Stride length: the impact on propulsion and bracing ground reaction force in overhand throwing     

Dan K. Ramsey  Ryan L. Crotin 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(5):553-570

Propulsion and bracing ground reaction force (GRF) in overhand throwing are integral in propagating joint reaction kinetics and ball velocity, yet how stride length effects drive (hind) and stride (lead) leg GRF profiles remain unknown. Using a randomised crossover design, 19 pitchers (15 collegiate and 4 high school) were assigned to throw 2 simulated 80-pitch games at ±25% of their desired stride length. An integrated motion capture system with two force plates and radar gun tracked each throw. Vertical and anterior–posterior GRF was normalised then impulse was derived. Paired t-tests identified whether differences between conditions were significant. Late in single leg support, peak propulsion GRF was statistically greater for the drive leg with increased stride. Stride leg peak vertical GRF in braking occurred before acceleration with longer strides, but near ball release with shorter strides. Greater posterior shear GRF involving both legs demonstrated increased braking with longer strides. Conversely, decreased drive leg propulsion reduced both legs’ braking effects with shorter strides. Results suggest an interconnection between normalised stride length and GRF application in propulsion and bracing. This work has shown stride length to be an important kinematic factor affecting the magnitude and timing of external forces acting upon the body.  相似文献   

Functional data analysis of knee joint kinematics in the vertical jump     

Ryan W  Harrison A  Hayes K 《Sports biomechanics / International Society of Biomechanics in Sports》2006,5(1):121-138

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Relationship between WISC-R and WRAT in children referred for learning difficulties     

Jerome M. Sattler  Joseph J. Ryan 《Psychology in the schools》1981,18(3):290-292

Correlations between the WISC-R Full, Verbal, Performance, and Freedom from Distractibility Scale IQs, WISC-R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 114 children (64 boys, 50 girls), aged 6 to 16 years, who were referred for psychological evaluation because of academic or learning difficulties. The Full Scale IQ, Verbal Scale IQ, and Freedom from Distractibility IQ correlated moderately with the three achievement area standard scores (rs of .48 to .59). However, the Performance Scale IQ correlated minimally with reading and spelling scores (rs of .26 and .27), but moderately with arithmetic scores (r = .40). The results support the concurrent validity of the WISC-R.  相似文献   

Risk attitude assessment using roulette and a supply chain simulation     

Ryan Atkins  Matthew Drake 《Decision Sciences Journal of Innovative Education》2023,21(1):26-36

Many topics that are taught in supply chain management (SCM) programs include elements of variability and risk. With quantitative tools in particular, it is assumed that the decision makers using the tools are risk neutral, which is typically not the case in real-life decision situations. The topic of an individual's attitude toward risk has received limited attention in SCM literature and is not a high-profile topic in SCM textbooks. The teaching exercise presented in this paper uses two games—roulette and a SCM simulation—to provide students with an assessment of their own attitude toward risk, and in doing so, facilitates a classroom discussion of risk and risk attitude. These games were developed by the authors and can be played either within Excel or a web application.  相似文献   

How are feelings of difficulty and familiarity linked to learning behaviors and gains in a complex science learning task?     

Zhang  Yingbin  Paquette  Luc  Baker  Ryan S.  Bosch  Nigel  Ocumpaugh  Jaclyn  Biswas  Gautam 《European Journal of Psychology of Education - EJPE》2023,38(2):777-800

European Journal of Psychology of Education - The feelings of difficulty and familiarity (FOD and FOF) are two types of metacognitive experiences. Both may influence student engagement and the...  相似文献   

What works and what doesn't: Evaluation beyond kirkpatrick     

Roger Kaufman  John Keller  Ryan Watkins 《Performance Improvement》1996,35(2):8-12

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Assessing and evaluating: Differentiating perspectives     

Ryan Watkins  Roger Kaufman 《Performance Improvement》2002,41(2):22-28

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Why learning environment matters? An analysis on how the learning environment influences the academic motivation,learning strategies and engagement of college students     

Cayubit  Ryan Francis O. 《Learning Environments Research》2022,25(2):581-599

Learning Environments Research - The current work focused on how the learning environment of college students influenced their academic motivation, choice of learning strategies, and level of...  相似文献