An Operant Model for Skill Acquisition     

Daryl Siedentop  Brent Rushall 《Quest (Human Kinetics)》2013,65(1):82-90

Despite the familiar claim that participation in the Olympic sports is broadly educational and developmental, a growing body of empirical evaluation suggests otherwise—so much so, that at the very least, beneficial results can no longer be left to chance. However important, most of what is called Olympic education addresses other concerns. This paper, written by an active participant in the Olympic Movement, argues for a formal, outcomes-based pedagogy of the Olympic sports and the Olympic Games, and offers several proposals on how it may be realized.  相似文献   

The off-break and “doosra”: Kinematic variations of elite and sub-elite bowlers in creating ball spin in cricket bowling     

Aaron Chin  Bruce Elliott  Jacqueline Alderson  David Lloyd  Daryl Foster 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):187-198

This study sought to identify kinematic differences in finger-spin bowling actions required to generate variations in ball speed and spin between different playing groups. A 12-camera Vicon system recorded the off-spin bowling actions of six elite and 13 high-performance spin bowlers, and the “doosra” actions of four elite and two high-performance players. Forearm abduction and fixed elbow flexion in the bowling arm were higher for the elite players compared with the high-performance players. The elite bowlers when compared with the high-performance players delivered the off-break at a statistically significant higher velocity (75.1 and 67.1 km/hr respectively) and with a higher level of spin (26.7 and 22.2 rev/s respectively). Large effect sizes were seen between ball rotation, pelvic and shoulder alignment rotations in the transverse plane. Elbow extension was larger for elite bowlers over the period upper arm horizontal to ball release. Compared to the off-break, larger ranges of shoulder horizontal rotation, elbow and wrist extension were evident for the “doosra”. Furthermore, the “doosra” was bowled with a significantly longer stride length and lower ball release height. Although not significantly different, moderate to high effect size differences were recorded for pelvis rotation, elbow extension and elbow rotation ranges of motion.  相似文献   

Collaboration in a Time of Change     

Daryl Yang 《期刊图书馆员》2014,66(1-4):303-313

The landscapes of libraries’ print collection have changed significantly over the past decades. On an institutional level, libraries need to evaluate available resources, local researchers’ needs, and find the right balance between print and electronic material in order to support parent institutions’ development and growth. On a national level, we have seen different schemes being developed in several countries to support libraries’ activities in a time of change. When more and more libraries are adopting electronic-only policies, what impact does losing print have? This article aims to share United Kingdom (UK) Research Reserve’s experience so far and how the UK Higher Education (HE) sector dealt with challenges and uncertainties through collaboration and partnership. It also explores further opportunities within and beyond the UK borders.  相似文献   

Student‐tutor feedback: some responses     

Daryl Nation  Nigel Paine  Michael Richardson 《Open Learning》2013,28(2):40-42

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Polygamy and Mormon Identity     

O. Kendall White  Daryl White 《Journal of American culture (Malden, Mass. : 2003)》2005,28(2):165-177

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Is the Impact Factor important?     

Daryl Lund Editor in Chief  IFT Peer-Reviewed Journals 《Journal of Food Science Education》2006,5(4):58-58

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Tukey’s Compact versus Classic Tests     

D. Daryl Basler  Robert B. Smawley 《Journal of Experimental Education》2013,81(3):86-88

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A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start     

Michelle F. Maier  Daryl B. Greenfield 《Early childhood research quarterly》2012,27(1):104

Early exposure to the multiple risk factors associated with poverty is related to an elevated risk for academic difficulty. Therefore, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early language skills and later academic outcomes, examining resilience in the domain of language and literacy is critical. Both exposure to a high-quality classroom environment and early child psychosocial strengths may serve as protective or promotive factors for low-income children, reducing the risk of poor language and literacy outcomes. Using a sample of 275 preschoolers from 29 Head Start classrooms, the current study examined the relations among teacher-reported child-level psychosocial strengths, observed classroom process quality, and growth in language and literacy. Furthermore, whether child and classroom factors had an additive or an interactive effect on outcomes was also investigated. Results indicated that child-level psychosocial strengths predicted initial levels of language and literacy, and classroom organization predicted growth. Results are discussed in terms of understanding how malleable child- and classroom-level factors are associated with language and literacy outcomes and emphasize the importance of intervening early on in young children's learning trajectories.  相似文献   

Editorial: From the Editor-in-Chief     

Daryl Lund 《Journal of Food Science Education》2006,5(1):23-23

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Explaining the Predictive Accuracy of Teacher Judgments of Their Students' Reading Achievement: The Role of Gender,Classroom Behavior,and Emergent Literacy Skills in a Longitudinal Sample of Children Exposed to Poverty     

Hecht  Steven A.  Greenfield  Daryl B. 《Reading and writing》2002,15(7-8):789-809

The factors that explain why teachers are ableto accurately predict their students' futurereading ability were examined in a longitudinalstudy from first- to third-grade in childrenexposed to poverty (N = 170). Teacher ratingswere similarly based on both their students'emergent literacy skills and classroombehavior. Meanwhile, the influences ofclassroom behavior on later variability inreading skills were much less than, and almostcompletely redundant with, prior emergentliteracy. Virtually all of the shared variancebetween teacher ratings and later readingskills was explained by prior levels ofemergent literacy. Implications of the resultsand future research were discussed.  相似文献