Hip and upper extremity kinematics in youth baseball pitchers     

Taylor Holt 《Journal of sports sciences》2016,34(9):856-861

The purpose of this study was to examine the relationship between dynamic hip rotational range of motion and upper extremity kinematics during baseball pitching. Thirty-one youth baseball pitchers (10.87 ± 0.92 years; 150.03 ± 5.48 cm; 44.83 ± 8.04 kg) participated. A strong correlation was found between stance hip rotation and scapular upward rotation at maximum shoulder external rotation (r = 0.531, P = 0.002) and at ball release (r = 0.536, P = 0.002). No statistically significant correlations were found between dynamic hip rotational range of motion and passive hip range of motion. Hip range of motion deficits can constrain pelvis rotation and limit energy generation in the lower extremities. Shoulder pathomechanics can then develop as greater responsibility is placed on the shoulder to generate the energy lost from the proximal segments, increasing risk of upper extremity injury. Additionally, it appears that passive seated measurements of hip range of motion may not accurately reflect the dynamic range of motion of the hips through the progression of the pitch cycle.  相似文献   

Later life learning experiences: listening to the voices of Chinese elders in Hong Kong     

Maureen Tam 《International Journal of Lifelong Education》2016,35(5):569-585

Abstract

Governments’ anxieties about ageing populations are mostly concerned with the costs of welfare, care and health provision which all have to be paid for by an ever dwindling working population. However, research in later life learning indicates the significant role that lifelong learning can play in promoting mental well-being and resilience, and in assisting with maintaining personal self-confidence and self-coping strategies that prevent cognitive decline in an ageing population. This paper draws on the research with a group of Chinese elders in Hong Kong, who provide information about their experiences and views on learning in later life, including the meaning of learning, barriers to participation, learning interests, needs, motivations, and instructional preferences. Both quantitative and qualitative findings are reported to shed light on later life learning experiences, which contribute to the global understanding of later life learning and serve to inform the development of policy and practice geared to the planning and provision of opportunities to keep learning at the later stages of life.  相似文献   

Developing networks of grass-roots science curriculum action     

Carmel McNaught  Dianne Raubenheimer  Margaret Keogh  Rob O'Donoghue  Jim Taylor 《Research in Science Education》1992,22(1):291-298

This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need to be explored in science curriculum development: debates about the nature of science, of society, of school science content and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined of a network of science curriculum action which has developed from the work of a range of science education projects in Natal, South Africa. Specializations: science curriculum development from primary to tertiary level. Specializations: inservice primary science teacher development. Specializations: inservice teacher development, biology education. Specializations: environmental education, teacher development. Specializations: environmental education, teacher development.  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Campus commons: When pigs fly: A new perspective on learning     

Colette M. Taylor 《About Campus》2011,16(2):30-32

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Engendering habits of mind and heart through integrative learning     

Simone Himbeault Taylor 《About Campus》2011,16(5):13-20

Students are often exposed to an almost breathtaking array of curricular and cocurricular learning experiences, but how do we help them make meaning of their diverse learning? Simone Himbeault Taylor suggests pedagogical processes that promote reflection across learning experiences in a student‐centered approach to integrate learning.  相似文献   

Students’ perceptions of classroom instructional environments in the context of ‘Universal Design for Learning’     

Michael M. Abell  Eunjoo Jung  Matthew Taylor 《Learning Environments Research》2011,14(2):171-185

Using a sample of 867 students in Grades 5–12, the present study investigated whether students’ perceptions toward the instructional environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school students in the study showed higher perception scores than upper-elementary or middle-school students in the personalisation and participation aspect of the classroom environment. The results for teacher gender indicated that students in the study perceived a more personalised classroom environment with female teachers than with male teachers. Policy implications and methodological considerations are provided for future study.  相似文献   

An Image of Possibility: Illustrating a Pedagogic Encounter with Culture     

Maureen K. Michael 《The International Journal of Art & Design Education》2011,30(3):340-348

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Access and Support in the Development of a Visual Language: arts education and disabled students     

Margaret Taylor 《The International Journal of Art & Design Education》2005,24(3):325-333

Overall, little is known about the ways in which disabled children and young people produce artwork or how they are enabled to access the visual arts curriculum particularly when they have high level and complex support requirements. This article focuses on the Information Communication Technology (ICT) and practical assistance that enables disabled students to create art and design work. The article is based on my recent doctoral research which has analysed the arts education of a group of disabled young people post 16 and investigated the ways in which the arts curriculum can be made accessible [1]. ICT, in conjunction with effective practical assistance, can be refined and merged to create seamless access to the visual arts for disabled students and can play a key role not only in equipping them with the skills and competencies to gain qualifications and potential employment, but also as a ‘voice’ with which they can express their particular experiences of the human condition.  相似文献   

Field Trips in Early Childhood Settings: Expanding the Walls of the Classroom     

Satomi Izumi Taylor  Vivian Gunn Morris  Carol Cordeau-Young 《Early Childhood Education Journal》1997,25(2):141-146

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