Effects of a power-focussed resistance training intervention on backward grinding performance in America's Cup sailing     

Simon N. Pearson  John B. Cronin  Patria A. Hume  David Slyfield 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):334-344

This study determined whether backward grinding performance in America's Cup sailing could be improved using a training intervention to increase power capability in the upper-body pull movement. Fourteen elite male sailors (34.9 ± 5.9 years; 98.1 ± 14.4 kg; 186.6 ± 7.7 cm) were allocated into experimental (speed-focussed) and control groups. Grinding performance was assessed using a grinding ergometer and an instrumented Smith machine measured force, velocity and power during the bench pull exercise. Conventional training produced significant improvements in bench pull 1 RM (5.2 ± 4.0%; p = 0.016) and maximum force production (5.4 ± 4.0%; p = 0.014). Speed-focussed training improved maximum power (7.8 ± 4.9%; p = 0.009), power at 1RM (10.3 ± 8.9%; p = 0.019) and maximum velocity (8.4 ± 2.6%; p = 0.0002). Backward grinding performance showed greater improvements in the experimental group than the control group for moderate (+1.8%) and heavy load (+6.0%) grinding. Changes in maximum power output and power at 1 RM had large correlations (r = 0.56–0.61) with changes in both moderate and heavy load grinding performance. Time to peak force had the strongest relationship, explaining 70% of the change in heavy load grinding performance. Although the performance benefit was not entirely clear the likelihood of a detrimental effect was low ( < 5%) and therefore implementation could be recommended.  相似文献   

External work and peak power are reliable measures of ergometer grinding performance when tested under load,deck heel,and grinding direction conditions     

Simon Pearson  Patria Hume  David Slyfield  John Cronin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):71-80

The reliability of grinding performance was assessed in 18 current Emirates Team New Zealand America's Cup sailors in two test sessions separated by 5 h using a custom-built ergometer. Sixteen different grinding conditions that varied by load (Light 39 N·m, Moderate 48 N·m, Heavy 68 N·m), deck heel (Flat 0° control, Downhill 25°, Uphill 25°, Right 25°, Left 25°), and grinding direction (forwards, backwards) were assessed using peak power and external work over 5 s during maximal-effort 8-s grinds. Reliability statistics included the difference in mean (M_diff), standard error of measurement (SEM), and intraclass correlation coefficients (ICC). External work (SEM = 1.6–6.9%; ICC = 0.91–0.99) was a more consistent performance measure than peak power (SEM = 1.3–9.6%; ICC = 0.84–0.99) across all test conditions. Testing under different load conditions resulted in external work SEMs of 1.6–3.9% with performance more reliable in lighter load conditions. Grinding performance during different heel conditions was less reliable (external work SEMs = 4.6–6.9%). Grinding direction (forward or backward) did not appear to affect performance reliability, although external work was 10–15% higher in forward grinding. Reliability is acceptable across various loads, but testing under different heel conditions may need some protocol development to allow the detection of smaller differences in performance.  相似文献   

Comparison of Two Nonparametric Methods for Estimating the Reliability of Motor Performance Tests     

Carol Lee Stamm  Margaret J. Safrit 《Research quarterly for exercise and sport》2013,84(1):169-176

The purpose of this study was to compare the power and sampling distributions of the coefficient of concordance (W) and the weighted average tau (W _a ) for the selected sets of parameters m, n, and α. The values of m and n were selected to represent situations in physical education for which test reliability and judge objectivity might be estimated. The comparison of W and W_a required the generation of data matrices with varying amounts of error (α) for each set of values m and n. The obtained distributions were used to make the necessary comparisons. Several conclusions were drawn: First, the sampling distributions of W and W_a were similar for the sets of parameters investigated in this study. Second, W and W_a were equally powerful for the sets of parameters investigated in this study. And third, the comparisons did not indicate that either statistic is more appropriate for estimating the reliability of motor performance tests. On the basis of the practical considerations of ease of computation and familiarity with the coefficient of concordance (W,) this statistic might be preferred.  相似文献   

Development of a Meiosis Concept Inventory     

Pamela Kalas  Angie O’Neill  Carol Pollock  Gülnur Birol 《CBE life sciences education》2013,12(4):655-664

We have designed, developed, and validated a 17-question Meiosis Concept Inventory (Meiosis CI) to diagnose student misconceptions on meiosis, which is a fundamental concept in genetics. We targeted large introductory biology and genetics courses and used published methodology for question development, which included the validation of questions by student interviews (n = 28), in-class testing of the questions by students (n = 193), and expert (n = 8) consensus on the correct answers. Our item analysis showed that the questions’ difficulty and discrimination indices were in agreement with published recommended standards and discriminated effectively between high- and low-scoring students. We foresee other institutions using the Meiosis CI as both a diagnostic tool and an instrument to assess teaching effectiveness and student progress, and invite instructors to visit http://q4b.biology.ubc.ca for more information.  相似文献   

A comprehensive survey on the status of social and professional issues in United States undergraduate computer science programs and recommendations     

Carol Spradling  Leen-Kiat Soh  Charles J. Ansorge 《Computer Science Education》2013,23(3):137-153

A national web-based survey was administered to 700 undergraduate computer science (CS) programs in the United States as part of a stratified random sample of 797 undergraduate CS programs. The 251 program responses (36% response rate) regarding social and professional issues are presented. This article describes the demographics of the respondents, presents results concerning whether programs teach social and professional issues, how social and professional issues are integrated, perceptions of CS faculty regarding the importance of social and professional issues, pedagogies used to teach social and professional issues, and what specific social and professional topics have been included in the CS curriculum. Additionally, we (a) provide suggestions for CS programs regarding the integration of social and professional issues into the CS curriculum, (b) suggest ways to encourage more social and professional coverage in CS programs, pedagogy, and (c) recommend what social and professional topics should be included in future CS curriculum reports.  相似文献   

Transfer Over Time: Stories About Transfer Years After Training     

Stephen L. Yelon  J. Kevin Ford  Simon Golden 《Performance Improvement Quarterly》2013,25(4):43-66

The purpose of this qualitative study is to form a grounded theory of the process of long‐term transfer. Eight physicians were interviewed to discover if, years later, they had used what they were taught in a faculty development training program. We found that these autonomous professionals continued to apply the teaching ideas they learned. Each, in a personal way, chose to use varied ideas in different ways in several contexts. They applied ideas using intellectual skills such as planning and analyzing. They continued their applications because they perceived supportive work conditions and positive consequences. In sum, over the long term, physicians acquired knowledge and mental skill, chose to use them, and attempted application. They reflected on outcomes, decided to reuse or revise, and tried again. Thus, the process of long‐term transfer was learning to use and learning from use. We examine implications for research and training.  相似文献   

An Evaluation of the Impact of 1:1 Laptops on Student Attainment in Senior High School Sciences     

Simon J. Crook  Manjula D. Sharma  Rachel Wilson 《International Journal of Science Education》2013,35(2):272-293

Our study capitalized on a unique natural experiment rather than a researcher-designed, randomized experiment whereby, thanks to the Australian Government's Digital Education Revolution, half of grade 9 students in 2008 received laptops and half did not. Consequently in late 2011, when these students sat for their grade 12 external examinations based on the same curriculum implemented across the state of New South Wales, half of them had been schooled with 1:1 laptops for over three years, and half without. With school principals and district administrators asking the question ‘what will these laptops do to our examination results?' this dichotomous scenario presented us with a unique opportunity to find out. The aim of this study was to evaluate if having 1:1 laptops was a predictor of success in the sciences in the external examinations. The science students (N?=?967) from 12 high schools in Sydney, Australia were studied. Using socio-demographic, school and examination data, multiple regression analyses were performed to measure the impact of the 1:1 laptop provision and other variables on student attainment in biology, chemistry and physics. We found that being schooled with 1:1 laptops had statistically significant and positive standardized regression coefficients with student attainment, with a medium effect size in physics (0.38), and small effect sizes in biology (0.26) and chemistry (0.23). Upon further investigation, exploring data provided by student and teacher questionnaires, we found that the greater effect size in physics corresponded with greater use of simulations and spreadsheets by students and teachers.  相似文献   

Mentoring to facilitate socialization: The case of the new faculty member     

Carol Stringer Cawyer  Cheri Simonds  Shannon Davis 《International journal of qualitative studies in education》2013,26(2):225-242

How easily a new faculty members adjusts and adapts to life in the professoriate is often dependent on the types of relationships that the newcomer establishes with colleagues and on the willingness of veteran faculty members to assist newcomers as they learn the ins and outs of the academy. One avenue for facilitating interaction between newcomers and academic veterans is to establish formal mentoring programs. In this case study, the formal mentoring relationship is examined as a means for understanding the socialization processes of new faculty members. Results suggest that mentoring relationships may facilitate socialization because they allow newcomers to establish interpersonal bonds and receive support and advice from experienced colleagues. Results also indicate, however, that the most important feature of mentoring may be accessibility. This finding leads to questions concerning the feasibility of assigning mentors rather than encouraging informal mentoring from multiple faculty members.  相似文献   

The production of ‘proper cheating’ in online examinations within technological universities     

Simon Kitto  Sue Saltmarsh 《International journal of qualitative studies in education》2013,26(2):151-171

This paper uses poststructuralist theories of governmentality, agency, consumption and Barry’s (2001) concept of Technological Societies, as a heuristic framework to trace the role of online education technologies in the instantiation of subjectification processes within contemporary Australian universities. This case study of the unintended effects of the adoption and usage of an online educational technology (WebFreedom) for online examinations in an Australian university setting is analysed using poststructuralist theories of governmentality, agency and consumption. The analysis demonstrates how techniques of governing the learning practices of students via online educational technologies intersect with the agentive capacity of students who are relocated as consumers in the higher education marketplace. In particular the paper focuses on the production of unintended localized online examination behaviours resulting in a form of ‘subterranean ethics’ or cheating in online exams. The results from this case study raise critical questions concerning the ways in which both students and tertiary educators are constituted within neoliberal governmental thought, as well as the ways in which students produce themselves in practice as autonomous agents and educational consumers within tertiary education. Suggestions on the focus of future research in the area are discussed.  相似文献   

Acquiring the teaching culture: how beginners embrace practices different from university teachings     

Carol Plata Etheridge 《International journal of qualitative studies in education》2013,26(4):299-313

Factors and processes involved when beginning secondary school teachers modify or abandon practices learned at the university were investigated through participant observations and in‐depth interviews over a three‐year period. Teachers used a strategic adjustment strategy that included some characteristics of reflective teaching. They were active participants in their own socialization. Practices that were neither preferred nor based on university teachings were adopted. As thoughtful responses to workplace constraints, these practices were selected consciously and were modified on the primary basis of situational need rather than theoretical, personal, or authority preferences. Some workplace factors were viewed as barriers that precluded the use of preferred practices. Other factors were regarded as pressures but appeared to allow room for choice.  相似文献