A coaches’ perspective on the contribution of anthropometry,physical performance,and motor coordination in racquet sports     

Kamasha Robertson  Johan Pion  Mireille Mostaert  Mohd Rozilee Wazir Norjali Wazir  Tamara Kramer  Irene Renate Faber 《Journal of sports sciences》2018,36(23):2706-2715

ABSTRACT

Differences and similarities between table tennis and other racquet sports exist, but are not well documented in the literature, in spite of the relevance for talent identification. In this study we aimed at identifying the key characteristics of table tennis in comparison with tennis and badminton based upon a survey in coaches. A total of 177 licensed coaches from all across the world and with diverse professional backgrounds completed a survey on anthropometric measures, physical performance, and motor coordination skills. On a scale from 1 to 10, coaches indicated to what extent a talent characteristic was important for their sport. MANOVA identified key differences as well as similarities between all three racquet sports and a subsequent discriminant analysis allocated coaches correctly for table tennis, tennis, and badminton 81.01%, 55.6%, and 71.4% respectively. Our results show that table tennis and other racquet sport coaches are well aware of differences between the racquet sports and also the importance and value of testing and assortment of skill components. These findings can assist coaches in future talent orientation and transfer in racquet sports.  相似文献   

Evaluation of the Redesign of an Undergraduate Cell Biology Course          下载免费PDF全文

Laura April McEwen  dik Harris  Richard F. Schmid  Jackie Vogel  Tamara Western    Paul Harrison 《CBE life sciences education》2009,8(1):72-78

This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the course and re-equipped the laboratory, using a more learner-centered, constructivist approach. The focus of the article is on the project-supported evaluation of the redesign rather than the redesign per se. The evaluation involved aspects well beyond standard course assessments, including the gathering of self-reported data from the students concerning both the laboratory component and the technical skills associated with the course. The comparison of pre- and postdata gave valuable information to the teaching team on course design issues and skill acquisition. It is argued that the evaluation process was an effective use of the scarce resources of the teaching improvement project.  相似文献   

The effect of glycaemic index of high carbohydrate diets consumed over 5 days on exercise energy metabolism and running capacity in males     

Sareena Hamzah  Siobhan Higgins  Tamara Abraham  Paul Taylor  Daiva Vizbaraite 《Journal of sports sciences》2013,31(14):1545-1554

Abstract

The aim of this study was to determine whether rates of total fat and carbohydrate oxidation and endurance capacity during running conducted in the fasted state are influenced by the glycaemic index (GI) of high carbohydrate diets consumed over 5 days. Nine healthy males performed three treadmill runs to exhaustion at 65% of maximum oxygen uptake ([Vdot]O_2max): after a habitual diet (control trial), after 5 days on a high carbohydrate/high glycaemic index diet, and after 5 days on a high carbohydrate/low glycaemic index diet in randomized counterbalanced order. No significant differences in rates of fat and carbohydrate oxidation, concentrations of plasma insulin, glucose, non-esterified fatty acids and glycerol, or time to exhaustion were observed between the high carbohydrate/high glycaemic index and high carbohydrate/low glycaemic index trials. Compared with the control trial, the concentration of plasma glycerol and rate of fat oxidation were lower (P < 0.05) and the rate of carbohydrate oxidation higher (P < 0.05) in both the high carbohydrate/high glycaemic index diet and high carbohydrate/low glycaemic index trials during the run to exhaustion. In conclusion, the extent by which a high carbohydrate diet consumed over 5 days reduces rate of fat oxidation during subsequent running exercise in the fasted state is not influenced by the glycaemic index of the diet.  相似文献   

Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade     

Elizabeth Hair  Tamara Halle  Elizabeth Terry-Humen  Bridget Lavelle  Julia Calkins 《Early childhood research quarterly》2006,21(4):431-454

Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two “risk” profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths.  相似文献   

A technology crisis facing minority students     

Tamara Pearson 《TechTrends》2002,46(2):15-20

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Making the Hidden Explicit: Learning About Equity in K-8 Preservice Science Education     

Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254

Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged them to think more critically about their roles as teachers in creating spaces where all children have access to quality science learning experiences.

Tamara Holmlund NelsonEmail:

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Interest Assessment and the Content Area Literacy Environment: Challenges for Research and Practice   总被引：3，自引：0，他引：3  

Tamara L. Jetton  Patricia A. Alexander 《Educational Psychology Review》2001,13(3):303-318

Through our exploration of the assessment of interest, we highlight 5 issues that emerge in the effort to assess interest in content area literacy environments. First, we compare how interest is defined and generally how it has been assessed. Second, we focus more specifically on the assessment of text-based interest, and consider its assessment in less explored realms of the content area classroom that include hypertext and discussions. Third, we investigate how interest develops as students progress through their educational careers and how it is maintained over time. Fourth, we explore how assessing interest involves examining other student factors that are closely related to interest such as knowledge, importance, and strategic processing. Finally, we offer thoughts regarding directions educators can take in assessing interest within the complex literacy environment of today's content area classroom.  相似文献   

More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico     

Brenna Hassinger-Das  Tamara S. Toub  Jennifer M. Zosh  Jessica Michnick  Roberta Golinkoff  Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218

Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.  相似文献   

Passive Accomplice or Active Disruptor     

Tamara Witschge 《Journalism Practice》2014,8(3):342-356

Mediatization of politics in the institutional perspective is commonly taken to refer to the interactions between political actors and media actors, where the first become increasingly governed by media logic and the latter become increasingly independent from other institutions. Even though we could picture the relations between the different constituents as a triangle with audience, media and political actors as equally important corners, the institutionalist perspective does not give equal attention to the audience as actor in the process. In this article, I ask to what extent audience participation in news production affects our understanding of the process of mediatization of politics. I discuss both how audience participation can be seen as a challenge to media's role in politics (challenging the current conceptualization of mediatization of politics) as well as how the theory of mediatization can be seen to be confirmed by currently dominant audience participation practices. In the first understanding, we can argue that audience participation challenges independence of institutional media actors (to give more power to both audiences and politicians). In the latter understanding, audience participation can be seen to be governed by the same commercial interests as other media production and in addition that both mainstream and alternative media are subject to search engine logic. This article then calls for a critical examination of our understanding of mediatization of politics to do justice to the multiplicity of logics informing media practices, the multiplicity of actors producing news and, crucially, the interaction between those logics and actors.  相似文献   

The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose     

Tamara G. Halle  Jessica Vick Whittaker  Marlene Zepeda  Laura Rothenberg  Rachel Anderson  Paula Daneri  Julia Wessel  Virginia Buysse 《Early childhood research quarterly》2014

This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry.  相似文献