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Karla de Jesus Kelly de Jesus J. Arturo Abraldes Luis Mourão Márcio Borgonovo-Santos Alexandre I. A. Medeiros 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(4):481-496
Foot and hand set-up position effects were analysed on backstroke start performance. Ten swimmers randomly completed 27 starts grouped in trials (n = 3) of each variation, changing foot (totally immersed, partially and totally emerged) and hand (lowest, highest horizontal and vertical) positioning. Fifteen cameras recorded kinematics, and four force plates collected hands and feet kinetics. Standardised mean difference and 95% confidence intervals were used. Variations with feet immersed have shown lower vertical centre of mass (CM) set-up position (0.16 m), vertical impulse exerted at the hands, horizontal and vertical impulse exerted at the feet (0.28, 0.41, 0.16 N/BW.s, respectively) than feet emerged with hands horizontal and vertically positioned. Most variations with feet partially emerged exhibited higher and lesser vertical impulse exerted at hands than feet immersed and emerged (e.g. vertical handgrip, 0.13, 0.15 N/BW.s, respectively). Variation with feet emerged and hands on the lowest horizontal handgrip depicted shorter horizontal (0.23, 0.26 m) and vertical CM positioning at flight (0.16, 0.15 m) than the highest horizontal and vertical handgrip, respectively. Start variations have not affected 15-m time. Variations with feet partially or totally emerged depicted advantages, but focusing on the entry and underwater biomechanics is relevant for a shorter start time. 相似文献
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Karla de Jesus Kelly de Jesus J. Arturo Abraldes Alexandre Igor Araripe Medeiros Ricardo J. Fernandes João Paulo Vilas-Boas 《Journal of sports sciences》2016,34(9):871-877
We aimed to analyse the handgrip positioning and the wedge effects on the backstroke start performance and technique. Ten swimmers completed randomly eight 15 m backstroke starts (four with hands on highest horizontal and four on vertical handgrip) performed with and without wedge. One surface and one underwater camera recorded kinematic data. Standardised mean difference (SMD) and 95% confidence intervals (CI) were used. Handgrip positioning did not affect kinematics with and without wedge use. Handgrips horizontally positioned and feet over wedge displayed greater knee angular velocity than without it (SMD = ?0.82; 95% CI: ?1.56, ?0.08). Hands vertically positioned and feet over wedge presented greater take-off angle (SMD = ?0.81; 95% CI: ?1.55, ?0.07), centre of mass (CM) vertical positioning at first water contact (SMD = ?0.97; 95% CI: ?1.87, ?0.07) and CM vertical velocity at CM immersion (SMD = 1.03; 95% CI: 0.08, 1.98) when comparing without wedge use. Swimmers extended the hip previous to the knee and ankle joints, except for the variant with hands vertically positioned without wedge (SMD = 0.75; 95% CI: ?0.03, 1.53). Swimmers should preserve biomechanical advantages achieved during flight with variant with hands vertically positioned and wedge throughout entry and underwater phase. 相似文献
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This study examines two experienced teachers’ transformations and sense of agency as they implemented a writer’s workshop curriculum with multi-lingual third grade students. Multiple lines of inquiry guide the study including communities of practice (Lave & Wenger, 1991), teacher identities in figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998), and the ethic of care (Noddings, 1984/2003). A constant comparative method was used to analyze classroom observation notes, interviews and debriefing sessions (Glaser & Strauss, 1967). Findings indicate that teachers transformed their pedagogical practices around writing, and at the same time reconsidered what it may mean to become renewed professionals. 相似文献
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Karla Correia Alexandra Marques-Pinto 《Educational research; a review for teachers and all concerned with progress in education》2016,58(3):247-264
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership. 相似文献
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Schools are no different than other political and cultural institutions that have at their foundations assumptions and policies based on stereotypes, hegemonic masculinity, binary notions of gender, and heteronormativity. When these foundations are questioned or challenged, resistance and disruption can occur. While there is evidence of greater acceptance of gender and sexual diversity (GSD) in schools, school professionals are often called upon to address the needs of GSD youth, as school environments may contain systemic barriers that prevent these youth from thriving. Addressing the needs of GSD youth can be complicated by other intersecting identities including race, religion, culture, disability, immigration status, and so forth. This special issue of PITS explores gender and sexual diversity, LGBTQ+identity, and the intersectionality of GSD with other identities that have historically struggled with marginalization and bias. An advocacy stance is proposed that focuses on the unique strengths and resilience of GSD youth to change the narrative from one of clinicalization of GSD youth to one of adaptability and empowerment. The articles in this special issue focus on barriers at multiple levels that impact GSD youth, from systemic barriers in educational contexts to those in the classroom, curriculum, extracurricular activities, and sports. Changing the narrative of GSD youth means focusing on stories of youth empowerment, advocacy, and healthy GSD development, while simultaneously challenging and dismantling the oppressive systems of heterosexism, cissexism, sexism, and racism, among others, that perpetuate unequal educational environments for minoritized student populations. 相似文献
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Alison M. Devlin Vic Lally Madeleine Sclater Karla Parussel 《Interactive Learning Environments》2013,21(4):405-424
This paper presents the findings from one of the first empirical research studies which has investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning environment, on learning and development of social and educational life transition skills in a group of looked after and accommodated children. Drawing on social constructivism in which meaningful learning is related to context and situated in practice, we report on a series of Inter-Life workshops that enabled young people to work together and through the processes of participation in authentic learning activities contributed to the development of life transition skills such as self-confidence, empathy, negotiation and mediation skills, teamwork and active problem-solving skills. The novel affordances of the Inter-Life virtual world which contributed to the development of the learning community included the ability to personalise learner engagement and activities from the outset along with ‘co-presence’ and ‘immersion’ and the flexibility provided by the innovative, technology-enhanced Inter-Life platform. This study presents some empirical evidence to demonstrate the efficacy of new models of learning that are mediated by innovative malleable technologies that can be shaped by the learner in a participatory manner. 相似文献
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This retrospective study on Federal Communications Commission policy addresses why minority broadcast ownership has waned as a civil rights issue since the 1960s, and it considers the re-emergence of this concern in the modern media reform movement. From the authors' examination, politics, neoliberal economic philosophy, and media ownership consolidation have contributed to the diminution of minority broadcast ownership in significant ways. The authors' findings have important implications for epistemic communities seeking to redress the lack of minority-owned broadcast facilities. 相似文献