Specific muscular development in under-18 soccer players   总被引：3，自引：0，他引：3  

P Leatt  R J Shephard  M J Plyley 《Journal of sports sciences》1987,5(2):165-175

A comparison of the under-18 (U-18) and under-16 (U-16) squads of the Canadian national soccer team with a representative sample of Canadians (Canada Fitness Survey, 1983) showed a tendency for the development or selection of the older players in teams of stature (U-18, 175.8 cm; U-16, 171.1 cm; CFS, 170.9 cm) and lean body mass (U-18, 63.4; U-16, 57.9; CFS, 54.2 kg). The larger lean mass of the older players could not be explained simply by size. The U-18s also showed greater isokinetic leg extension force (particularly for rapid movements) and explosive strength (vertical jump) relative to the younger players, although the knee extension force was less than in some classes of athlete. Part of the gain in mass seems due to local training of the hip and leg muscles and part to a more general muscular development. Contrary to some reports, the hip flexibility of the Canadian players (sit and reach test) was greater than for a national sample; this may be important in avoiding soft tissue injuries to the legs. However, aerobic power (58.3 +/- 5.3 ml kg-1 min-1) and body fat (8.0 +/- 1.1%) were unremarkable.  相似文献   

Academic attribution of secondary students: gender,year level and achievement level     

Magdalena Mo Ching Mok  Kerry John Kennedy  Phillip John Moore 《教育心理学》2011,31(1):87-104

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Forms of assessment and their potential for enhancing learning: conceptual and cultural issues   总被引：2，自引：2，他引：0  

Kerry John Kennedy  Jacqueline Kin Sang Chan  Ping Kwan Fok  Wai Ming Yu 《Educational Research for Policy and Practice》2008,7(3):197-207

Assessment has become an important topic of debate and even reform in many Western countries. It is equally important in other regions of the world, although less subject to reform. Yet discussions of assessment across cultural boundaries are not frequent and in a globalizing world this can be problematic. The purposes of this article, therefore, are to review concepts such as ‘formative’ and ‘summative’ assessment and how they have developed over time. A focus of this review will be to identify the implications of different kinds of assessment for student learning, especially in relation to the cultural contexts in which they take place. The article will argue that different forms of assessment can be directed towards different learning purposes, especially where cultural pressures dictate certain kinds of assessment practices. Valorizing one form of assessment over another may well be counterproductive in particular cultural contexts.  相似文献   

Outsourcing academic development in higher education: staff perceptions of an international program     

Kerry Dickson  Kate Hughes  Bruce Stephens 《International Journal for Academic Development》2017,22(2):106-119

Increasingly, higher education support services are being outsourced. Our case study was of a program from a global, USA-based, non-profit organisation. From in-depth interviews, we investigated staff perceptions of academic development workshops and the efficacy of outsourcing to a transnational tertiary-support program. We found that interviewees valued the academic development. They believed greater consideration should be given to cultural differences between exporting and importing countries; to evidence-based assessment of, and institutional leadership support for, the program; and to discipline-based and tertiary-level skills. Our preliminary findings may inform university management about improved approaches to outsourcing academic development to international commercial providers.  相似文献   

Spelling Mastery and Spelling through Morphographs: Direct Instruction programs for beginning and low-progress spellers     

Kerry Hempenstall 《Australian Journal of Learning Difficulties》2015,20(1):55-81

There has been concern about student literacy expressed in the community in recent years, following the results of national and international assessment. In spelling, there are insufficient hard data, but the perception is that our students are not receiving the exemplary spelling education they require. A number of possible reasons have been canvassed, including suboptimal teacher literacy and literacy knowledge, the inadequacy of teacher education, and a lack of attention to spelling instruction in the classroom. There is increasing evidence about the components of instruction that best aid students to become skilled spellers, though fewer well-designed evaluation studies to help consumers choose which programs are optimal. The three components that have received much research attention are: the phonemic, whole word, and morphological techniques. Spelling Mastery and Spelling through Morphographs are two programs that specifically emphasise these components and hence are worthy of investigation.  相似文献   

Measuring the Multifaceted Nature of Infant and Toddler Care Quality     

Peter L. Mangione  Kerry Kriener-Althen  Jennifer Marcella 《Early education and development》2016,27(2):149-169

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Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal self-regulation     

Kerry C. Krafft  Laura E. Berk 《Early childhood research quarterly》1998,13(4):637-658

Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.  相似文献   

Comparison of Indirect Calorimetry- and Accelerometry-Based Energy Expenditure during Object Project Skill Performance     

Ryan S. Sacko  Keith Brazendale  Ali Brian  Kerry McIver  Danielle Nesbitt  Craig Pfeifer 《Measurement in physical education and exercise science》2019,23(2):148-158

This study compared the energy expenditure (EE) levels during object projection skill performance (OPSP) as assessed by indirect calorimetry and accelerometry. Thirty-four adults (female n = 18) aged 18–30 (23.5 ± 2.5 years) performed three, 9-min sessions of kicking, over-arm throwing, and striking performed at 6-, 12-, and 30-sec intervals. EE was estimated (METS) using indirect calorimetry (COSMED K4b2) and hip-worn accelerometry (ActiGraph GT3X+). EE using indirect calorimetry demonstrated moderate-intensity physical activity (3.4 ± 0.7 METS––30-sec interval, 5.8 ± 1.2 METS––12-sec interval) to vigorous intensity physical activity (8.3 ± 1.7 METS––6-sec interval). However, accelerometry predicted EE suggested only light-intensity physical activity (1.7 ± 0.2 METS––30-sec interval, 2.2 ± 0.4 METS––12-sec interval, 2.7 ± 0.6 METS––6-sec interval). Hip-worn, ActiGraph GT3X+ accelerometers do not adequately capture physical activity intensity levels during OPSP, regardless of differences in skill performance intervals.  相似文献   

I am fast but I do not fit: an autoethnography of a swimmer’s experiences of ‘competitive performance’ stigma in two sporting contexts     

Jenny McMahon  Kerry R. McGannon  Chris Zehntner 《Sport, Education and Society》2019,24(3):283-297

Given that research outside of sport and exercise has found that stigma may cause severe consequences (e.g. depression), it is important to explore the concept in regard to its connection to socio-cultural issues in the development and persistence of stigmatisation in sporting contexts. Analytic autoethnography and Goffman’s theory of stigma was used to explore one female swimmer’s experiences of ‘enacted’ and ‘felt’ competitive performance stigma occurring in elite swimming and a masters swimming context. Competitive performance stigma has not been conceptualised or explored as a stigma type in sport research, however through the presentation and analysis of two vignettes and the use of Goffman, this is achieved. The social agents that contributed to both ‘enacted’ and ‘felt’ competitive performance stigma and the consequences/effects (e.g. withdrawal from sport, feelings of shame) for this swimmer are highlighted. Our analysis further highlights the role of particular cultural insiders (e.g. coaches, team managers and other swimmers) in the reproduction of competitive performance stigma through acts of labelling, discrimination and social isolation. These acts positioned the female swimmer as an ‘outsider’ because of her competitive performance which in turn led to her withdrawal from these two sporting contexts highlighting the implications for recipients of stigmatisation.  相似文献   

Painted Tonsures and Potato-sellers: Priests,Passing and Survival in the Asturian Revolution     

Matthew Kerry 《Cultural and Social History》2017,14(2):237-255

The Asturian revolutionary insurrection of 1934 saw the greatest outburst of anticlerical bloodletting in Spain for a century and prefigured the dramatic wave of anticlerical violence during the Spanish Civil War. Scholars have neglected, however, to study the experience of clerical survival. This article analyses how members of the clergy survived the insurrection through the prism of passing, concentrating on cleric's dress, gestures and revolutionary performances. It demonstrates the need to study survival processes, sheds new light on clerical identity, agency and existing cultural gulfs in 1930s' Spain, and underlines the contingency of violence in revolutionary contexts.  相似文献