Variable training: effects on velocity and accuracy in the tennis serve     

Hector Hernández-Davo  Tomás Urbán  Jose Manuel Sarabia  Casto Juan-Recio  Francisco Javier Moreno 《Journal of sports sciences》2013,31(14):1383-1388

Abstract

Variable practice has been shown to be an effective strategy to improve open motor skills. However, the usefulness of this procedure in closed motor skills remains controversial. The following study has the objective of analysing the effects of variability practice in the improvement of a closed skill. The skill studied has been the tennis serve. Thirty young tennis players (13 ± 1.52 years), divided in two groups, took part in this study. One group practiced in variable conditions and the other group in consistency conditions. Both groups performed 12 training sessions (60 serves/session). The variable practice group improved their accuracy significantly compared with the consistency group (F_3.25 = 3.078; P = 0.035). The velocity of serve increased after training in both groups (F_3.25 = 15.890; P = 0.001). The practice in variable conditions seems to be effective in improving the performance of the tennis serve.  相似文献   

Impressions of ICOTS II     

Bob Croasdale  Jeff Evans  Jerry L. Moreno  Harry O. Posten  Andy Begg  John Bernard  Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7

The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986  相似文献   

Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology     

Fuertes-Prieto  Miguel Ángel  Andrés-Sánchez  Santiago  Corrochano-Fernández  Diego  Urones-Jambrina  Carmen  Delgado-Martín  Mª Laura  Herrero-Teijón  Pablo  Ruiz  Camilo 《Science & Education》2020,29(5):1235-1254

Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,...  相似文献   

Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill     

S&#;nia Maria Pallaoro Moojen  Hosana Alves Gon&#;alves  Ana Bass&#;a  Ana Luiza Navas  Graciela de Jou  Em&#;lio S&#;nchez Miguel 《Annals of dyslexia》2020,70(1):115-140

The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects.  相似文献   

Psychologists’ dilemmas in career counselling practice     

Paulo Miguel Cardoso  Maria Céu Taveira  Constan?a Sacadura Biscaia  Maria Gra?a Santos 《International Journal for Educational and Vocational Guidance》2012,12(3):225-241

In this study, we explored main dilemmas psychologists face in career counselling in two main professional settings: employment and education. Participants included 24 experienced Portuguese psychologists, working in employment (n?=?14) and educational (n?=?10) settings. We used consensual qualitative research to conduct and analyse semi-structured interviews. Results revealed dilemmas?? in five domains: neutrality, assessment, dual loyalty, role boundaries, and confidentiality, with the typical dilemma in the domain of neutrality. Differences between groups were found in the domains of dual loyalty and role boundaries.  相似文献   

Predictors of Familial Acculturative Stress in Asian American College Students     

Linda G. Castillo  Marion P. Zahn  Miguel A. Cano 《Journal of College Counseling》2012,15(1):52-64

The authors examined the predictors of familial acculturative stress in 85 Asian American college students. Participants were primarily 1st‐ and 2nd‐generation U.S. citizens. Results showed that perceived acculturative family conflict and family intragroup marginalization were related to higher levels of familial acculturative stress for participants. Family intragroup marginalization accounted for a statistically significant proportion of the variance in familial acculturative stress after all variables were controlled. The findings emphasize the need to recognize culture‐specific stressors of college students. Implications for college counselors are discussed.  相似文献   

“The Hardest Task”—Peer Review and the Evaluation of Technological Activities     

Vasen  Federico  Sierra Pereiro  Miguel 《Minerva》2022,60(3):375-395

Minerva - Technology development and innovation are fundamentally different from scientific research. However, in many circumstances, they are evaluated jointly and by the same processes. In these...  相似文献   

Mexican and Mexican-American children’s funds of knowledge as interventions into deficit thinking: opportunities for praxis in science education     

Miguel M. Licona 《Cultural Studies of Science Education》2013,8(4):859-872

In this case study, I use an ethnographic-style approach to understand the funds of knowledge of immigrant families living in colonias on both sides of the US/Mexico border. I focus on how these “knowledges” and concomitant experiences impact the ways we perceive and treat immigrant students who have all too often been viewed through deficit lenses that relegate them to the lowest expectations and outcomes in the classroom. I find that Mexican and Mexican-American families hold unusually sophisticated and relevant “knowledges” to mitigate their everyday lives. In this paper, I will refer to citizens of Mexico, whether they reside in Mexico or have crossed to the United States legally or without documentation for purposes of work, as Mexican. People who have crossed the border and are living in the US as legal residents or have gained citizenship are referred to as Mexican-Americans. They live a hybrid identity that is varied and dynamic, an issue that adds to the complexity of the content and contexts of this study. These families know and use these “knowledges” on a daily basis, yet they are not recognized by teachers in the US as a starting point to affirm and support immigrant children. Instead, immigrant children are relegated to the non-gifted and lower track classes where science is taught from an abstract and non-contextual and therefore less engaged basis. The approach I outline here, based on insights from my case study, can greatly improve teachers’ abilities to prepare their curricula for diversity in science education and science literacy as well as for broad expectations for student success.  相似文献   

Correlation between variables subject to an order restriction,with application to scientometric indices     

Miguel A. García-Pérez  Vicente Núñez-Antón 《Journal of Informetrics》2013,7(2):542-554

Variables subject to an order restriction, for instance Y ≤ X, have a bivariate distribution over a non-rectangular joint domain that entails a non-null and potentially large structural relation even if the variables show no association (in the sense that particular ranges of values of X do not co-occur with particular ranges of values of Y). Order restrictions affect a number of scientometric indices (including the h index and its variants) that are routinely subjected to correlational analyses to assess whether they provide redundant information, but these correlations are contaminated by the structural relation. This paper proposes an alternative definition of association between variables subject to an order restriction that eliminates their structural relation and reverts to the conventional definition when applied to variables that are not subject to order restrictions. This alternative definition is illustrated in a number of theoretical cases and it is also applied to empirical data involving scientometric indices subject to an order restriction. A test statistic is also derived which allows testing for the significance of an association between variables subject to an order restriction.  相似文献   

Presentación     

Miguel Siguán Soler 《Infancia y Aprendizaje》2013,36(9):5-6

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