable in informal learning environments in order to explore complex responses to and participation with cultural content. The paper will consider transformations in digital literacy and the processes by which young learners can connect with knowledge in informal learning environments to become active cultural participants.

Die Wirkung sozialer Medien auf informelle Bildung in Museen

Dieses Papier postuliert, dass soziale Vernetzung eine zentrale Rolle im Lernen in informellen Umgebungen wie Museen, Bibliotheken und Galerien annehmen kann. Es behauptet, dass soziale Medien jungen Leuten als Agentur in informellen Lernumgebungen dienen können, die zuvor nicht verfügbar sind, um komplexe Antworten zu erkunden und Beteiligung mit kulturellem Inhalt zu erkennen. Die Autoren betrachten Transformationen in digitalen Fähigkeiten und den Prozessen, durch die junge Anfänger sich mit Wissen in anderen informellen Bildungsumgebungen verbinden können, um aktive kulturelle Teilnehmer zu werden.

L’impact des medias “sociaux” sur l’apprentissage informel dans les musées

Le présent article affirme que la mise en réseau humain peut jouer un rôle central pour l’apprentissage dans des environnements informels comme les musées,les bibliothèques et les galeries. Il avance que les medias “sociaux” offrent aux jeunes des moyens qui n’existaient pas auparavant dans les environnemetns d’apprentissage informels pour permettre d’explorer des réactions complexes et d’interagir avec le contexte culturel. Les auteurs examinent les mutations de la compétence numérique et les processus par lesquels les jeunes apprenants peuvent se brancher sur la connaissance dans des environnements d’apprentissage informels pour devenir des acteurs culturels dynamiques.

El impacto de los medios colectivos sobre el aprendizaje informal en los museos

Esta artículo postula que la creación de redes humanas puede desempeñar un papel central para el aprendizaje en entornos informales como los museos, las bibliotecas y las galerías. Apunta que los medios sociales ofrecen a los jovenes capacidades que antes no estaban asequibles dentro de los entornos de aprendizaje informal para explorar las respuestas complejas y interagir con el contexto cultural. Los autores consideran las transformaciones en el alfabetismo digital y los procesos a través de los cuales los jovenes alumnos pueden conectarse con los conocimientos dentro de esos entornos informales de aprendizaje para convertirse en actores culturales dinámicos.  相似文献   

Assessing graduate assistant teacher communication concerns     

Jerry D. Feezel  Scott A. Myers 《Communication quarterly》2013,61(3):110-124

The purpose of this study was to develop an instrument measuring teacher communication concern as experienced by graduate teaching assistants (GTAs). Two‐hundred and thirty‐three GTAs enrolled in a preservice orientation program completed two scales: a revised, expanded version of the Teacher Communication Concern scale and a 28‐item Concerns Checklist. Results indicate that GTAs experience eight somewhat interrelated types of concern: self, task, impact, role conflict, teaching, area knowledge, procedural knowledge, and time management. Furthermore, GTA variables of expected duties, prior teaching experience, newness to area, foreign born, and age are likely to predict differential types of concerns.  相似文献   

Educational publishing: ‘graphosphere’, ‘videosphere’ or ‘public sphere’?     

Jerry Wellington  Jon Nixon  Feng Su 《Discourse: Studies in the Cultural Politics of Education》2013,34(3):309-324

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Worthy of Note     

Jerry Robbins 《The Educational forum》2013,77(2):255-256

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Book Received     

Jerry Robbins 《The Educational forum》2013,77(4):557-559

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直面人生     

Jerry Davis  冯秀坤 《海外英语》2004,(9):24-26

对现实的逃避与反抗,是每个人都会经历的一种生活的波动与体验,如何面对,如何自我解脱抑或是奋进?本文作者也许会给大家一个令人满意的答案。  相似文献   

The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks     

Janet Heine Barnett  Jerry Lodder  David Pengelley 《Science & Education》2014,23(1):7-27

We analyze our method of teaching with primary historical sources within the context of theoretical frameworks for the role of history in teaching mathematics developed by Barbin, Fried, Jahnke, Jankvist, and Kjeldsen and Blomhøj, and more generally from the perspective of Sfard’s theory of learning as communication. We present case studies for two of our guided student modules that are built around sequences of primary sources and are intended for learning core curricular material, one on logical implication, the other on the concept of a group. Additionally, we propose some conclusions about the advantages and challenges of using primary sources in teaching mathematics.  相似文献