Errors in judging “offside” in association football: Test of the optical error versus the perceptual flash-lag hypothesis     

Werner Helsen  Bart Gilis  Matthew Weston 《Journal of sports sciences》2013,31(5):521-528

Abstract

The objective of this study was to analyse the correctness of the offside judgements of the assistant referees during the final round of the FIFA 2002 World Cup. We also contrasted two hypotheses to explain the errors in judging offside. The optical error hypothesis is based on an incorrect viewing angle, while the flash-lag hypothesis refers to perceptual errors associated with the flash-lag effect (i.e. a moving object is perceived as spatially leading its real position at a discrete instant signalled by a briefly flashed stimulus). Across all 64 matches, 337 offsides were analysed using digital video technology. The error percentage was 26.2%. During the first 15 min match period, there were significantly more errors (38.5%) than during any other 15 min interval. As predicted by the flash-lag effect, we observed many more flag errors (86.6%) than non-flag errors (13.4%). Unlike the predictions of the optical error hypothesis, there was no significant difference between the correct and incorrect decisions in terms of the positioning of the assistant referees relative to the offside line (0.81 and 0.77 m ahead, respectively). To reduce the typical errors in judging offside, alternative ways need to be considered to teach assistant referees to better deal with flash-lag effects.  相似文献   

Unravelling the sequence of events     

Weston  Kathryn M 《Metascience》2019,28(2):293-296

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Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report     

Lisa Corwin Auchincloss  Sandra L. Laursen  Janet L. Branchaw  Kevin Eagan  Mark Graham  David I. Hanauer  Gwendolyn Lawrie  Colleen M. McLinn  Nancy Pelaez  Susan Rowland  Marcy Towns  Nancy M. Trautmann  Pratibha Varma-Nelson  Timothy J. Weston  Erin L. Dolan 《CBE life sciences education》2014,13(1):29-40

The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a “research experience”; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.

Students can work with the same data at the same time and with the same tools as research scientists.iPlant Education, Outreach & Training Group (2008, personal communication)

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Reflection on Teaching: Types and Goals of Reflection     

Lynn McAlpine  Cynthia Weston  Denis Berthiaume  Gail Fairbank-Roch  Michele Owen 《Educational Research and Evaluation》2013,19(4-6):337-363

We describe an elaboration of an empirical cognitive model of reflection (McAlpine, Weston, Beauchamp, Wiseman, & Beauchamp, 1999). Specifically, we explain 2 fundamental constructs in the model that were previously less well understood: goal and type of reflection.  相似文献   

Validity and reliability of portfolio assessment in pre‐service teacher education   总被引：1，自引：1，他引：0  

Wil Meeus  Peter Van Petegem  Nadine Engels 《Assessment & Evaluation in Higher Education》2009,34(4):401-413

This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed.  相似文献   

民国时期中文报纸的英文学术研究——对一个新兴领域的初步观察     

魏定熙  方洁 《国际新闻界》2009,(4)

本文概述了最近几十年英文论著中关于中国民国时期报纸研究的情况,梳理了近期包括文学研究者、历史学家在内的大量重要研究成果,分析了这个领域的现有研究主题,如民国报纸与民主主义、上海的民国报纸、民国报纸与中国新闻业的职业化、跨国视角下的民国报纸等。论文还提出了未来研究民国时期报纸的几个亟待解决的问题。  相似文献   

Differential training loads and individual fitness responses to pre-season in professional rugby union players     

Shaun J. McLaren  Andrew Smith  Jonathan D. Bartlett  Iain R. Spears  Matthew Weston 《Journal of sports sciences》2018,36(21):2438-2446

We aimed to compare differentiated training loads (TL) between fitness responders and non-responders to an eight-week pre-season training period in a squad of thirty-five professional rugby union players. Differential TL were calculated by multiplying player’s perceptions of breathlessness (sRPE-B) and leg muscle exertion (sRPE-L) with training duration for each completed session. Performance-based fitness measures included the Yo-Yo Intermittent Recovery Test Level 1 (YYIRTL1), 10-, 20-, and 30-m linear sprint times, countermovement jump height (CMJ) and predicted one-repetition maximum back squat (P1RM Squat). The proportion of responders (≥ 75% chance that the observed change in fitness was > typical error and smallest worthwhile change) were 37%, 50%, 52%, 82% and 70% for YYIRTL1, 20/30-m, 10-m, CMJ and P1RM Squat, respectively. Weekly sRPE-B-TL was very likely higher in YYIRTL1 responders (mean difference = 18%; ±90% confidence limits 11%), likely lower in 20/30-m (19%; ±20%) and 10-m (18%; ±17%) responders, and likely higher in CMJ responders (15%; ±16%). All other comparisons were unclear. Weekly sRPE-B discriminate between rugby union players who respond to pre-season training when compared with players who do not. Our findings support the collection of differential ratings of perceived exertion and the use of individual response analysis in team-sport athletes.  相似文献   

Contents Vol. 42     

L. Mcalpine  C. Weston  D. Berthiaume  G. Fairbank-Roch 《Higher Education》2001,42(4):529-531

Volume Contents

Contents Vol. 42  相似文献   

The use of video as a teaching resource in a new university     

Jane Barford  & Colin Weston 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(1):40-50

This paper reports on a survey of the use of video as a teaching resource within one British University, drawing on evidence gathered during 1995 from fourteen Schools within its four Faculties. It identifies the factors and issues which influence the use of video in teaching, including management of video resources within the Schools; how video is used to support teaching strategies; and its perceived usefulness as a teaching resource. Findings note the extent to which video is used across the University; the factors that support or discourage its use; and the awareness and expectations that teaching staff have of video as a teaching tool. The discussion offers some recommendations as to how video use may be supported and improved within the University. The research could form the basis for a larger study to establish whether the findings from this survey may be typical of the picture in higher education generally.  相似文献   

Curriculum mapping food science programs: An approach to quantification of professional competencies     

Emma Weston  Maria Benlloch‐Tinoco  Liz Mossop  Fiona McCullough  Tim Foster 《Journal of Food Science Education》2020,19(2):97-108

It is fundamental that students are able to identity where they have developed specific professional competencies during their study. This ensures students can not only articulate their competencies well in job applications and assessments but also draw on their experiences for use in the workplace. The aim of study was to ascertain if desirability of an element or competency as indicated by employers, was reflected in an equivalent level of program content, appropriately perceived by the student. A case study approach mapped elements of the previously developed Competencies for Food Graduate Careers framework against food sciences curricula at University of Nottingham. The mapping process facilitated evaluation of appropriate levels of inclusion of each element in degree programs, by recording types of content and experiences provided, in collaboration with teaching staff. Perspectives of the student experience were captured using an online survey. In addition, guidance from a prior industry survey provided context of the level of desirability for each element across the range of graduate roles in the United Kingdom. The results showed some areas of mismatch, where curricular content did not align with employer expectations or student perceptions. This has informed review of this curriculum, to best reflect “competency development” to meet the needs of the food industry. Recommendations were made to address gaps through enhancement of content, delivery, communication, or assessment. Additionally, the exercise has suggested a more informed development of curricula categorization and coding for future similar mapping activities.  相似文献