The Influence of Task Constraints on the Glenohumeral Horizontal Abduction Angle of the Overarm Throw of Novice Throwers     

Casey M. Breslin  John C. Garner  Mary E. Rudisill  Loraine E. Parish  Paul M. St. Onge  Brian J. Campbell 《Research quarterly for exercise and sport》2013,84(2):375-379

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Internal and External Focus of Attention in a Novice Form Sport     

Gavin P. Lawrence  Vicky M. Gottwald  James Hardy  Michael A. Khan 《Research quarterly for exercise and sport》2013,84(3):431-441

Abstract

In the current experiment, we examined optimal focus for novices during a movement sequence in which performance was measured on accurate movement form/technique. A novel gymnastics routine was practiced under either an internal skill-relevant, internal skill-irrelevant, external, or no attention focus. Retention and transfer tests were then completed. During acquisition, adopting an internal irrelevant focus significantly improved performance, whereas an external focus degraded performance. There were no significant group differences in the retention and transfer tests. This suggests that learning of movement form/technique did not benefit from a specific focus of attention. The results are interpreted via an attentional capacity viewpoint and the notion that form tasks do not always contain obvious movement effects central to common coding and the constrained action hypothesis.  相似文献   

‘Old’ Football and the ‘New’ Codes: Some Thoughts on the ‘Origins of Football’ Debate and Suggestions for Further Research     

Gavin Kitching 《国际体育史杂志》2013,30(13):1733-1749

A close reading of recent contributions to the ‘origins of football’ debate suggests that there is now more consensus among scholars about the broad sequence of events than is rhetorically allowed. However, this consensus itself rests on some shared conceptual and methodological illusions. These include: a continual naivety about the use of the name ‘football’ in the primary source materials; asystematic underestimation of forms of play (and a collateral overestimation of the importance of rules and codifications) in the development of football; and, above all, a widely shared, and very dubious, conviction that the pursuit of the historical origins of football is a meaningful activity. This article analyses each ofthese illusions in turn and suggests some methodological and substantive alternatives to them. These alternatives sum to the conclusion that the origin of both modern football codes is a far more remarkable and many-sided story than has been appreciated, even in the very best research to date. Moreover, it is a story whose many dimensions and implications go well beyond the borders of Britain, and indeed beyond the history of ‘soccer’ or ‘rugby’ alone.  相似文献   

Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being     

Gavin T.L. Brown  Lois R. HarrisJennifer Harnett 《Teaching and Teacher Education》2012

Teachers’ understandings of feedback probably influence the type and quality of feedback that they provide. The beliefs of 518 New Zealand practicing teachers about feedback were evaluated with the Teachers’ Conceptions of Feedback (TCoF) inventory and related to practices these teachers considered to be feedback. Nine feedback factors and four practices factors were found and models were statistically invariant between primary and secondary teachers. New Zealand teachers’ understandings of feedback were strongly focused on improving learning instead of enhancing student well-being. Similar factors are expected in other contexts, though agreement rates should reflect local policy priorities and cultural values.  相似文献   

Extracurricular Activities,Screen Media Activity,and Sleep May Be Modifiable Factors Related to Children’s Cognitive Functioning: Evidence From the ABCD Study®     

Namik Kirlic  Janna M. Colaizzi  Kelly T. Cosgrove  Zsofia P. Cohen  Hung-Wen Yeh  Florence Breslin  Amanda S. Morris  Robin L. Aupperle  Manpreet K. Singh  Martin P. Paulus 《Child development》2021,92(5):2035-2052

This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school-age children (ages 9–11) from the Adolescent Brain Cognitive Development^SM (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel situations. The identified algorithm explained 14.74% of the variance in FCF, replicating previously reported socioeconomic and mental health contributors to FCF, and adding novel and potentially modifiable contributors, including extracurricular involvement, screen media activity, and sleep duration. Pragmatic interventions targeting these contributors may enhance cognitive performance and protect against their negative impact on FCF in children.  相似文献   

Alignment Between the Science Curriculum and Assessment in Selected NY State Regents Exams     

Xiufeng Liu  Gavin Fulmer 《Journal of Science Education and Technology》2008,17(4):373-383

This article reports on an analysis of alignment between NY state core curricula and NY Regents tests in physics and chemistry. Both the curriculum and test were represented by a two dimensional table consisting of topics and cognitive demands. The cell values of the table were numbers of major understandings in the curriculum and points of test items in the test. The Porter alignment index was computed for each test. It was found that, overall, there was a high alignment between the NY core curriculum and the NY Regents test, and the alignment remained fairly stable from test to test. However, there were considerable discrepancies in emphases on different cognitive levels and topics between the core curriculum and the test. Issues related to the nature of alignment, and the nature and validity of content standards were raised, and implications for science curriculum and instructions were also discussed.  相似文献