Segment coupling and coordination variability analyses of the roundhouse kick in taekwondo relative to the initial stance position     

Isaac Estevan  Julia Freedman Silvernail  Daniel Jandacka  Coral Falco 《Journal of sports sciences》2016,34(18):1766-1773

The initial stance position (ISP) has been observed as a factor affecting the execution technique during taekwondo kicks. In the present study, authors aimed to analyse a roundhouse kick to the chest by measuring movement coordination and the variability of coordination and comparing this across the different ISP (0°, 45° and 90°). Eight experienced taekwondo athletes performed consecutive kicking trials in random order from every of the three relative positions. The execution was divided into three phases (stance, first swing and second swing phase). A motion capture system was used to measure athletes’ angular displacement of pelvis and thigh. A modified vector coding technique was used to quantify the coordination of the segments which contributed to the overall movement. The variability of this coordination (CV) for each ISP was also calculated. Comparative analysis showed that during the stance phase in the transverse plane, athletes coordinated movement of the trunk and thigh with a higher frequency of in-phase and lower frequency of exclusive thigh rotation in the 0° stance than the 90° stance position (P < 0.05). CV was also influenced by the different ISP. During the first swing and the majority of the second swing phase, predominant in-phase coordination of the pelvis and thigh was observed. Including exercises that require in-phase movement could not only help athletes to acquire coordination stability but also efficiency. The existence of a constraint such as ISP implies an increase of the variability when the athletes have to kick from ISP they are not used to adopt (i.e., 0° and 90° ISP) as an evidence of adaptability in the athletes’ execution technique.  相似文献   

Left out: the forgotten tradition of radical publishing for children in Britain, 1910–1949, by Kimberley Reynolds     

Julia L. Mickenberg 《History of education》2018,47(4):574-576

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Learning by Discovery     

Julia M. Boleratz 《Journal of Experimental Education》2013,81(2):13-21

This paper illustrates how expected mean squares needed in the analysis of variance can be arrived at via the use of only one rule: the E(MS) for any source of variation for any ANOVA model is the specified effect (main effect or interaction) plus the specified effect in combination with any random effect (including combinations of random effects). Once the procedure has been mastered, it can be quickly applied to ANOVA designs of any complexity.  相似文献   

Poor relations in the preschool family: the funding of playgroups 1     

Peter Moss  Julia Brophy  June Statham 《教育政策杂志》2013,28(5):471-491

Playgroups provide for more children under five than any other preschool service, and now regard themselves as an alternative to, rather than a substitute for, nursery education. There are, however, a number of major issues concerning their funding: income depends largely on parental fees and fund‐raising; playgroups are less well resourced than nursery education; and current resourcing may be too low to ensure quality. Based on research in 45 playgroups in three areas (rural, inner city, and suburban), the paper looks in more detail at the consequences for playgroups of their current funding position and, more specifically, at the impact on various aspects of playgroups ‐ including premises and equipment; opening hours and usage; the position of playgroup workers; the satisfaction of mothers and playgroup leaders; and the playgroup environment ‐ of different funding policies pursued by local authorities in the three study areas. One local authority provided substantial support to individual playgroups, while the other two gave minimal support. The paper concludes by considering three options for the future funding of playgroups.

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The Rub Between Fact and Fiction: Ideology in Lois Lenski’s Regional Maps     

Julia Pond 《Children‘s Literature in Education》2011,42(1):44-55

From the early 1940s until the late 1960s, Lois Lenski embarked on an exploration of American regions through children’s books. This body of work, which has become known as Lenski’s Regional Series, began by exploring the regions Lenski herself experienced each year as she traveled from Connecticut to Florida for her health. As Lenski realized the importance and success of these books, demonstrated by a Newberry Medal award for Strawberry Girl in 1946, she broadened her reach to include more geographical areas of the United States including such states as California and South Dakota. Through her books, Lenski emphasizes the importance of community and shared nationhood even across regional lines. This paper examines Lenski’s regional series first from her own purpose in aiming for objectivity and fact that she could communicate to children of other regions, instructing and exposing them to new ways of life. Second, this paper considers the paratextual elements of the Regional series, the forewords and the maps that accompany each book, to reveal the ideology that Lenski unconsciously incorporates into her stories. A product of her time, Lenski may have been influenced by the government’s American Guide Series, created by the Federal Writers’ Project, which demonstrates the same successes and flaws. Lenski’s maps in particular demonstrate the influence of a particular time, the layering of fact and fiction, and the reflection of Lenski’s personal values of certain regional characteristics. Recognition of the ideology incorporated into Lenski’s series remains important as child readers receive not objective fact, but one perspective of their nation.  相似文献   

Book reviews     

Eveline Fallshaw  Paul Morris  Julia Preece 《International Journal of Lifelong Education》2013,32(2):188-193

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Surgical Intervention: Critiquing the Representation of Breast Cancer Surgery in US Women's Magazines     

Julia M. Mason 《Journal of American culture (Malden, Mass. : 2003)》2013,36(4):312-322

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CRIME,CAUSE AND TREATMENT: RECENT RESEARCH AND THEORY     

Leslie T. Wilkins 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):18-32

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How many colours are necessary to increase the reading speed of children with visual stress? A comparison of two systems     

Liane Smith  Arnold Wilkins 《Journal of Research in Reading》2007,30(3):332-343

We measured the increase in reading speed afforded by two currently available systems of coloured overlays: the Intuitive Overlays, which provide a choice of 30 colours, and the Eye Level Reading Rulers, which provide a choice of 5. Forty‐eight pupils from a local authority primary school who reported experiencing symptoms of visual stress were individually tested with both systems in a random order, balanced across pupils. There were no differences between the systems as regards the children's preference or the reduction in symptoms of visual stress. However, there was a significant increase in reading speed with the Intuitive Overlays and no increase, on average, with the Reading Rulers. Pupils showing an increase in reading speed of more than 5% with either overlay were tested again, on this occasion with Intuitive Overlays of the conventional size and those cut to the (much smaller) size of the Reading Rulers. There was no difference in reading speed between the large and small overlays. Participants whose reading speed increased with the Reading Rulers by as much as with the Intuitive Overlays tended to be those who chose a similar colour for both overlays. The general pattern of results suggests that the Reading Rulers failed to increase reading speed because they do not offer sufficient colours and hence the benefits of the Reading Rulers in increasing reading speed are likely to be less than obtained with the Intuitive Overlays.  相似文献   

The language of friendship and identity: children’s communication choices in an interfaith exchange     

Julia Ipgrave 《British Journal of Religious Education》2009,31(3):213-225

The development of partnerships between schools and school children of different religious and cultural backgrounds is currently being promoted at national level in an attempt to encourage social cohesion in ethnically and religiously diverse societies. This article reports on one such partnership, a programme of email communication between children from primary schools in Leicester and East Sussex. It uses concepts of presence and space to analyse the different linguistic and paralinguistic devices children employ to construct their identities as friends and as representatives of their communities, and to project these identities across a cultural divide. Evaluation of the children’s language choices identifies tensions and limitations as well as possibilities. The article makes use of Derrida’s deconstruction of hospitality as it questions a too ready adoption of the discourse of friendship for children’s intercultural encounter, and suggests that the development of a more sophisticated language of interest, politeness and respect provides them with a firmer foundation for positive and productive dialogue with religious difference.  相似文献