The kinematic differences between accurate and inaccurate squash forehand drives for athletes of different skill levels     

Benjamin K. Williams  Ross H. Sanders  Joong Hyun Ryu  Philip Graham-Smith  Peter J. Sinclair 《Journal of sports sciences》2020,38(10):1115-1123

ABSTRACT

To maintain the accuracy of squash shots under varying conditions, such as the oncoming ball’s velocity and trajectory, players must adjust their technique. Although differences in technique between skilled and less-skilled players have been studied, it is not yet understood how players vary their technique in a functional manner to maintain accuracy under varying conditions. This study compared 3-dimensional joint and racket kinematics and their variability between accurate and inaccurate squash forehand drives of 9 highly skilled and 9 less-skilled male athletes. During inaccurate shots, less-skilled players hit the ball with a more open racket, demonstrating a difference in this task-relevant parameter. No joint kinematic differences were found for accuracy for either group. Coordinated joint rotations at the elbow and wrist both displayed a “zeroing-in” effect, whereby movement variability was reduced from the initiation of propulsive joint rotation to a higher consistency at ball-impact; potentially highlighting the “functionality” of the variability prior to the impact that enabled consistent task-relevant parameters (racket orientation and velocity) under varying conditions. Further, highly skilled players demonstrated greater consistency of task-relevant parameters at impact than less-skilled players. These findings highlight the superior ability of highly skilled players to adjust their technique to achieve consistent task-relevant parameters and a successful shot.  相似文献   

The motivation activation measure and media use in Singapore: cross-cultural stability     

Lelia Samson  Benjamin H. Detenber 《亚洲交流杂志》2017,27(4):433-450

The purpose of this paper is twofold: First, it tests how the Motivation Activation Measure [MAM; Lang, A., Bradley, S. D., Sparks Jr, J. V., &; Lee, S. (2007). The motivation activation measure (MAM): How well does MAM predict individual differences in physiological indicators of appetitive and aversive activation? Communication Methods and Measures, 1(2), 113–136] applies in a non-American (i.e. Asian) context, in order to provide evidence for the universality asserted through its theoretical underpinnings as an indicator of biologically based motivation systems. It thus investigates cross-cultural variation in the MAM scores and the associations with established measures of theoretically related personality factors. Second, the paper examines how individual differences in motivational system responsiveness correlate with media use and interests in an Asian culture. Eight hundred sixty-five respondents completed MAM, personality measures and self-reported media preference in an online survey. Findings indicate that the MAM values recorded in the Asian sample associate with the measures of theoretically related human traits as expected, and had a similar pattern of scores with those found in American samples. Moreover, results suggest that audience interests in different types of media can be predicted through their variation in motivation systems activation.  相似文献   

Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis     

Castro-Alonso  Juan C.  Wong  Rachel M.  Adesope  Olusola O.  Paas  Fred 《Educational Psychology Review》2021,33(3):989-1015

Multimedia pedagogical agents are on-screen characters that allow users to navigate or learn in multimedia environments. Several agents’ characteristics may moderate their instructional effectiveness, including appearance, gender, nonverbal communication, motion, and voice. Here, we conducted a meta-analysis to test hypotheses from diverse theories predicting the effects of these agents’ characteristics. We tested predictions of cognitive load theory, cognitive theory of multimedia learning, computers are social actors, social agency theory, uncanny valley, and the action observation network. Our meta-analysis of 32 effect sizes (N?=?2104) revealed a small overall effect (g+?=?0.20), showing that learning with multimedia pedagogical agents was more effective than learning without these agents. As predicted by the redundancy effect of cognitive load theory and the coherence principle of cognitive theory of multimedia learning, 2D agents (g+?=?0.38) tended to be more effective than 3D agents (g+?=?0.11). As predicted by the computers are social actors hypothesis, most of the agents’ characteristics, including nonverbal communication, motion, and voice, appeared not to moderate their effectiveness. We conclude that multimedia pedagogical agents help learning through multimedia, and that students may be able to learn similarly from different types of agents.

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Advancing virtual patient simulations through design research and interPLAY: part I: design and development     

Atsusi Hirumi  Andrea Kleinsmith  Kyle Johnsen  Stacey Kubovec  Michael Eakins  Kenneth Bogert  Diego J. Rivera-Gutierrez  Ramsamooj Javier Reyes  Benjamin Lok  Juan Cendan 《Educational technology research and development : ETR & D》2016,64(4):763-785

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GOVERNING FOR RESPONSIBILITY AND WITH LOVE: PARENTS AND CHILDREN BETWEEN HOME AND SCHOOL     

Benjamin Baez  Susan Talburt 《Educational theory》2008,58(1):25-43

A bstract .  In this essay, Benjamin Baez and Susan Talburt analyze the U.S. Department of Education's Helping Your Child Series to consider how the government of children, families, and schools reflects a concern with two seemingly unrelated political objectives of neoliberal projects: creating responsible, self-reliant citizens and making schools more efficient. Where these two objectives converge is in their techniques: they both use the parent-child relationship and what appears to motivate it. Drawing on Michel Foucault's conceptualization of government as "the conduct of conduct," Baez and Talburt analyze two pamphlets with an eye to several themes: the "commonsensical" nature of its address to loving parents; the "responsibilization" of parents and children; the insidious entry of school goals and behavioral norms into homes; and the seeming empowerment of the parent as partner in his or her child's learning. Finally, the authors discuss how the logic of modern forms of governing families and schools might be contested.  相似文献   

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study   总被引：1，自引：0，他引：1  

Robert M. Klassen  Wan Har Chong  Vivien S. Huan  Isabella Wong  Allison Kates  Wanwisa Hannok 《Teaching and Teacher Education》2008

A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs.  相似文献   

What is a real story? Investigating the perceptions of Key Stage One children   总被引：1，自引：0，他引：1  

Jacqueline Harrett Corresponding author Senior Lecturer Primary English  Theresa Benjamin 《Early Years: An International Journal of Research and Development》2005,25(1):31-42

This small‐scale piece of research stemmed from a larger study on oral storytelling and the responses of children to stories told and read to them. In the larger study several children expressed preferences for stories from picture books, as told stories were not real stories. This concept of real stories and what constitutes a real story in the eyes of an infant child, aged between five and seven years, is what led to the basis of the research. One hundred and thirty‐five children between the ages of five and seven years old were involved in the research. The investigation was conducted in three different schools in South Wales, UK. It was hoped that the research would give some insights into the literacy habits of children today. The children were asked some basic questions about home practices relating to storytelling and story‐reading and about preferences in relation to oral stories and picture books. Finally they were asked if they thought oral tales were real stories. This essay gives an overview of some of the literacy practices of the children and deliberates on their comments as they wrestle with the concept of a real story.  相似文献   

Critical Literacy Practices Within Problem-Based Learning Projects in Science     

Wong  Suzanna So Har  Kim  Mijung  Jin  Qingna 《Interchange》2021,52(4):463-477

Interchange - Digital technologies are part of many children’s everyday lives. They use them for entertainment, information seeking and connecting with friends on social media. These shifts...  相似文献   

基于元搜索的聚类挖掘引擎     

翁勍力  施水才  赵捧未 《情报杂志》2007,26(9):114-116,119

针对目前搜索引擎返回结果的海量性和无结构性，构建一个基于元搜索的聚类挖掘引擎，旨在利用元搜索引擎返回的结果，提高搜索结果聚类效率，快速有效地为用户提供一个搜索结果结构视图，从而进行进一步的知识发现。介绍了搜索引擎和挖掘引擎的主要功能及差别，应用向量空间模型对元搜索结果进行处理。介绍当前主要的聚类算法-K—means划分法和层次凝聚聚类法，并在此基础上提出基于元搜索结果将两种聚类算法相结合的聚类方法。  相似文献   

Informal teaching in Hong Kong primary schools: A longitudinal study     

Benjamin Y. Chan 《Studies in Educational Evaluation》1985,11(3):327-337

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