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Simon A. Rogers Peter Hassmén Adam Hunter Alison Alcock Stewart T. Crewe Janina A. Strauts 《Measurement in physical education and exercise science》2019,23(1):69-77
This study aimed to assess the validity and reliability of jump assessments using the MyJump2 application. Eleven junior athletes (15 ± 1.4 years) performed five countermovement (CMJ) and drop jumps (DJ) measured simultaneously by a force platform and MyJump2. Additionally, intra- and inter-day reliability was assessed over two sessions, 7 days apart. Extremely high agreement between MyJump2 and the force platform (intra-class correlation coefficient, ICC ≥ 0.99) and the intra- and inter-operator agreement (ICC = 0.98–0.99) confirmed the validity and reliability of MyJump2. Mean typical errors (coefficient of variation percentage, CV%) within the first and second sessions were 4.9% and 4.5% respectively for CMJs, and 8.0% to 11.8% for DJ outcomes. CMJ height held acceptable inter-day reliability (CV < 10%; ICC > 0.8), while DJ did not. Results supported MyJump2 to be a valid and reliable tool for assessing jumps; however, with variability in DJs in this cohort, appropriate caution should be taken if including in a junior assessment battery. 相似文献
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There have been many examples of contentious points decisions in boxing. Professional boxing is scored subjectively by judges and referees scoring each round of the contest. We assessed whether the probability of a home win (and therefore home advantage) increased when bouts were decided by points decisions rather than knockouts. Overall, we found that bouts ending in points decisions had a significantly higher proportion of home wins than those decided by a knockout, though this effect varied across time, and controlling for relative quality of boxers was only effective when using more recent data. Focusing on these data, again the probability of a home win was higher with a points decision and this effect was consistent as “relative quality” varied. For equally matched boxers (“relative quality” = 0), expected probability of a home win was 0.57 for knockouts, 0.66 for technical knockouts and 0.74 for points decisions. The results of the present study lend general support to the notion that home advantage is more prevalent in sports that involve subjective decision-making. We suggest that interventions should be designed to inform judges to counter home advantage effects. 相似文献
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The three-dimensional kinematics of international female footballers performing a simulated direct free kick (curve kick) were compared with those of an instep kick. Reflective markers attached to the participants were tracked by 17 Vicon cameras sampling at 250 Hz. Foot velocity at ball impact did not differ between the two types of kick, but the way in which foot velocity was generated did differ, with instep kicks using a faster approach velocity and greater linear velocities of the hip and knee, and curve kicks using a greater knee angular velocity at impact. In both types of kick, peak knee angular velocity and peak ankle linear velocity occurred at ball impact, providing biomechanical support to the common coaching recommendation of kicking through the ball. To achieve a curved ball trajectory, players should take a wide approach angle, point the support foot to the right of the intended target (for right-footed players), swing the kicking limb across the face of the goal, and impact the ball with the foot moving upwards and in an abducted position. This information will be useful to coaches and players in identifying the fundamental coaching points necessary to achieve a curved trajectory of the ball compared with the more commonly described instep kick kinematics. 相似文献
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This article investigates students’ understanding and students’ experiences of access and success at a Higher Education Institution. There is a growing discourse around how students at Higher Education Institutions experience access and success. These discussions are imperative so that educational practices, university systems and processes as well as educational development initiatives can be tailored to meet the needs of all students. This specifically relates to issues of how students access the university, both epistemically and culturally and what their stories of success are in their path to and through the university. Qualitative research methodologies have been used for data collection and analysis. This article describes a six-month pilot study, which falls under the Siyaphumelela (‘we succeed’) student success project. In this pilot, forty-five interviews were conducted with undergraduate students. This article is underpinned by Tinto’s theory of integration. Moving away from the discourse of unprepared and underprepared students, our approach advocates that institutions prepare better for students who have not had the advantage of acquiring the necessary skills and knowledges that would assist them to be successful in their higher education journey. This study has found that the institution is already providing services which are much needed by students for their success. However, an extension of these systems needs to take place so they reach the entire student population. Our approach in this project is holistic because we understand that how students experience access, success and student centeredness is intricately linked to becoming university students. 相似文献
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This paper describes a study in which we investigated relationships between defining mathematical concepts — increasing and decreasing infinite sequences — explaining their meanings and classifying consistently with formal definitions. We explored the effect of defining, explaining or studying a definition on subsequent classification, and the effect of classifying on subsequent explaining and defining. We report that (1) student-generated definitions and explanations were highly variable in content and quality; (2) explicitly considering the meaning of the concept facilitated subsequent classification, and giving a personal definition or explanation had a greater effect than studying a given definition; (3) classifying before defining or explaining resulted in significantly poorer definitions and explanations. We discuss the implications of these results for the teaching of abstract pure mathematics, relating our discussion to existing work on the concept image/concept definition distinction and on working with examples. 相似文献
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In orthographies studied to date, children learning to spell tend to omit one consonant of a cluster—for initial clusters,
the second consonant, and for medial nasal clusters, the nasal. Explanations have included a special status for the initial
consonant of a word, and the fact that in English nasal clusters are not true clusters but consist of a nasalised vowel plus
a consonant. We tested children’s spelling of initial and medial clusters consisting of a nasal consonant followed by another
consonant, but non-nasalised vowels, in Kiswahili. For both initial and medial clusters, the nasal was spelled wrongly more
often than the other consonant. The initial position in a word does not seem to have special properties. Rather, the spelling
of clusters seems to depend on the properties of the individual phonemes, nasals being particularly difficult to spell. It
is concluded that cross-linguistic studies of spelling development are necessary to draw generalised conclusions about phonological
processing. 相似文献
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In this paper, we distinguish between two ways that an individual can construct a formal proof. We define a syntactic proof production to occur when the prover draws inferences by manipulating symbolic formulae in a logically permissible way. We define a semantic proof production to occur when the prover uses instantiations of mathematical concepts to guide the formal inferences that he or she draws. We present two independent exploratory case studies from group theory and real analysis that illustrate both types of proofs. We conclude by discussing what types of concept understanding are required for each type of proof production and by illustrating the weaknesses of syntactic proof productions. 相似文献
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This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In study 1, students studied an e-Proof or a standard written proof and their comprehension was assessed in both immediate and delayed tests; the groups performed similarly at immediate test, but the e-Proof group exhibited poorer retention. Study 2 accounted for this unexpected result by using eye-movement analyses to demonstrate that participants who studied an e-Proof exhibited less processing effort when not listening to the audio commentary. We suggest that the extra support offered by e-Proofs disrupts the processes by which students organise information, and thus restricts the extent to which their new understanding is integrated with existing knowledge. We discuss the implications of these results for evaluating teaching innovations and for supporting proof comprehension. 相似文献
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Dr. Max Maddock AM 《Research in Science Education》1992,22(1):415-416
Specializations: science and environmental education, biology of herons. 相似文献