Reliability and validity of field-based measures of leg stiffness and reactive strength index in youths     

Rhodri S. Lloyd  Jon L. Oliver  Michael G. Hughes  Craig A. Williams 《Journal of sports sciences》2013,31(14):1565-1573

Abstract

The aim of the study was to assess the reliability of a mobile contact mat in measuring a range of stretch–shortening cycle parameters in young adolescents. Additionally, vertical leg stiffness using contact mat data was validated against a criterion method using force–time data. The reliability study involved 18 youths completing a habituation and three separate test sessions, while 20 youths completed a single test session for the validity study. Participants completed three trials of a squat jump, countermovement jump, and maximal hopping test and a single trial of repeated sub-maximal hopping at 2.0 Hz and 2.5 Hz. All tests were performed on the contact mat. Reliability statistics included repeated-measures analysis of variance, intraclass correlation coefficient, and coefficient of variation (CV), while the correlation coefficient (r) and typical error of estimate (TEE) were reported for the validity study. Squat jump height was the most reliable measure (CV = 8.64%), while leg stiffness during sub-maximal hopping, and reactive strength index produced moderate reliability (CV = 10.17–13.93% and 13.98% respectively). Measures of leg stiffness obtained from contact mat data during sub-maximal hopping were in agreement with the criterion measure (r = 0.92–0.95; TEE = 6.5–7.5%), but not during maximal hopping (r = 0.59; TEE = 41.9%). The contact mat was deemed a valid tool for measuring stretch–shortening cycle ability in sub-maximal but not maximal hopping. Although reliability of performance was generally moderate, the tests offer a replicable assessment method for use with paediatric populations.  相似文献   

Changes in locomotive rates during senior elite rugby league matches     

Dave Sykes  Craig Twist  Ceri Nicholas  Kevin Lamb 《Journal of sports sciences》2013,31(12):1263-1271

Abstract

The aim of this study was to quantify the changes in locomotive rates across the duration of senior elite rugby league matches. A semi-automated image recognition system (ProZone 3, ProZone®, Leeds, England) was used to track the movements of 59 players from six teams during three competitive matches. The players were classified into one of four positional groups: props (n = 9), back row (n = 9), pivots (n = 14) or outside backs (n = 27). Players' movements were classified as low, high or very high intensity running and reported as locomotive rates (distance covered per minute played) for successive quarters of each match. Analysis of variance revealed that only the outside backs showed a significantly lower overall locomotive rate during the final quarter compared to the first (P < 0.05). However, locomotive rates for high and very high intensity running during the final quarter were significantly lower (P < 0.05) than the first quarter among outside backs, pivots and props despite no change in the rate of involvements in contact. On the basis of these findings, it is suggested that high and very high intensity running locomotive rates may be more affective methods of detecting fatigue during competitive matches than overall locomotive rate.  相似文献   

Tool for Assessing Responsibility-Based Education (TARE): Instrument Development,Content Validity,and Inter-Rater Reliability     

Paul M. Wright  Mark W. Craig 《Measurement in physical education and exercise science》2013,17(3):204-219

Numerous scholars have stressed the importance of personal and social responsibility in physical activity settings; however, there is a lack of instrumentation to study the implementation of responsibility-based teaching strategies. The development, content validity, and initial inter-rater reliability testing of the Tool for Assessing Responsibility-Based Education (TARE) are described here. Inter-rater agreement was calculated for paired observations focused on 2 different teachers delivering a total of 18 separate physical education lessons for students in grades 1 through 6. Findings indicate that the Tool for Assessing Responsibility-Based Education provides scores with adequate inter-rater reliability. The procedures employed in this study proved feasible and enable observers to characterize the implementation of responsibility-based teaching in physical education. The Tool for Assessing Responsibility-Based Education has numerous research and training applications relative to the Teaching Personal and Social Responsibility model (Hellison, 2003 Hellison, D. 2003. Teaching responsibility through physical activity, 2nd, 15–38. Champaign, IL: Human Kinetics.  [Google Scholar]) and the national content standards for K–12 physical education, specifically Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (National Association for Sport and Physical Education, 2004 National Association for Sport and Physical Education (NASPE). 2004. Moving into the future. National standards for physical education, 2nd, 39–43. Reston, VA: Author.  [Google Scholar]).  相似文献   

What spurs curriculum making in physical education? Four narratives of experienced teachers     

Suhak Oh  Wonjung Kim  Cheryl J. Craig 《Sport, Education and Society》2013,18(2):243-266

Anchored in the narrative inquiry tradition, this paper examines commonly held motives about curriculum making from the perspectives of four experienced physical education teachers in Korea. Field texts were collected throughout by employing narrative research tools such as in-depth interviews, focus groups, class observations and documents analyses, and transformed into research texts using broadening, burrowing, and storying and restorying as suggested by Connelly and Clandinin. For experienced physical educators, this paper illuminates what motivates curriculum making as a narrative phenomenon storied and restoried over time. Different stories produced different motives of curriculum making, and a number of issues related to teacher development for curriculum making emerged.  相似文献   

Departmental morale as a function of the perceived performance of department heads     

Thomas W. Madron  James R. Craig  Raymond M. Mendel 《Research in higher education》1976,5(1):83-94

The object of this paper is to analyze some of the factors underlying differing levels of morale in university departments. Morale is conceived to be primarily a product of perceived department-head performance, although it is also suggested that environmental and satisfaction variables may be important. Morale is seen as a potential symptomatic attribute which might be used in diagnosing organizational difficulties. The authors did indeed find, using multiple discriminant analysis on departmentally aggregated data, that the perceived performance of department heads was more important in predicting levels of morale. In addition, department size was also found to be useful. The conclusions drawn were that morale could be used as a symptom of departmental (or organizational) well being and that such data could be useful to those managing department heads both in the selection of department heads and in their ongoing supervision.The authors were designated by Western Kentucky University to supervise the collection and analysis of the data described. The data were used with the permission of the Office of the President, Western Kentucky University.  相似文献   

The instructional design portfolio     

Craig Gerdes  Peggy Kuhr 《TechTrends》2004,48(5):71-74

  相似文献   

Hypervideo     

Craig Locatis  James Charuhas  Richard Banvard 《Educational technology research and development : ETR & D》1990,38(2):41-49

Methods for incorporating video in hypermedia programs are discussed in this article. Hypermedia is defined, and linear and interactive video are contrasted. It is argued that hypermedia presents unique problems in knowledge representation affecting video production, and that techniques are required differing from those for linear video and other forms of interactive video. Suggestions are made for giving interactive video the “look and feel” of hypermedia that primarily involve condensing information and accelerating presentation pace. They are based on the authors' experiences evaluating interactive media and creating “compressed” video programs. Existing media and visual ability research is re-interpreted to support these interactive, “hypervideo” methods.  相似文献   

Transana: qualitative analysis software for video and audio     

S. Craig Rush 《Educational Psychology in Practice》2014,30(2):213-214

  相似文献   

An analysis of the effectiveness of feedback to students on assessed work     

Craig Taylor  Karen Burke da Silva 《高等教育研究与发展》2014,33(4):794-806

This paper presents the views of students, from a range of schools and disciplines, on the effectiveness of current assessment feedback practices at Flinders University. We also report on a workshop on feedback with teachers. Overall, individual written comments were found to be the most useful form of feedback. However, there was significant variation with the level of satisfaction with feedback and the relative usefulness of different forms of feedback across the different schools and disciplines. This research suggests both the need to improve the effectiveness of such feedback and to tailor the forms of feedback offered to students according to the distinctive teaching and learning environments in different schools and disciplines. To that end, innovation and further research on feedback are justified, and some suggestions are offered.  相似文献   

Communication and Social Identity Theory: Existing and Potential Connections in Organizational Identification Research     

Craig R. Scott 《Communication Studies》2013,64(2):123-138

This essay builds on the growing, but underdeveloped, role of communication in work based on Social Identity Theory (SIT) as it relates to identity and identification in the organization. Five existing areas of connection between communication and SIT in organizational identification research are documented and assessed. These include salience of dual/multiple identifications, computer-mediated communication and virtual work related to identification, relationally focused work identities, organizational-level identities, and disidentification and related forms.  相似文献