Body Composition of Olympic Speed Skating Candidates     

Michael L. Pollock  Carl Foster  James Anholm  John Hare  Peter Farrell  Michael Maksud 《Research quarterly for exercise and sport》2013,84(2):150-155

Abstract

The purpose of this investigation was to quantify the body composition of speed skaters who were candidates for the 1980 United States Olympic Team. Subjects were 19 males between 16 and 27 years of age. Most subjects had just completed three months of intensive dry-land training. Seven skinfold fat, 11 circumference, and seven diameter sites were measured. Body density was determined by underwater weighing. Study of the speed skaters (mean ± standard deviation) gave the following results: height, 176 ± 8 cm; body weight, 69.6 ± 7.0 kg; body density, 1.081 ± 0.006 g/ml; and relative fat, 7.6 ± 2.6%. The eight speed skaters who were selected for the Olympic Team were significantly older, taller, and heavier in total body weight and fat free weight (FFW) than the non-Olympians. Thus, years of training and greater FFW may help differentiate international caliber male speed skaters. Data on Olympic speed skating candidates from 1968 showed them to be of similar age (20.1 yr) and height (176 cm), but greater in body weight (73.9 kg). Relative fat was not determined but the body mass index (Wt/ht²) showed that the present speed skaters may be leaner (24.0 vs 22.2). These differences in body composition were thought to be, in part, a result of the more rigorous training program currently used by speed skaters. The body composition of the speed skaters was also compared to that of other athletic groups.  相似文献   

Effects of Grip and Forearm Position on Flexed-Arm Hang Performance     

Carl Gabbard  Emma Gibbons  Jerry Elledge 《Research quarterly for exercise and sport》2013,84(2):198-199

Abstract

The purposes of this study were to associate age-related performance deficits in children with the use of recall strategies and to determine whether children who performed poorly in cycling would benefit from learning a recall strategy. In Experiment 1, 18 younger children (ages 5-7 years) and 18 older children (ages 8-10 years) were asked to recall selected pedaling cadences. The majority of the older children used strategies and performed with less error than the younger children. In Experiment 2, children with a high number of errors in Experiment 1 were assigned to an experimental or a control group. The children in the experimental group were taught to use a specific recall strategy. The results showed that children who received the instruction in strategy use improved their performance.  相似文献   

Development and Construct Validation of an Inventory for Assessing the Home Environment for Motor Development     

Luis Paulo Rodrigues  Linda Saraiva  Carl Gabbard 《Research quarterly for exercise and sport》2013,84(2):140-148

A contemporary view of early childhood motor development considers environmental influences as critical factors in optimal growth and behavior, with the home being the primary agent. However, there has been minimal research examining the relationship between motor development and the home. The present study addresses this gap with the goal of creating an innovative parental self-report instrument to assess the quality and quantity of factors (affordances and events) in the home that are conducive to enhancing motor development in children ages 18–42 months. Following initial face validity determination, expert opinion feedback and selective pilot testing, construct validity was examined using 321 Portuguese families. Factor analysis techniques were used to: (a) compare competing factorial models according to previous theoretical assumptions, and (b) analyze the fit of the preferred model. Of the five plausible models tested, the five-factor solution provided the best fit to the data. Reliability was established through the scale reliability coefficient with a value of .85. The findings of this study suggest that the Affordances in the Home Environment for Motor Development Self-Report is a valid and reliable instrument to assess how well home environments afford movement and potentially promote motor development.  相似文献   

Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s     

Leah O’Toole  Diane McClelland  Deirdre Forde  Suzanne O'Keeffe  Noel Purdy  Carl Anders Säfström  Thomas Walsh 《British Educational Research Journal》2021,47(4):1021-1038

Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.  相似文献   

Knowledge building: aligning education with needs for knowledge creation in the digital age     

Tan  Seng Chee  Chan  Carol  Bielaczyc  Katerine  Ma  Leanne  Scardamalia  Marlene  Bereiter  Carl 《Educational technology research and development : ETR & D》2021,69(4):2243-2266

Educational technology research and development - This paper examines the alignment of education with the needs for knowledge creation in the digital age using the Knowledge Building model and...  相似文献   

Keyboarding compared with handwriting on a high-stakes writing assessment: Student choice of composing medium, raters’ perceptions, and text quality     

Carl  Scott B.  Jeb   《Assessing Writing》2008,13(1):4-25

This article examines the influence of keyboarding versus handwriting in a high-stakes writing assessment. Conclusions are based on data collected from a pilot project to move Old Dominion University's Exit Exam of Writing Proficiency from a handwritten format into a dual-option format (i.e., the students may choose to handwrite or keyboard the exam). This test case is used to demonstrate the complex implications for a writing assessment tool when universities aim to accommodate students’ various methods of physically creating a text. Discussion includes speculation about the format of the writing component on the SAT. It is argued that by analyzing the differences in high-stakes exams when students keyboard and when they handwrite, researchers can better understand how the material conditions for composing influence students and raters. It is concluded that if handwriting and keyboarding represent even slightly different composing skills and cognitive processes, then high-stakes writing assessments should aim to accommodate students by providing methods of textual production with which students are most comfortable, even as this accommodation produces new challenges for the creators and managers of large-scale writing assessments.  相似文献   

Teaching community-college students to follow the train of thought in expository texts     

Carl Spring  James Prager 《Reading and writing》1992,4(1):33-54

Community-college students in a one-semester remedial reading course were taught that main ideas in expository texts are located in sentences connected by rhetorical relations into trains of thought. After extensive practice with a variety of materials, they were compared to students in no-treatment and alternative-treatment control groups on (a) identifying main ideas while reading a test passage, and (b) recalling main ideas and supporting details two days later. The test passage differed in rhetorical structure from passages previously studied. Results indicated that the experimental group scored significantly higher than both control groups on main-idea identification. The experimental group also scored significantly higher than the alternative-treatment group on the free-recall of main ideas but not supporting details. Effect sizes were generally large. Information about the course is presented, and the theoretical rationale for its design is discussed. Implications for classroom instruction and for the reading comprehension curriculum are discussed.  相似文献   

Problems with problem-centred knowledge     

Carl Bereiter 《Interchange》1992,23(4):383-388

The author completes theInterchange symposium on Referent-Centred and Problem-Centred Knowledge: Elements of an Educational Epistemology by responding to the commentaries of Paul Thagard, Stellan Ohlsson, and Francis Schrag.  相似文献   

Do not confuse the flow of behavior and accomplishments with the variables that influence it     

Carl Binder 《Performance Improvement》2012,51(2):6-7

Note: This commentary is part of an ongoing dialogue that began in the October 2011 Performance Improvement special issue entitled Exploring a Universal Performance Model for HPT: Notes From the Field.  相似文献   

Development of a neuroscience-oriented "methods" course for graduate students of pharmacology and toxicology     

Surratt CK  Witt-Enderby PA  Johnson DA  Anderson CA  Bricker JD  Davis VL  Firestine SM  Meng WS 《CBE life sciences education》2006,5(2):188-196

  相似文献