排序方式： 共有49条查询结果，搜索用时 15 毫秒
11.
The effects of task constraints on visual search behavior and decision-making skill in youth soccer players 总被引：1，自引：0，他引：1
We examined differences in visual search behaviors and decision-making skill across different microstates of offensive play in soccer using youth participants (13.0-15.8 years) varying in skill and experience. We used realistic film simulations of offensive play, movement-based response measures, and an eye movement registration technique. Playing experience, skill level, and the unique constraints of the task, expressed by the number of players and relative proportion of offensive and defensive players, determined both the observed search behavior and processing requirements imposed on players in dynamic offensive team simulations. Significant differences in performance were observed between players and nonplayers and across three groups of soccer players who differed in skill level. Implications for talent identification and development are considered. 相似文献
12.
Young adult soccer players often encounter difficulty progressing from youth competition to being regularly selected for high-level, open-age competition. In an attempt to increase the playing opportunities of semi-professional and amateur under-21 players in first teams, the Royal Belgian Football Association required national division teams to include at least two players younger than 21 in their match selection (under-21 rule). Over four seasons, the following variables were analysed across 2138 semi-professional and amateur soccer players aged 16-39 years: (1) the number of times a player was selected to be in the first team squad; (2) the number of times a player was selected to play in the starting line-up; and (3) the number of minutes played. Chi-square analysis demonstrated that second and third division teams had complied with the new selection regulations. However, two-way analysis of variance of individual player data revealed no increase in the number of playing minutes in the under-21 group. It would appear that many teams had complied with the new regulations by selecting young players as substitutes. The results highlight the difficulties that talented young soccer players experience progressing from youth to senior competition. We conclude that the rule imposed by the Royal Belgian Football Association has failed to improve the playing opportunities of young adult soccer players. Alternative strategies for increasing playing opportunities for young talented players are required. 相似文献
13.
Dieter Deprez Job Fransen Jan Boone Matthieu Lenoir Renaat Philippaerts Roel Vaeyens 《Journal of sports sciences》2015,33(3):243-254
The present study aimed to investigate positional differences in 744 high-level soccer players, aged 8 to 18 years. Players were assigned to six age groups (U9–U19) and divided into four playing positions (goalkeeper (GK), defender (DEF), midfielder (MF) and attacker (ATT)). MANOVA and effect sizes were used to examine anthropometrical and functional characteristics between all positions in all age groups. The main findings of the study were that GKs and DEFs were the tallest and heaviest compared with MFs and ATTs in all age groups. Further, between U9–U15, no significant differences in functional characteristics were found, except for dribbling skill, which MFs performed the best. In the U17–U19 age groups, ATTs seemed to be the most explosive (with GKs), the fastest and the more agile field players. These results suggest that inherent physical capacities (i.e., speed, power, agility) might select players in or reject players from an attacking position, which is still possible from U15–U17. Apparently, players with excellent dribbling skills at younger age are more likely to be selected to play as a MF, although, one might conclude that the typical physical characteristics for different positions at senior level are not yet fully developed among young soccer players between 8 and 14 years. 相似文献
14.
Anja J. Boevé Rob R. Meijer Roel J. Bosker Jorien Vugteveen Rink Hoekstra Casper J. Albers 《Higher Education》2017,74(6):1015-1032
The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance. 相似文献
15.
Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills 
下载免费PDF全文
下载免费PDF全文 Mariska Okkinga Roel van Steensel Amos J. S. van Gelderen Peter J. C. Sleegers 《Journal of Research in Reading》2018,41(1):20-41
Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.
Highlights
What is already known about this topic- Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
- It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
- High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.
- After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
- Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
- Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.
- Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
- Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
- Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.
16.
Anneke C. Timmermans Roel J. Bosker Inge F. de Wolf Simone Doolaard Margaretha P. C. van der Werf 《British Educational Research Journal》2014,40(6):1057-1082
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio‐economic status and prior achievement. The phenomena of differential school effects for socio‐economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling. 相似文献
17.
Mechteld F. van Kuijk Marjolein I. Deunk Roel J. Bosker Evelien S. Ritzema 《School Effectiveness & School Improvement》2016,27(2):135-156
In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score matching, 35 groups in the experimental condition were matched to 35 control groups. Students in the experimental condition (n = 420) scored significantly higher on a standardized assessment than the control condition (n = 399), the effect size being d = .37. No differential effects of the PD program were found in relation to initial reading performance or grade. Different model specifications yielded similar albeit smaller effect sizes (d = .29 and d = .30). At the end of the program, students in the experimental condition were more than half a year ahead of students in the control condition. 相似文献
18.
19.
Laura Campo-Dea?o Roel P. A. Dullens Dirk G. A. L. Aarts Fernando T. Pinho Mónica S. N. Oliveira 《Biomicrofluidics》2013,7(3)
The non-Newtonian properties of blood are of great importance since they are closely related with incident cardiovascular diseases. A good understanding of the hemodynamics through the main vessels of the human circulatory system is thus fundamental in the detection and especially in the treatment of these diseases. Very often such studies take place in vitro for convenience and better flow control and these generally require blood analogue solutions that not only adequately mimic the viscoelastic properties of blood but also minimize undesirable optical distortions arising from vessel curvature that could interfere in flow visualizations or particle image velocimetry measurements. In this work, we present the viscoelastic moduli of whole human blood obtained by means of passive microrheology experiments. These results and existing shear and extensional rheological data for whole human blood in the literature enabled us to develop solutions with rheological behavior analogous to real whole blood and with a refractive index suited for PDMS (polydymethylsiloxane) micro- and milli-channels. In addition, these blood analogues can be modified in order to obtain a larger range of refractive indices from 1.38 to 1.43 to match the refractive index of several materials other than PDMS. 相似文献
20.
AbstractThis study examined the birth distribution for adolescent (i.e. <20 years) and mature age players (i.e. ≥20 years) selected in the Australian Football League (AFL) National Draft between 2001 and 2012. Birth-date information was accessed for all first time AFL national draftees and players were then classified as either adolescent (N = 736) or mature age (N = 70) draftees. Chi-squared analysis showed a clear bias in the birth distribution of adolescent draftees towards players born in the first part of the classification period for both quartile (P < 0.001) and half-year (P < 0.001) compared to the Australian national population. There was a reverse relative age effect (RAE) for mature age draftees, with a significant bias towards players born in the latter part of the selection period for both quartile (P = 0.047) and half-year (P = 0.028) compared to the Australian national population. The selection bias towards relatively older players in adolescent AFL draftees may be related to advanced physical and psychological maturity, and exposure to higher-level coaching compared to their younger counterparts. The reverse RAE in mature age draftees is a novel finding and supports the need for strategies to encourage continued participation pathways for talented Australian football players born later in the selection year. 相似文献