Biomechanical energetic analysis of technique during learning the longswing on the high bar     

Genevieve Kate Roscoe Williams  Gareth Irwin  David George Kerwin  Karl Maxim Newell 《Journal of sports sciences》2015,33(13):1376-1387

Biomechanical energetic analysis of technique can be performed to identify limits or constraints to performance outcome at the level of joint work, and to assess the mechanical efficiency of techniques. The aim of this study was to investigate the biomechanical energetic processes during learning the longswing on the high bar. Twelve male, novice participants took part in a training study. Kinematic and kinetics data were collected during swing attempts in eight weekly testing sessions. Inverse dynamics analysis was performed from known zero forces at the toes. Joint work, total energy, and bar energy were calculated. Biomechanical constraints to action, that is, limits to novice performance, were identified as “total work” and “shoulder work”. The most biomechanically efficient technique was associated with an onset of the hip functional phase and joint work that occurred between 10–45° before the bottom of the swing. The learning of gross motor skills is realised through the establishment of a set of techniques with task specific biomechanical constraints. Knowledge of the biomechanical constraints to action associated with more effective and efficient techniques will be useful for both assessing learning and establishing effective learning interventions.  相似文献   

The impact of making-weight on cognitive performance in apprentice jockeys     

Sarahjane Cullen  Eimear Dolan  Adrian McGoldrick  Kate O Brien  Brian P. Carson  Giles Warrington 《Journal of sports sciences》2015,33(15):1589-1595

Jockeys regularly engage in rapid weight-loss practices in preparation for competition. These practices are thought to impair cognitive function, although the evidence in support of this theory remains inconclusive. The purpose of this study was to examine the effects of making-weight on cognitive function in apprentice jockeys in a simulated and competitive environment. Apprentice jockeys (n = 12) reduced their body mass by 4% in 48 h in a simulated environment using weight-loss methods typically adopted in preparation for racing. Simple and choice reaction time, attention, learning and memory were assessed before and after the weight loss. A further 10 apprentice jockeys performed the cognitive function assessment in a competitive racing environment at both a self-reported “normal” and “light” body mass. Hydration status and body mass were assessed in all trials. In the simulated environment, body mass was reduced by 4.2 ± 0.3%, yet no change in cognitive function was observed. Cognitive function also remained unchanged in the competitive environment after a body mass loss of 5.7 ± 1.9%. Typical reductions in body mass in preparation for racing have no effect on cognitive function in apprentice jockeys in a simulated and competitive environment. Further research is required to investigate the physiological mechanisms preventing the adverse effects of making-weight on cognitive function in jockeys.  相似文献   

CHRISTIAN ASSOCIATIONS     

Kobert B. Adams 《Religious education (Chicago, Ill.)》2013,108(5):475-485

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Book reviews     

Kate Hawkey 《Cambridge Journal of Education》2010,40(1):87-92

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Research in Art and Design Education: Issues and Exemplars     

Jeff Adams 《The International Journal of Art & Design Education》2010,29(2):213-214

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Editorial     

Jeff Adams 《The International Journal of Art & Design Education》2010,29(1):2-7

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Characteristics of a Successful College Teacher     

Homer J. Adams 《College Teaching》2013,61(4):256-257

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EDITORIAL     

Mary Briggs  Suzanne Carrington  Chris Coates  Mary Doveston  Anthony Feiler  Cath Gristy  Elaine Hall  Jenny Hankey  Jane Holford  Marie Howley  Mary Kellett  Jackie Lown  Elspeth McCartney  Diane Montgomery  Melanie Nind  Sue Pearson  Richard Rose  Geoff Tennant  Kate Wall  Philip Garner 《Support for Learning》2009,24(1):3-4

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Favorable Student Evaluations as a Function of Instructor's Age     

Henry L. Adams 《College Teaching》2013,61(1)

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Language Policy and Identity: the case of Catalonia     

Henry Miller  Kate Miller 《International Studies in Sociology of Education》2013,23(1):113-128

ABSTRACT

Language is a crucial feature of national and personal identity. Where Nationality is contested or controlled a particular language may be promoted or prohibited and the language of instruction is often informed by a ‘national’ political agenda. In Spain Franco attempted the suppression of Catalan identity prohibiting the public use of Catalan, schooling was conducted in Castilian. After Franco, in 1975 the new constitution promoted autonomy and self government for Catalonia. The regional government developed an educational policy, teaching Catalan to all children and using Catalan as the vehicular language in schools. The present population of Catalonia is approximately six million, over four million speak Catalan as their first language but there is significant population whose first language is Castilian. The article moves from a discussion of identity and nationalism, to an account of the dynamics of language in Catalonia and the development of Catalan education policy and its implications for questions of identity, nationality, education and language.  相似文献