Repeated sprint ability in young basketball players: one vs. two changes of direction (Part 1)     

Johnny Padulo  Guillaume Laffaye  Monoem Haddad  Anis Chaouachi  Giuseppe Attene  Gian Mario Migliaccio 《Journal of sports sciences》2015,33(14):1480-1492

The present study aimed to compare the changes of direction on repeated sprint ability (RSA) vs. intensive repeated sprint ability (IRSA) protocols in basketball. Eighteen young male basketball players performed on RSA [10 × 30-m (15 + 15-m, one change of direction)] and IRSA [10 × 30-m (10 + 10 + 10-m, two changes of direction)]. A correlation matrix between RSA, IRSA, “squat jump (SJ)–countermovement jump (CMJ)”, footstep analysis and total distance in Yo-Yo intermittent recovery level 1 was performed. The best time, worst time, total time and the number of footsteps were significantly smaller in the RSA test compared to IRSA test (P < 0.001), even though they were significantly correlated with each other (r > 0.80, P < 0.05). Blood lactate level and fatigue index did not show any difference between tests. The sensibility of the two tests assessed by the Bland–Altman analysis revealed a small bias (<1.5%) for almost all variables. Moreover, almost all time variables of the two tests were significantly correlated with the SJ (r > 0.478, P < 0.05), CMJ (r > 0.515, P < 0.05) and Yo-Yo (r > 0.489, P < 0.05) performances. The IRSA provided a reliable method for assessing specific sprint ability (with 10-m legs for IRSA ~2.3 s vs. 15 m for RSA ~3 s) with a closer link to basketball game’s actions (~2 s). Besides, IRSA could be an appropriate choice for assessing both RSA and changes of direction capacities in basketball players.  相似文献   

运动员组织压力源问卷的修订与检验     

吴敏  王斌  彭秀  冯甜 《湖北体育科技》2015,(5)

以我国692名国家队及省队运动员为被试对象,对Fletcher等人编制的运动员组织压力源问卷进行了初步修订。结果表明,修订后的运动员组织压力源问卷在我国运动队中应用具有良好的信度和效度,达到了心理测量学标准,可作为评估我国运动员组织压力源的有效和可靠工具。  相似文献   

青少年认知灵活性量表的修订及初步使用     

吴春沙  王琨 《保定学院学报》2015,(6):104-109

修订美国心理学者John P. Dennis所编制的认知灵活性量表(CFI),并对青少年的认知灵活性进行调查.首先对200名青少年被试进行预测,之后对213名青少年被试正式施测,最后对413名青少年被试初步使用该量表.结果表明:(1)所修订的中文版青少年认知灵活性量表的项目区分度、Cronbach α系数、信度、效度等心理测量学指标都达到合格水平,可以作为测量我国青少年认知灵活性水平的工具.(2)运用探索性因素分析结果显示,修订后的认知灵活性量表分为两个因子:灵活选择(包括14个项目)、灵活控制(包括6个项目).(3)来自城镇家庭学生的认知灵活性水平显著高于来自农村家庭学生的认知灵活性水平,具体表现在灵活控制能力方面.  相似文献   

Outcomes of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture?          下载免费PDF全文

Marie Howley 《Journal of Research in Special Educational Needs》2015,15(2):106-119

The adoption of ‘structured teaching’ is evident in educational settings worldwide and has fast become one of the key ‘tools’ in autism education. As calls for evidence‐based practice have increased, research evidence has grown to interrogate the effectiveness of structured teaching components. Previous systematic literature reviews of the research evidence suggest that structured teaching has positive effects upon problem behaviours and also increases engagement and independent task organisation. This literature review builds upon previous reviews in order to explore the effects of structured teaching upon behaviour and learning, asking what the research evidence actually measures in relation to these two concepts. Gaps in the research evidence are identified, and discussion focuses upon the need for research which investigates the role of structured teaching components in meaningful learning, the need for greater attention to evaluate social validity of the approach which takes into account those who implement and indeed those who receive the intervention and finally the need for research to analyse the effects of structured teaching upon alternative outcomes of ‘well‐being’ and ‘quality of life’.  相似文献   

应然有效与实然有效——解读“忠实”原则的普遍有效性     

张冬梅 《怀化学院学报》2015,(6)

"忠实"原则的普遍有效性是一个在译学界引起广泛质疑的论题。以"忠实"原则在实际运用中所遭遇的背离为出发点,从"实然有效"与"应然有效"两个维度对"忠实"原则的普遍有效性进行了解读,指出实际运用中的背离不足以构成否定"忠实"原则之实然有效性的充分依据,实然层面上的失效也不能构成其应然层面上失效的充分依据。"忠实"作为一个"应然"命题,其存在本意正在于规范、引导、改变翻译的实然状态,以"应然"来规范"实然"。  相似文献   

高校学生评教的有效性及改进措施   总被引：15，自引：0，他引：15  

李建芬  饶国军 《教育理论与实践》2004,(20)

随着我国高等教育改革的不断深入和发展,教学质量越来越为人们所重视,教学质量的评价方法也将不断地完善,学生参与教学质量评价已成为必然的趋势。研究表明,学生评教具有一定的可靠性、稳定性和一致性,但学生评价的偏差仍然存在,教学管理部门应充分考虑和分析影响学生评价的因素,采取适当的改进措施。  相似文献   

青少年体力活动问卷中文版的修订及信效度研究     

李新  王艳  李晓彤  李东峰  孙春  谢敏豪  王正珍 《北京体育大学学报》2015,38(5):63-67

摘要：目的：修订中文版的青少年体力活动问卷（PAQ-A）,评估其信效度,为大样本的青少年体力活动提供测量工具。方法：选取125名13~14岁（男56人,女69人）健康青少年,间隔一周前后两次填写问卷,检验重测信度;招募47名（男17人,女30人）自愿佩戴加速度计者,佩戴7天后填写问卷,以Actigraph GT3X+加速度计为效标,进行效度检验。采用Cronbach`sα系数检验问卷的内部一致性信度,Spearman等级相关检验重测信度和效标效度。结果：第1次、第2次发放,问卷的内部一致性信度分别为0.82、0.85;删掉午休期间活动Q3前后,问卷重测信度从0.79增加到0.81,问卷稳定性良好。效度检验,问卷整体得分与加速度计计数值、中等到较大强度体力活动(MVPA)百分比均呈中度相关,相关系数r分别为0.48、0.39（P<0.05）;删去Q3后,相关系数分别为0.51、0.40（P<0.05）,且修订后问卷与加速度计的相关系数高于原文使用时的效度系数0.33。结论：修订后的PAQ-A问卷中文版具有可接受的信度和效度,可以用于大样本的中国青少年体力活动评估研究。  相似文献   

Validation of Using Fitness Center Attendance Electronic Records to Assess the Frequency of Moderate/Vigorous Leisure-Time Physical Activity Among Adults     

Steve Amireault  Gaston Godin 《Measurement in physical education and exercise science》2014,18(1):13-30

The purpose of this study was to provide three construct validity evidence for using fitness center attendance electronic records to objectively assess the frequency of leisure-time physical activity among adults. One hundred members of a fitness center (45 women and 55 men; aged 18 to 64 years) completed a self-report leisure-time physical activity questionnaire. The theory of planned behavior constructs (e.g., intention and perceived behavioral control), VO₂max, and % BF were assessed. Fitness center attendance electronic records were expressed as the weekly mean number of mandatory check-in records retrieved from the fitness center's electronic database over a 12-week period prior to participant's physical fitness evaluation. A continuous (frequency) and categorical (“adherent” versus “non-adherent”) scores were computed. Results indicated that perceived behavioral control was associated with fitness center attendance electronic records and mediated the fitness center attendance electronic records–intention relationship. Fitness center attendance electronic records were associated with VO₂max and self-report leisure-time physical activity. Therefore, results provide three evidence of construct validity of using fitness center attendance electronic records scores to assess leisure-time physical activity behavior.  相似文献   

Development and Initial Validation of the Psychological Needs Satisfaction Scale in Physical Education     

Jing Dong Liu 《Measurement in physical education and exercise science》2014,18(2):101-122

The current study presents the development process and initial validation of a measure designed for assessing psychological needs satisfaction in a secondary school physical education context (Psychological Needs Satisfaction Scale in Physical Education, PNSSPE). Junior secondary school (grades 7 to 9) students (N?=?1,258) were invited to participate in three studies. In Study 1, item generation (34 items) and initial content validity of the PNSSPE were achieved. In Study 2, the factorial structure of the PNSSPE was tested using exploratory and confirmatory factor analyses. Internal consistency reliabilities of the subscales were also examined. In Study 3, the reliability and validity of the scores derived from the PNSSPE were further examined in an independent sample. Overall, the PNSSPE demonstrated good content, factorial, discriminant, and nomological validities. It also demonstrated acceptable internal consistency and test–retest reliability. The measurement model was proven invariant across gender and samples. Psychometric evidence from a series of studies suggests that the PNSSPE could be used as a reliable and valid measure to assess Hong Kong secondary school students’ satisfaction of psychological needs in physical education.  相似文献   

Initial Validation of the Teacher/Coach Role Conflict Scale     

K. Andrew R. Richards  Chantal Levesque-Bristol  Thomas J. Templin 《Measurement in physical education and exercise science》2014,18(4):259-272

The study of teacher/coach role conflict has a long history in the physical education literature. However, only a few studies have measured the construct using psychometric instrumentation. Ryan (2008) created one such instrument, but the survey was not validated prior to use. As such, the purpose of this investigation was to evaluate the factorial, convergent, and divergent validity of Ryan’s (2008) Teacher/Coach Role Conflict Scale. Participants included 194 teacher/coaches who taught a variety of academic subjects. Preliminary analyses indicated that there were no differences among participants with reference to gender, teaching affiliation, school context, or school level. Results from confirmatory factor analysis indicated that, after the specification of a correlated error, the hypothesized model was a good fit for the data, χ²(33) = 88.92, p < .001; CFI = .97; NNFI = .96; SRMR = .05; RMSEA = .09. Correlational analyses indicated that the instrument correlated positively with other measures of role stress and negatively with personal accomplishment, which supports convergent and divergent validity, respectively. Implications of the research as well as directions for future studies are discussed.  相似文献