Reliability and construct validity of soccer skills tests that measure passing,shooting, and dribbling     

Mark Russell  David Benton 《Journal of sports sciences》2013,31(13):1399-1408

Abstract

In this study, we examined the reliability and construct validity of new soccer skills tests. Twenty soccer players (10 professional and 10 recreational) repeated trials of passing, shooting, and dribbling skills on different days. Passing and shooting skills required players to kick a moving ball, delivered at constant speed, towards one of four randomly determined targets. Dribbling required players to negotiate seven cones over 20 m. Each trial consisted of 28 passes, 8 shots, and 10 dribbles. Ball speed, precision, and success were determined for all tests using video analysis. Systematic bias was small (<9% in all measures) and all outcome measures were similar between trials. Test–retest reliability statistics were as follows: ball speed (passing, shooting, dribbling; coefficient of variation [CV]: 6.5%, 6.9%, 2.4%; ratio limits of agreement [RLOA]: 0.958 ×/÷ 1.091, 0.990 ×/÷ 1.107, 0.993 ×/÷ 1.039), precision (passing, shooting, dribbling; CV: 10.0%, 23.5%, 4.6%; RLOA: 0.956 ×/÷ 1.147, 1.030 ×/÷ 1.356, 1.000 ×/÷ 1.068), and success (passing, shooting, dribbling; CV: 11.7%, 14.4%, 2.2%; RLOA: 1.017 ×/÷ 1.191, 0.913 ×/÷ 1.265, 0.996 ×/÷ 1.035). Professional players performed better than recreational players in at least one outcome measure for all skills. These findings demonstrate the reliability and validity of new soccer skill protocols.  相似文献   

Gender Role and Sport Competition Anxiety: A Re-examination     

Mark B. Andersen  Jean M. Williams 《Research quarterly for exercise and sport》2013,84(1):52-56

Abstract

The present study tested whether there were significant sport competition anxiety differences among sex-typed, androgynous, and cross sex-typed subjects and whether these differences were consistent with gender schema theory (Bem, 1981b).

Approximately 700 subjects were administered the Bem Sex-Role Inventory (BSRI) and, using two methods of scoring, 216 subjects were selected because of being either sex-typed (masculine males, feminine females), cross sex-typed (masculine females, feminine males) or androgynous (males and females who have strong masculine and feminine dimensions). Each subject was tested for competition anxiety using the Sport Competition Anxiety Test (SCAT). A one-way ANOVA of SCAT scores by group was significant, F(5,210) = 6.52, p < .001. Post-hoc analysis revealed that feminine females had significantly more competitive trait anxiety than all other groups and androgynous females were more anxious than masculine males (p < .05). The results are discussed in terms of gender schema theory.  相似文献   

Learning from demonstrations: the role of visual search during observational learning from video and point-light models     

Robert R. Horn  A. Mark Williams  Mark A. Scott 《Journal of sports sciences》2013,31(3):253-269

In this study, we examined the visual search strategies used during observation of video and point-light display models. We also assessed the relative effectiveness of video and point-light models in facilitating the learning of task outcomes and movement patterns. Twenty-one female novice soccer players were divided equally into video, point-light display and no-model (control) groups. Participants chipped a soccer ball onto a target area from which radial and variable error scores were taken. Kinematic data were also recorded using an opto-electrical system. Both a pre- and post-test were performed, interspersed with three periods of acquisition and observation of the model. A retention test was completed 2 days after the post-test. There was a significant main effect for test period for outcome accuracy and variability, but observation of a model did not facilitate outcome-based learning. Participants observing the models acquired a global movement pattern that was closer to that of the model than the controls, although they did not acquire the local relations in the movement pattern, evidenced by joint range of motion and angle-angle plots. There were no significant differences in learning between the pointlight display and video groups. The point-light display model group used a more selective visual search pattern than the video model group, while both groups became more selective with successive trials and observation periods. The results are discussed in the context of Newell's hierarchy of coordination and control and Scully and Newell's visual perception perspective.  相似文献   

Towards an understanding of the personal experience of the 'yips' in cricketers     

Mark Bawden  Ian Maynard 《Journal of sports sciences》2013,31(12):937-953

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Pre-service teachers’ perceptions of effective inquiry instruction: are effective instruction and effective inquiry instruction essentially the same?     

Mark W. Aulls  Ahmed Ibrahim 《Instructional Science》2012,40(1):119-139

This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data analysis involved open coding of each essay, content analysis of each essay using Anderson and Burns’ (Research in classrooms: The study of teachers, teaching, and instruction (1st ed.). Oxford, England; New York: Pergamon Press, 1989) empirically derived dimensions of instruction, and effect size analysis of student and teacher roles. Instructional components were identified that differentiate between effective inquiry instruction and effective instruction. Effective inquiry instruction was associated with more and different teacher and student roles, more activities as part of instruction, and more student small group discussion than was effective instruction.  相似文献   

Cognitively demanding learning materials with texts and instructional pictures: teachers’ diagnostic skills, pedagogical beliefs and motivation     

Nele McElvany  Sascha Schroeder  Jürgen Baumert  Wolfgang Schnotz  Holger Horz  Mark Ullrich 《European Journal of Psychology of Education - EJPE》2012,27(3):403-420

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Oral versus written assessments: a test of student performance and attitudes     

Mark Huxham  Fiona Campbell  Jenny Westwood 《Assessment & Evaluation in Higher Education》2012,37(1):125-136

Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into ‘oral’ and ‘written’ groups, and the marks that they achieved in the same biology questions were compared. Students in the second smaller cohort (n = 29) were all examined using both written and oral questions concerning both ‘scientific’ and ‘personal development’ topics. Both cohorts showed highly significant differences in the mean marks achieved, with better performance in the oral assessment. There was no evidence of particular groups of students being disadvantaged in the oral tests. These students and also an additional cohort were asked about their attitudes to the two different assessment approaches. Although they tended to be more nervous in the face of oral assessments, many students thought oral assessments were more useful than written assessments. An important theme involved the perceived authenticity or ‘professionalism’ of an oral examination. This study suggests that oral assessments may be more inclusive than written ones and that they can act as powerful tools in helping students establish a ‘professional identity’.  相似文献   

Methods matter: Improving causal inference in educational and social science research: A review article     

Eric R. Eide  Mark H. Showalter 《Economics of Education Review》2012

Professors Richard J. Murnane and John B. Willett set out to capitalize on recent developments in education data and methodology by attempting to answer the following questions: How can new methods and data be applied most effectively in educational and social science research? What kinds of research designs are most appropriate? What kinds of data are needed? What statistical methods are best used to process these data, and how can results be interpreted so that policymakers are best informed? In this review we summarize main contributions of the book, assess the unique value-added of the text, and discuss the usability of it to various potential audiences.  相似文献   

A New Perspective: The Common Factors Model as a Foundation for Social Work Practice Education     

Mark Cameron PhD  Elizabeth King Keenan 《Journal of Teaching in Social Work》2013,33(3):346-358

Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum.  相似文献   

Using Intensive Interaction to add to the palette of interactive possibilities in teacher–pupil communication     

Mark Barber 《欧洲特需教育杂志》2013,28(4):393-402

Intensive Interaction was introduced to a special developmental school in Melbourne, Australia. The school had previously used behavioural and skills‐based teaching approaches to underpin the teaching of students with severe/profound intellectual disabilities and autistic spectrum disorders. Video baselines of students involved in classroom interactions were taken before introducing the approach of Intensive Interaction to the school. Following a 30‐week period during which the approach was practised routinely in classrooms, further video records were made. These video records enabled comparison to be made against five indicators of student involvement. Professional development using video techniques and structured reflection was initiated with all involved staff. Increases in the student’s joint focus, positive affect and interactive involvement were noted. In addition to changes in the communicative involvement of the pupils, the practitioner’s communicative involvement was also noted to change.  相似文献