Influence of shaft length on golf driving performance     

Ian C. Kenny  Eric S. Wallace  Steve R. Otto 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):322-332

The aim of this study was to determine how shaft length affects golf driving performance. A range of drivers with lengths between 1.168 m and 1.270 m, representing lengths close to the 1.219 m limit imposed by R&;A Rules Limited (2008 R&;A Rules Limited. 2008. Rules of golf, St. Andrews: R&;A Rules Limited, The Royal and Ancient Golf Club of St. Andrews.  [Google Scholar]), were assembled and evaluated. Clubhead and ball launch conditions and drive distance and accuracy were determined for seven category 1 golfers (handicaps 0.21 ± 2.41) who performed shots on a purpose-built practice hole. As shaft length increased from 1.168 m to 1.270 m, initial ball velocity increased (+1.8 m/s, P < 0.01). Ball carry (+4.3 m, P = 0.152) also increased, although not significantly so. Furthermore, as shaft length increased, for all club comparisons there was no decrease in accuracy. Ball launch conditions of spin components and launch angle remained unaffected by shaft length. Launch angle increased (0.8°, F = 1.074, P = 0.362) as driver shaft length increased. Our results show that clubhead and ball velocity together with ball carry tended to increase with no loss of accuracy.  相似文献   

Effective force and economy of triathletes and cyclists     

CLÁUDIA TARRAGÔ CANDOTTI  JERRI RIBEIRO  DENISE PASCHOAL SOARES  ÁLVARO REISCHAK DE OLIVEIRA  JEFFERSON FAGUNDES LOSS  ANTÔNIO CARLOS S. GUIMARÃES 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):31-43

The effective force applied on the crank, the index of pedalling effectiveness, and the economy of movement at 60, 75, 90, and 105 rev/min cadences were examined in nine cyclists and eight triathletes. Tests were performed on two days. Maximal oxygen uptake was measured and the second ventilatory threshold was estimated on day 1 using a stationary bicycle. On day 2, the four different cadences were tested at about 5% below the second ventilatory threshold. A strain gauge instrumented clip-less pedal mounted on the bicycle enabled us to measure the normal and tangential forces exerted on the pedal, while the pedal and crank angles were monitored with the aid of a video system. Based on this information, the effective force and the index of pedalling effectiveness were calculated. Cyclists produced significantly more effective force and a higher index of pedalling effectiveness at 60 and 75 rev/min and were significantly more economic at all cadences than triathletes. The significant and positive correlation between effective force and economy at all cadences suggests that improvement of the effective force would reflect on economy.  相似文献   

Research protocols     

Rick Wallace 《Journal of the Medical Library Association》2016,104(2):178

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BEYOND METAPHORS OF MANAGEMENT: THE CASE FOR METAPHORIC RE-DESCRIPTION IN EDUCATION     

Eric  Hoyle  Mike  Wallace 《British Journal of Educational Studies》2007,55(4):426-442

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A prospective study of personality changes in students in medicine,dentistry, and nursing     

Harrison G. Gough  Wallace B. Hall 《Research in higher education》1973,1(2):127-140

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Learning from Writing in College Biology     

Norris A. Armstrong  Carolyn S. Wallace  Shu-Mei Chang 《Research in Science Education》2008,38(4):483-499

This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a college level introductory biology class and the types of metacognition employed by students while writing. Comparison of a treatment and control group indicates that the writing assignments used had minimal impact on overall content learning as measured by conventional exams. Subsequent interviews and think-aloud protocols with a subset of students indicated that writing arguments had the potential to foster learning through forward and backward search strategies. However, few of the students took advantage of this opportunity to use metacognitive skills. This study suggests that preparing written arguments is not sufficient, by itself, to have a reliable effect on student learning and is consistent with the view that students must be explicitly taught when and how to use different metacognitive strategies.  相似文献   

Using critical race theory to analyze science teachers culturally responsive practices     

Tamara Wallace  Brenda R. Brand 《Cultural Studies of Science Education》2012,7(2):341-374

Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices were informed by their critical awareness of social constraints imposed upon their African American students’ identities. These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for the culturally responsive dispositions and practices of these middle school science teachers.  相似文献   

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement     

Stephen L. Pruitt  Carolyn S. Wallace 《Journal of Science Teacher Education》2012,23(4):367-385

This study investigated the effectiveness of a southern state??s department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state??s high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.  相似文献   

Professional school cultures: Coping with the chaos of teacher collaboration     

John Wallace 《The Australian Educational Researcher》1999,26(2):67-85

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Heroism and science education reform     

Robyn White  John Wallace 《Research in Science Education》1999,29(4):417-430

In this study, we use a cultural framework to examine two important science curriculum changes in a large Australian state during the 1960s and 1970s. In particular, we describe the activities of two prominent science educators who presided over these curriculum reforms against a backdrop of significant changes in the school system of the time. We represent the actions of these persons as heroic Drawing on interview data from these and other members of the community, we describe how the Heroes shaped, modified and united the culture through referents, rituals and artefacts. We speculate on the importance of heroic activity in supporing curriculum change.  相似文献