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151.
Abstract The problems of this study were to investigate the interrelationship of selected functional and body form measures, and to examine the differences between groups varying in activity levels. The volunteers for the study, 35 college women, were placed in activity groups termed “most active” and “least active” according to their response on an activity history-recall questionnaire. Functional measures included strength and flexibility. Strength was measured with a cable tensiometer and followed the procedures outlined by H. H. Clarke. Flexibility was measured using a Leighton Flexometer. Body form measures included height, weight, percent body fat, fat free body weight, specific gravity, and ponderal index. The range, mean, and standard deviation were computed for all parameters. The Pearson product-moment correlation was employed to determine interrelationships of all variables. Equality of variances among selected parameters was determined by the F test; Cochran-Cox and two sample t tests were used to determine the equality of means among selected parameters in the activity groups. Significant differences at the .05 level were found between the means of weight, fat free body weight, trunk extension flexibility, with the most active group exhibiting higher values. The least active group showed significantly greater shoulder extension flexibility, shoulder inward rotation flexibility, and ankle flexion flexibility. 相似文献
152.
Abstract The influence of the Cardan rotation sequence on the orientation angles for joints is well known but has not been explored for dynamic sports movements. The purpose of this study is to establish the influence of Cardan rotation sequence on the orientation angles of the ankle, knee, and hip of the support leg and pelvis during dynamic sports movements, typified by a maximal instep kick in soccer. We found that: (a) the X (flexion/extension) axis rotations provide data that are robust for any sequence used other than the YXZ sequence, although the Y (abduction/adduction) and Z (internal/external) axes rotations are variable in both shape and offset magnitude; (b) the preferred rotation sequence is either XYZ or XZY for dynamic sports movements, although for the soccer kick the XYZ rotation sequence has been widely used and so this is recommended as a standard; and (c) most uncertainties exist in the Y and Z axes and are most apparent at the beginning of the movement. Where uncertainty exists in identifying Y and Z axes orientations, the integrated angular velocity may be considered as an alternative to determine the relative changes in segment orientation. 相似文献
153.
Janet A. Wessel Richard Nelson Eva Lou Dillon 《Research quarterly for exercise and sport》2013,84(3):523-533
Abstract Frequency distributions of the records of a random selection of 200 college women in a nonmajor required program on anthropometric and physical performance measures commonly employed in physical education were compared with best-fitting normal curves for the same data. A table of random numbers was used to secure the sample. A percentile table for the various measurements was constructed. It was concluded that various measurements commonly employed by physical educators give a non-normal distribution. Hence, the obtained distribution as found on various measurements in this study does not warrant treating these data as normal. 相似文献
154.
Janet Lee Jones 《Innovative Higher Education》1993,18(2):147-161
Teaching assistants (TAs) at a major university were surveyed about the annual campus-wide and departmental TA training programs in which they had participated. Responses from these TAs differ markedly from reports based on surveys conducted with the administrators of such training programs. Current training practices can be improved by considering more seriously the TA's point of view.Janet Lee Jones received her B. A. from Pomona College in 1984, concentrating in psychology and Chinese language. Her Ph.D. was awarded in 1989 in the area of cognitive science, with a specialization in psycholinguistics. She has supervised undergraduate and graduate teaching assistants for the past five years. Dr. Jones now teaches a wide variety of psychology courses and interdisciplinary seminars at Fort Lewis College in Durango, Colorado. 相似文献
155.
Janet M. Joiner 《Journal of Teaching in Social Work》2019,39(4-5):361-373
ABSTRACTAttention has been given to the revised National Association of Social Workers (NASW) Code of Ethics that guides social worker use of technology. The revision of the NASW Code of Ethics has signaled a transition in the profession toward ethical online practice using modern techniques and contemporary tools. Practicing social workers are applying these new ethical standards, and many social work educators are doing so when using information and communication technologies with students. However, little research focuses on teaching social work students about digital ethics and professional online conduct. This paper explores the importance of preparing social work students for ethical online behavior. 相似文献
156.
Encouraging reflective practice and developing reflective practitioners is a goal of many disciplines in higher education. A variety of pedagogical techniques have been used to promote critical reflection including portfolios, narratives and reflective journals. Over the past decade, the use of Web 2.0 technologies with students has been increasingly adopted in higher education settings and many educators have integrated these technologies into reflective assignments. These educators assume that students, who are members of the Net Generation, are technologically savvy and have the ability to integrate the use of Web 2.0 technologies into learning. However, while there have been studies examining the outputs of reflective assignments using Web 2.0 technologies such as blogs, e-portfolios and wikis, there has been little research examining whether or not students actually use technology for these types of assignment if given the choice. Therefore, the purpose of this study was to explore if technology was appropriated or rejected by students for a reflective journaling assignment. Results are based on a content analysis of 42 student journaling assignments and interviews with eight students. Findings suggest that (1) students are not as technologically competent as assumed; (2) students chose to use basic/fundamental technologies (e.g. word processing) because they viewed it as the easiest way to complete the reflective journaling assignment; (3) student perceptions of what makes an assignment ‘good’ influenced their choice to use Web 2.0 technologies; and (4) overarching student perceptions of higher education and learning impacted their appropriation of technology. Implications are discussed and recommendations for both research and practice are made. 相似文献
157.
Jessica V. Whittaker Mable B. Kinzie Virginia Vitiello Jamie DeCoster Christina Mulcahy Emily A. Barton 《Journal of research on educational effectiveness》2020,13(2):177-212
abstractThis randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills. 相似文献
158.
159.
This study describes the development of social reasoning in school-age children. An irony task is used to assess 5-, 7-, and 9-year-olds' (N= 72) and adults' (N= 24) recursive understanding of others' minds. Guttman scale analysis demonstrates that in order to understand a speaker's communicative intention, a child needs to recognize the speaker's belief, the detection of which depends on the ability to identify the discrepancy between the intended and the expressed meaning. Only children who understand these aspects of mind are able to reflect on the speaker's attitude. Theory of mind and language ability make unique contributions to children's interpretation of irony over and above the impact of age and memory, but attunement to expressive prosody does not. 相似文献
160.
Thirteen Ph.D. students took part in interviews focussed on the nature of their own learning of mathematics. In analysing these interviews an unexpected category emerged concerning the students awareness of others as having particular types of learning goal. In this paper we explore the three levels which we discerned within this category and link them to the notion of cognitive empathy. We suggest that differences in ones own cognitive style are linked to differences in the ability to empathise with those who have alternative learning goals. We also consider how these two features – cognitive style and cognitive empathy – may come to be linked. 相似文献