Gaze behavior in basketball shooting: further evidence for online visual control   总被引：1，自引：0，他引：1  

de Oliveira RF  Oudejans RR  Beek PJ 《Research quarterly for exercise and sport》2008,79(3):399-404

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Neuromuscular adaptations to sixteen weeks of whole-body high-intensity interval training compared to ergometer-based interval and continuous training     

Gustavo Zaccaria Schaun  Stephanie Santana Pinto  Bruno Brasil  Gabriela Neves Nunes  Cristine Lima Alberton 《Journal of sports sciences》2019,37(14):1561-1569

The neuromuscular adaptations between ergometer-based high-intensity interval training (HIIT-T; n = 15), whole-body high-intensity interval training (HIIT-WB; n = 12) and moderate-intensity continuous training (MICT; n = 14) were compared in forty-one healthy men randomized to 16 weeks of training (3x per week). Two-way repeated measures analysis of variance (ANOVA) showed countermovement (CMJ) and squat (SJ) jump height (HIIT-T: 8.5 ± 13.3%; 3.1 ± 9.7%, HIIT-WB: 6.4 ± 9.8%, 10.4 ± 16.1% and MICT: 2.2 ± 9.5%; 4.4 ± 12.1%, respectively), SJ peak power (HIIT-T: 1.7 ± 3.9%; HIIT-WB : 6.4 ± 7.9%; MICT: 0.5 ± 6.5%) and CMJ rate of force development (HIIT-T: 58.1 ± 50.5%; HIIT-WB: 36.9 ± 54.2%; MICT: 38.4 ± 64.3%) improved similarly in all training groups (all p < 0.05). CMJ peak power increased only after HIIT-T (4.3 ± 5.5%) and HIIT-WB (4.5 ± 5.2%), while no differences were observed in both the rectus femoris and vastus lateralis maximal electromyographic amplitude. Finally, marked improvements were also observed in the number of repetitions in the HIIT-WB protocol at the eighth week, with no further improvement at the sixteenth week. These data suggest that 16 weeks of HIIT-WB is capable to improve neuromuscular function to a similar extent as HIIT-T and MICT.  相似文献   

The Educational Challenge of Unraveling the Fantasies of Ontological Security     

Sharon Stein  Dallas Hunt  Vanessa de Oliveira Andreotti 《Diaspora, Indigenous, and Minority Education》2017,11(2):69-79

In this article we address the current context of intensified racialized state securitization by tracing its roots to the naturalized colonial architectures of everyday modern life—which we present through the metaphor of “the house modernity built.” While contemporary crises are often perceived to derive from external threats to the house, we argue that in fact these crises are a product of the violent and unsustainable practices that are required in order to build and sustain the house itself. As the structural integrity of the house increasingly comes under strain, there are different possible responses, three of which we review here. We conclude by asking what kind of education might enable us to imagine and practice alternative formations of existence in a context where the house appears to be crumbling, and, indeed, has always been a fantasy.  相似文献   

Engaging Students in Guided Science Inquiry Discussions: Elementary Teachers’ Oral Strategies     

Alandeom W. Oliveira 《Journal of Science Teacher Education》2010,21(7):747-765

This study explores how elementary teachers perceive and use engaging oral strategies (i.e., manners of speaking that encourage students to participate and become engaged in science discussions). It is reported that the strategies employed as well as their frequency varied substantially depending upon on the teachers’ grade level and perceptions. While a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives, fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and engaging questions. It is argued that teachers’ engaging oral strategies are multifunctional, serving important social and cognitive functions.  相似文献   

Celebrating science education from people for people: a tribute to Wolff-Michael Roth     

Yew-Jin Lee  Diego M. Ardenghi  Gholam-Reza Emad  Pei-Ling Hsu  Bruno de Oliveira Jayme  Mijung Kim  Michiel van Eijck  Jean Fran?ois Maheux  Lilian Pozzer-Ardenghi  Giuliano Reis 《Cultural Studies of Science Education》2010,5(4):787-805

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How to provide an alerting service on health topics for medical journalists selecting papers from scientific journals     

Vercellesi L  Centemeri C  Miranda GF  Rotta B  Bruno F 《Health information and libraries journal》2006,23(3):223-228

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Interpersonal dynamics and relative positioning to scoring target of performers in 1 vs. 1 sub-phases of team sports     

PT Esteves  D Araújo  K Davids  L Vilar  B Travassos  C Esteves 《Journal of sports sciences》2012,30(12):1285-1293

Abstract In this study, we examined the effects of relative positioning of attacker-defender dyads to the basket on interpersonal coordination tendencies in basketball. To achieve this aim, four right-hand dominant basketball players performed in a 1 vs. 1 sub-phase, at nine different playing locations relative to the basket (from 0° to 180°, in 20° increments). Performers' movement displacement trajectories were video-recorded and digitized in 162 trials. Results showed that interpersonal coordination tendencies changed according to the scaling of the relative position of performers to the basket. Stable in-phase modes of coordination were observed between performers' longitudinal and lateral displacements (50.47% and 43.02%) on the left side of the court. On the right side of the court, a shift in the dominant mode of coordination was observed to a defender lead-lag of -30°, both for longitudinal and lateral displacements (30.51% and 32.65%). These results suggest how information about dribbler hand dominance and relative position to the basket may have constrained attacker-defender coordination tendencies in 1 vs. 1 sub-phases of basketball.  相似文献   

South African Deaf education and the Deaf community     

Storbeck C  Martin D  Parkin I  Magongwa L  Druchen BP  Batchelor M  McIlroy G  De Villiers D  Captieux-Bhana N  Rasebopye L  Rasebopye D  Krige-Henderson S  Krige F  Louw A  Surtees T  Smit AL  Cox R  Henderson M 《American annals of the deaf》2010,155(4):488-518

In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa.  相似文献   

Vocational behavior and development in times of social change: new perspectives for theory and practice     

Fred W. Vondracek  Joaquim Armando Gomes Ferreira  Eduardo Jo?o Ribeiro dos Santos 《International Journal for Educational and Vocational Guidance》2010,10(2):125-138

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Pedagogy for Equity: Teaching in a Hispanic-Serving Institution     

Anne-Marie Nu?ez  Elizabeth Murakami Ramalho  Kimberley K. Cuero 《Innovative Higher Education》2010,35(3):177-190

Three female tenure-track faculty members at a Hispanic-Serving Institution explored how their cultural backgrounds inform their pedagogical approaches toward equity. They drew upon Mills’s (1959) and Collins’s (1993) frameworks to examine how their personal biographies, local social contexts, and broader systemic institutions affect their teaching processes for diverse students. These teaching processes include limiting assumptions about students, encouraging students to consider their own personal biographies in relation to the social world, welcoming students’ multiple modes of expression, serving as role models, and challenging inequities in schooling. They conclude with recommendations for enhancing inclusivity in student learning and faculty development.  相似文献