New curve sprint test for soccer players: Reliability and relationship with linear sprint     

Alberto Fílter  Jesús Olivares  Alfredo Santalla  Fabio Y. Nakamura  Irineu Loturco  Bernardo Requena 《Journal of sports sciences》2020,38(11-12):1320-1325

ABSTRACT

The speed performance is involved not only in linear sprints, but also in a wide spectrum of multi-directional movements, such as curve sprinting. Curved sprint can be defined as sprint with gradual and continuous change of direction (COD). Although ~85% of the actions performed at maximum velocity in a professional soccer league are curvilinear sprints, there is not any specific test to assess this ability. This study aimed to analyse the reliability of a new curve sprint test, and compare its results with those obtained by soccer players in linear sprint. Forty experienced soccer players performed 3 attempts of curve sprint (using the penalty arc) to right and left side (17 m), and 3 linear sprints (17 m) in two different days. The ICCs (inter-session reliability) were 0.93 for sprint curve right side (CSRS) and 0.89 for sprint curve left side (CSLS), considered “acceptable”. The CVs (intra-session reliability) were 0.87% in CSRS and 1.15% in CSLS. The coefficient of determination (R²) between linear and curve sprinting was ~35%. The association between curve sides was “very large” (r = 0.878; p < 0.01). In summary, we showed that “curve sprint test” is highly reliable, and that curvilinear and linear sprints are different and independent actions.  相似文献   

Fair student assessment: A phenomenographic study on teachers’ conceptions     

《Studies in Educational Evaluation》2020

This research focuses on understanding teachers’ conceptions of what constitutes a fair assessment. In recent decades the number of studies seeking to learn about teachers’ conceptions on assessment has multiplied. The idea is simple, and involves the extent to which conceptions have an effect on what happens in practice. With this aim, a phenomenographic study was carried out to understand what is a fair assessment from teachers’ perspectives. Despite the importance of conducting phenomenographic studies in education, in Spain hardly any studies have used this methodology. Participants were 30 teachers at primary/secondary schools in Spain. The results show that teachers' conceptions of fair assessment were divided, some being more closely related to the principle of equality and others to equity. The conclusion of this study highlights the influence of the school context on teachers’ conceptions of what constitutes fair assessment (in the research, there were 15 teachers who worked in schools located in low socioeconomic status contexts and 15 who were in high socioeconomic status environments).  相似文献   

Difference score reliabilities within the RIAS-2 and WISC-V     

Ryan L. Farmer  Samuel Y. Kim 《Psychology in the schools》2020,57(8):1273-1288

Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS-2]) offer methods for computing subtest- and composite-level difference scores. This study uses data provided in the technical manual of the WISC-V and RIAS-2 to calculate reliability coefficients for difference scores. Subtest-level difference score reliabilities range from 0.59 to 0.99 for the RIAS-2 and from 0.53 to 0.87 for the WISC-V. Composite-level difference score reliabilities generally range from 0.23 to 0.95 for the RIAS-2 and from 0.36 to 0.87 for the WISC-V. Emphasis is placed on comparisons recommended by test publishers and a discussion of minimum requirements for interpretation of differences scores is provided.  相似文献   

Effects of purposeful soccer heading on circulating small extracellular vesicle concentration and cargo     

Eric R. Muoz  Jaclyn B. Caccese  Brittany E. Wilson  Kyle T. Shuler  Fernando V. Santos  Carolina T. Cabn  John J. Jeka  Dianne Langford  Matthew B. Hudson 《运动与健康科学(英文)》2021,10(2):122

BackgroundConsidering the potential cumulative effects of repetitive head impact (HI) exposure, we need sensitive biomarkers to track short- and long-term effects. Circulating small extracellular vesicles (sEVs) (<200 nm) traffic biological molecules throughout the body and may have diagnostic value as biomarkers for disease. The purpose of this study was to identify the microRNA (miRNA) profile in circulating sEVs derived from human plasma following repetitive HI exposure.MethodsHealthy adult (aged 18–35 years) soccer players were randomly assigned to one of 3 groups: the HI group performed 10 standing headers, the leg impact group performed 10 soccer ball trapping maneuvers over 10 min, and the control group did not participate in any soccer drills. Plasma was collected before testing and 24 h afterward, and sEVs were isolated and characterized via nanoparticle tracking analysis. Next-generation sequencing was utilized to identify candidate miRNAs isolated from sEVs, and candidate microRNAs were analyzed via quantitative polymerase chain reaction. In silico target prediction was performed using TargetScan (Version 7.0; targetscan.org) and miRWalk (http://mirwalk.umm.uni-heidelberg.de/) programs, and target validation was performed using luciferase reporter vectors with a miR-7844-5p mimic in human embryonic kidney (HEK) 293T/17 cells.ResultsPlasma sEV concentration and size were not affected across time and group following repetitive HI exposure. After 24 h, the HI read count from next-generation sequencing showed a 4-fold or greater increase in miR-92b-5p, miR-423-5p, and miR-24-3p and a 3-fold or greater decrease in miR-7844-5p, miR-144-5p, miR-221-5p, and miR-22-3p. Analysis of quantitative polymerase chain reaction revealed that leg impact did not alter the candidate miRNA levels. To our knowledge, miR-7844-5p is a previously unknown miRNA. We identified 8 miR-7844-5p mRNA targets: protein phosphatase 1 regulatory inhibitor subunit 1B (PPP1R1B), LIM and senescent cell antigen-like domains 1 (LIMS1), autophagy-related 12 (ATG12), microtubule-associated protein 1 light chain 3 beta (MAP1LC3B), integrin subunit alpha-1 (ITGA1), mitogen-activated protein kinase 1 (MAPK1), glycogen synthase kinase 3β (GSK3β), and mitogen-activated protein kinase 8 (MAPK8).ConclusionCollectively, these data indicate repetitive HI exposure alters plasma sEV miRNA content, but not sEV size or number. Furthermore, for the first time we demonstrate that previously unknown miR-7844-5p targets mRNAs known to be involved in mitochondrial apoptosis, autophagy regulation, mood disorders, and neurodegenerative disease.  相似文献   

The zone of proximal creativity: What dynamic assessment of divergent thinking reveals about students’ latent class membership     

《Contemporary educational psychology》2021

Divergent Thinking is a domain-general mental attribute closely associated with creativity that can be quantified through the use of text-mining algorithms. Past research has shown that students’ Divergent Thinking is malleable in response to relatively simple contextual prompts. In addition, there is substantial variance in the degree to which individual students’ Divergent Thinking is malleable, suggesting the presence of a student-specific zone-of-proximal-development in relation to creativity. Here, we adopted a dynamic assessment paradigm that included multiple conditions under which student Divergent Thinking was measured and fit a latent profile analysis model to that dynamic assessment data. We found that, although on average the Originality of student responses can be augmented through a prompt to generate surprising or unusual ideas, three latent classes emerged that differed significantly on their patterns of augmentation. These three latent classes were termed: (a) Conventional Thinkers (7.80% of the sample), whose response to the Divergent Thinking task were highly constrained and unoriginal across all conditions (b) Prompted Shifters (66.56%), whose Originality significantly increased across conditions, and (c) Idea Generators (25.64%), whose responses were highly original across all conditions. These latent profiles were validated in regard to personality characteristics and domain-specific creative activities, with Idea Generators reporting significantly more Openness and Intellect, less Industriousness, and more creative activities across the domains of Literature, Music, Sports, Visual Art, Science, and Cooking than did the other latent classes.  相似文献   

Impact and educational outcomes of a small group self‐directed teaching strategy in a clinical neuroscience curriculum          下载免费PDF全文

Thomas I. Nathaniel  Jordan C. Gainey  Jessica A. Williams  Bianca L. Stewart  Michael C. Hood  Leanne E. Brechtel  Rakiya V. Faulkner  Jasmine S. Pendergrass  Leigh‐Ann Black  Scott K. Griffin  Christopher E. Troup  Jayne S. Reuben  Asa C. Black Jr. 《Anatomical sciences education》2018,11(5):478-487

The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2‐hour, self‐directed small‐group interactive clinical case‐based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students’ performances on the formative quizzes and summative tests were compared to those of first‐year medical students in the previous year for whom the self‐directed, small‐group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first‐year medical students with self‐directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first‐year students in the first year (Y1) for whom the self‐directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self‐directed, clinical teaching strategy in a clinical neuroscience curriculum for first‐year medical students. Anat Sci Educ 11: 478–487. © 2017 American Association of Anatomists.  相似文献   

Strategic planning tools for large-scale technology-based assessments     

Marten Koomen 《Assessment in Education: Principles, Policy & Practice》2018,25(2):200-223

Education systems are increasingly being called upon to implement new technology-based assessment systems that generate efficiencies, better meet changing stakeholder expectations, or fulfil new assessment purposes. These assessment systems require coordinated organisational effort to implement and can be expensive in time, skill and other resources. This paper explores the nexus between assessment planning and organisational strategy in the context of technology-based assessment implementation. Two planning tools, an Assessment Planning and Review Framework (the Framework) and an Assessment-Capability Matrix (the Matrix), are provided to assist organisations to manage this nexus. The Framework is a reformulation of prominent assessment design frameworks, developed for a broader, interdisciplinary audience. Its extension through the incorporation of organisational capability concerns led to the development of the Matrix. The Framework and the Matrix create an interface from principled assessment design to organisational strategy that is explored through five predominantly technology-based assessment design pathways.  相似文献   

科技评估DIIS方法   总被引：2，自引：1，他引：1       下载免费PDF全文

潘教峰  杨国梁  刘慧晖 《中国科学院院刊》2018,33(1):68-75

科技评估在科技管理中发挥着重要的作用,从智库角度而言,其不仅是智库研究的重要任务,而且是智库研究质量的重要保障。然而,现有科技评估方法通常作用于评估问题的局部,缺少从辩证法及系统论角度对科技评估全过程方法体系的思考与认知。为此,文章将潘教峰提出的解决智库研究一般问题的DIIS理论方法运用于科技评估,据此提出科技评估DIIS方法,进而从DIIS视角出发将科技评估在科技决策咨询中的作用界定为六大功能:证据形成功能、衡量比较功能、诊断分析功能、前瞻预测功能、价值导向与判断功能和质量控制功能。最后以机构评估、项目评估、政策评估和研究质量评估为例,分析科技评估DIIS方法的实践应用,以期为我国科技评估实践提供一种方法指引与支撑。  相似文献   

微信公众号对提升英文科技期刊影响力的影响——以“药学学报”微信公众号为例     

周心玉  郭焕芳  郑爱莲 《中国科技期刊研究》2018,29(11):1171-1176

【目的】 探讨我国英文科技期刊微信公众号运营的思路，以提升我国英文科技期刊影响力。【方法】 采取个案研究法，总结我国英文科技期刊微信公众号的设计策略。【结果】 “药学学报”微信公众号通过宣传推广文章和构建期刊社群，成功地辅助《药学学报(英文版)》全面提升了影响力。【结论】 我国英文科技期刊微信公众号可围绕宣传期刊文章，以及运营由作者、编委、读者构成的期刊社群，以宣传期刊品牌，全面提升期刊影响力。  相似文献   

Autism spectrum disorder assessment and evaluation research in 10 school psychology journals from 2007 to 2017          下载免费PDF全文

Maryellen Brunson McClain  Tiffany L. Otero  Cassity R. Haverkamp  Fiona Molsberry 《Psychology in the schools》2018,55(6):661-679

School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school‐based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision‐making, treatment and intervention planning, and progress monitoring. Publications in school psychology journals emphasizing autism spectrum disorder (ASD) assessment and evaluation are vital to quality training and practitioner utilization of quality practices. In the current study, researchers conducted a systematic review of publicaftions in 10 school psychology journals from 2007 to 2017 to assess the current state of ASD assessment and evaluation research in the field of school psychology. Implications for researchers, trainers, and practitioners are discussed.  相似文献