Predicting vertical ground reaction force during running using novel piezoresponsive sensors and accelerometry     

Matthew K. Seeley  Alyssa Evans-Pickett  Gavin Q. Collins  James B. Tracy  Noelle J. Tuttle  Parker G. Rosquist 《Journal of sports sciences》2020,38(16):1844-1858

ABSTRACT

Running is a common exercise with numerous health benefits. Vertical ground reaction force (vGRF) influences running injury risk and running performance. Measurement of vGRF during running is now primarily constrained to a laboratory setting. The purpose of this study was to evaluate a new approach to measuring vGRF during running. This approach can be used outside of the laboratory and involves running shoes instrumented with novel piezoresponsive sensors and a standard accelerometer. Thirty-one individuals ran at three different speeds on a force-instrumented treadmill while wearing the instrumented running shoes. vGRF was predicted using data collected from the instrumented shoes, and predicted vGRF were compared to vGRF measured via the treadmill. Per cent error of the resulting predictions varied depending upon the predicted vGRF characteristic. Per cent error was relatively low for predicted vGRF impulse (2–7%), active peak vGRF (3–7%), and ground contact time (3–6%), but relatively high for predicted vGRF load rates (22–29%). These errors should decrease with future iterations of the instrumented shoes and collection of additional data from a more diverse sample. The novel technology described herein might become a feasible way to collect large amounts of vGRF data outside of the traditional biomechanics laboratory.  相似文献   

Reviews     

R. Collins 《Health information and libraries journal》1985,2(1):52-52

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Autonomous learning behavior: A possible explanation of sex-related differences in mathematics     

Elizabeth Fennema  Penelope L. Peterson 《Educational Studies in Mathematics》1985,16(3):309-311

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来自青少年的教训:或许下一代真的很好     

贾庆文 《海外英语》2006,(7):18-19

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Comparing Web, Correspondence and Lecture versions of a second-year non-major Biology course     

Michael Collins 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(1):21-27

A comparison of correspondence and Web versions of the same course indicated that, although the students were very satisfied with the Web version, the correspondence section achieved the higher mean final scores in three of the four semesters while the Web course achieved the higher mean score in only one semester. A literature search indicated that there are very few studies which compare the relative successes of Web-based courses and traditional (lecture) courses as this present study does. In addition most of these other comparative studies are based on only one offering of the Web-based course, whereas the present study evaluates the Web-based course over four different semesters.  相似文献   

The foci of in-action professional judgement and decision-making in high-level adventure sports coaching practice     

Loel Collins  Dave Collins 《Journal of Adventure Education & Outdoor Learning》2017,17(2):122-132

This article continues a theme of previous investigations by the authors and examines the focus of in-action reflection as a component of professional judgement and decision-making (PJDM) processes in high-level adventure sports coaching. We utilised a thematic analysis approach to investigate the decision-making practices of a sample of high-level adventure sports coaches over a series of sessions. It was discovered that adventure sports coaches utilise a combination of questioning and observation to collect and constantly verify the information that forms the basis of their PJDM. Each coach responds to matters of immediate security, collecting information until a best-fit decision can be made regarding changes to the environment, task or individual. Implications for professional training, accreditation and development are presented against these data, offering a template for a more expertise-focused progression in the adventure sports coaching profession.  相似文献   

‘The right book to the right child at the right time’: Primary Teacher Knowledge of Children's Literature     

Fiona M. Collins 《Changing English: An International Journal of English Teaching》2008,15(4):415-422

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Reflections on “teaching a generalized response to the lure of strangers to adults with severe handicaps”     

Belva C. Collins 《Exceptionality》2013,21(2):117-120

The research to practice debate persists, reflecting continued concerns that teachers in classrooms often ignore or give lesser priority to empirically based effective interventions in favor of other interventions that are less effective or adopted on the basis of popularity, intuitive appeal, or by rhetorical influence. A key distinction related to the selection of effective classroom interventions resides in the teacher's ability to discriminate between effective and ineffective classroom practices. In this article, I discuss discriminative ability and disability in terms of some etiological macrosystem influences (empirical evidence vs. bandwagons, beliefs) and possible sequelae in practice that determine likely outcomes for teaching children and youth with disabilities.  相似文献   

Learning Theory and Online Technologies Linda Harasim     

Mauri P. Collins 《The American journal of distance education》2013,27(4):266-269

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High schools in Missouri prior to 1870     

E. A. Collins 《Peabody Journal of Education》2013,88(6):366-370

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