Alex Pomson and Howard Deitcher,editors, Jewish Day Schools,Jewish Communities: A Reconsideration (The Littman Library of Jewish Civilization,Oxford, England, 2009)     

Elliott Rabin 《Journal of Jewish Education》2013,79(1):92-95

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Vibration and Rebound Velocity Characteristics of Conventional and Oversized Tennis Rackets     

B. C. Elliott  B. A. Blanksby  R. Ellis 《Research quarterly for exercise and sport》2013,84(4):608-615

Abstract

Stroboscope photography and accelerometry techniques were used to measure rebound velocities of tennis balls from impact locations on the strings and vibration levels at the rotation point on the racket handle for both conventional and oversized tennis rackets. The oversized rackets demonstrated lower vibration levels and higher rebound velocities than their conventional counterparts when balls struck by the racket were compared along a transverse axis drawn perpendicular to the racket shaft and through the geometric center of the strings. These differences were, however, only significantly different (p < .01) at the impact location 6 cm along this axis toward the top edge of the racket. Higher rebound velocities were recorded at all impact points from the oversized rackets along the axis in line with the racket shaft. Significantly lower vibration levels were apparent at locations 4 cm, 6 cm, and 8 cm from the string center away from the racket handle. The lower vibration levels, particularly at the extremes of the racket face, in conjunction with higher rebound velocities, support the concept that this new racket design is of practical benefit to users.  相似文献   

The effect of a fast bowling harness in cricket: an intervention study     

R. Wallis  B. Elliott  M. Koh 《Journal of sports sciences》2013,31(6):495-506

The influence of a bowling harness, as a training aid, was assessed as a means of modifying bowling technique. Thirty-three 13-year-old bowlers received a standardized 15 min of bowling coaching twice a week for 8 weeks. They were randomly assigned to one of two groups. The 13 participants in the intervention group used the bowling harness throughout the coaching, while also receiving verbal and visual feedback. The 20 participants in the non-harness group received the same visual and verbal feedback. Three-dimensional videography (200 Hz) of each player's bowling action enabled the calculation of transverse plane shoulder alignment counter-rotation, separation angle, lateral flexion and hyperextension of the trunk before and after the intervention. The restriction applied by the harness produced a significant reduction ( P = 0.006) in separation angle and forced the bowler to adopt a position at back-foot impact that reduced the 'twist' in the spine. However, it had no effect on restricting other aspects of trunk movement during the critical phases of the bowling action. No significant long-term modifications to technique were found after the coaching intervention when players were assessed without the harness.  相似文献   

The Influence of Tennis Racket Flexibility and String Tension on Rebound Velocity Following a Dynamic Impact     

Bruce Elliott 《Research quarterly for exercise and sport》2013,84(4):277-281

Abstract

The effects of string tension and longitudinal racket flexibility on post-impact ball velocity were investigated in tennis. Six wooden rackets, two with flexible shafts, two with medium and two with stiff shafts were strung with synthetic gut at tensions of 245N (55 lb), 289N (65 lb) and 334N (75 lb).

A pneumatically driven racket-arm was triggered by a stimulus from a photo-electric cell positioned at the exit nozzle of a ball machine so that impact occurred with the racket perpendicular to the path of the ball. New tennis balls were fired to impact each racket at the geometric center of the strings and 5 cm above the geometric center. The average horizontal velocity of the ball, both before and after impact, was determined using stroboscope photography.

A significant interaction between racket stiffness and string tension was recorded for an inward ball velocity of 22.7 m/s and a racket velocity of approximately 6.8 m/s. String tension had no significant influence on rebound velocity for a stiff racket following impact with a moving racket. Medium and flexible rackets produced the highest coefficients of restitution when strung at 245N (55 lb) compared to 289N (65 lb) and 334N (75 lb).  相似文献   

Variance and Invariance in Expert and Novice Triple Junipers     

Brian K. V. Maraj PhD  Digby Elliott  Timothy D. Lee  Barbara J. Pollock 《Research quarterly for exercise and sport》2013,84(4):404-412

Abstract

The purpose of this study was to examine relative timing, relative distance, and effector independence characteristics of the triple jump. We videotaped expert and novice triple jumpers using standing and running starts. On some trials, the triple jumpers were required to take off from their nondominant leg. Gentner's (1987) interaction test was used to assess the proportional duration model in describing the timing of the component submovements. For both experts and novices, the proportional durations varied with the type of start. For experts, the relative timing of the jump components was independent of the take-off leg. The findings were mixed for the novices. Similar results were obtained when relative distance was examined. These results are discussed with respect to constructs related to variability in skilled performance.  相似文献   

Self-Esteem, Locus of Control, College Adjustment, and GPA Among First- and Continuing-Generation Students: A Moderator Model of Generational Status     

Jeffery E. Aspelmeier  Michael M. Love  Lauren A. McGill  Ann N. Elliott  Thomas W. Pierce 《Research in higher education》2012,53(7):755-781

The role of generational status (first-generation vs. continuing-generation college students) as a moderator of the relationship between psychological factors and college outcomes was tested to determine whether generational status acts as a risk factor or as a sensitizing factor. The sample consisted of 322 undergraduate students who completed online measures of self-esteem, locus of control, and academic adjustment and provided self-reports of GPA. Generational status significantly moderated the relationship between psychological factors and academic outcomes. Generally, it was found that the relationship between psychological factors and academic outcomes were strongest among first-generation students. Further, it was found that for the majority of the interactions with locus of control, first-generation status acted as a sensitizing factor that amplified both the positive and negative effects of locus of control. In contrast, for self-esteem, first generation status acted as a risk factor that only exacerbated the negative effects of low self-esteem. These results are interpreted as reflecting motivational differences between first- and continuing-generation students and are discussed with respect to the social/cultural capital hypothesis that is most frequently presented in the existing literature.  相似文献   

Book Review Section 4     

Timothy Boggs  Charles B. Keely  John P. Sikula  Elliott S. M. Gatner  Dwight W. Allen  Frederick H. Stutz 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1-2):37-49

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Symposium     

Elliott Stabler 《Peabody Journal of Education》2013,88(6)

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Motivation in the Junior Years: International perspectives on children's attitudes,expectations and behaviour and their relationship to educational achievement     

Julian G. Elliott  Neil Hufton  Leonid Illushin  Fraser Lauchlan 《牛津教育评论》2013,39(1):37-68

This paper reports findings from a large-scale international investigation of a number of factors that are considered to impact upon educational motivation and achievement. Following on from an earlier investigation of adolescent attitudes, the present study involved a detailed survey of nearly 3,000 children, aged 9-10 from districts in England, Russia and the USA, together with teacher reports and the employment of a test of basic mathematical computation. The Russian sample scored significantly more highly on the computation test and showed no large tail of underachievers, as was the case with the other groups. Findings from the survey indicate that many of the differences found in the earlier adolescent study are equally true for younger children. The Russian children were less likely to express satisfaction with their abilities or workrates, were more positive towards school, more likely to see education as intrinsically valuable and tended to spend significantly more time on homework tasks. Data obtained also suggest that the Russian sample experienced classrooms with far less disruption and stronger prosocial peer influences than did the English and American children. Teacher understandings of what is considered to be acceptable behaviour appeared to differ, however. The paper notes that the Western samples overestimated their teachers' views of their ability while the Russian children provided underestimates. Possible reasons for, and implications of, these differential teacher messages are discussed. The paper concludes by examining the implications of the findings from the study for increasing motivation and achievement in countries with very different sociocultural contexts.  相似文献   

‘A very pushy kind of folk’: Educational Reform 1944 and the Catholic Laity of England and Wales     

Kit Elliott 《History of education》2013,42(1):91-119

Throughout the first half of the twentieth century control over their schools was central to the sense of a Catholic identity for English Catholics, and its defence was a priority of their bishops. The 1944 education act threatened the financial viability of these schools. Between 1942 and 1944 the divided and uncertain response of the Catholic Hierarchy of England and Wales to the state’s proposals for educational reform opened the way for the intervention of lay catholics into the education debate. The Sword of the Spirit movement is commonly remembered as the central organization for lay initiative in Church affairs. However, for Catholics and for participants in the education debate the organization known as the Catholic Parents’ and Electors’ Association (CPEA) was far more significant. From local initiatives in Ilford, south‐east London, and Bradford, in the north, between 1940 and 1942, the CPEA expanded, until by 1944 it could claim a nationwide membership running into tens of thousands, as well as the enthusiastic support of the Catholic press. It engaged in vigorous political activity, in most cases without the sanction of clerical authority. To some extent the movement troubled Catholic authority as much as the education issue itself. With the re‐establishment of authority, following the appointment of a new cardinal‐archbishop of Westminster the movement foundered but was by no means extinguished. It embodied the extending power within the Catholic community of an urban middle class, related to, but increasingly distinct from, the growing Catholic professional elite exemplified by the growth of the Newman Association. The CPEA could be harnessed by the clerical leaders of the Catholic community, but its history indicates the social, psychological and political stresses attendant on educational change in a minority community.  相似文献