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Abstract In soccer, critical match events like goal attempts can be preceded by periods of instability in the balance between the two teams' behaviours. Therefore, we determined periods of high variability in the distance between the teams' centroid positions longitudinally and laterally in an international-standard soccer match and evaluated corresponding match events. Position data were collected with AMISCO Pro?. Inter-team distance variability was calculated over a 3-s moving window. Out of the 242 match periods that exceeded the variability criterion, 51 were dead-ball situations. Match events identified through longitudinal inter-team distance primarily related to defending players moving forward-backward after a longitudinal pass. Match events identified through lateral inter-team distance mainly corresponded with defending players moving laterally following sideways passing. One of two goals and two of fourteen goal-attempts were preceded by a period of high variability. Together, periods of highly variable inter-team distance were associated with collective defensive actions and team reorganisation in dead-ball moments rather than goals or goal attempts. Inter-team dynamics quantified (mutual) reorganisation of the teams and marked teams' collective defensive ability to respond to attacking explorations. 相似文献
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Adrie Visscher Phil Wild Debbie Smith Len Newton 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):357-366
Very little empirical large-scale research has been carried out on the use of IT in the management and administration of schools despite of the fact that schools all over the world have adopted such IT based systems. The move in many countries towards autonomous school management will further require the use of these systems. Sophisticated computerised school information systems (SISs) will have to provide school-based information relevant to the development of policies in areas where schools used merely to follow governmental guidelines. If such systems are to be designed and used to full effect, knowledge is urgently needed on the implementation, use and effects of established computerised SISs. The large-scale research project in England, reported here, goes some way towards filling this gap in our knowledge. 相似文献
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The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14–16 years. When compared with the national average, the athletes in 2006/2007 attended pre‐university classes more often (χ2 = 57.001, p<.05). Of the 2006/2007 athletes, a higher percentage participated in pre‐university programs compared with that of athletes in 1992/1993 (χ2 (1, n = 400) = 32.003, p<.05), whereas the national averages showed stability (χ2 = .325, p>.05). Investigating self‐regulation appears relevant, as talented athletes may have developed a high sense of self‐regulation in sports, which may enable them to optimally profit from their self‐regulatory skills in their academics. 相似文献
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Sanne Cornelia Maria te Wierike Barbara Catharina Helena Huijgen Laura Jonker Chris Visscher 《Journal of sports sciences》2018,36(6):710-716
This study first investigated the importance of ball control and (self-reported) self-regulatory skills in achieving the elite level in basketball. The second aim was to gain insight into the development of, and association between ball control and (self-reported) self-regulatory skills that contribute to achieving the elite level, with taking into account positional differences. Talented male players (N = 73; age 16.56 ± 1.96) completed the STARtest to measure ball control and a questionnaire to measure (self-reported) self-regulation from 2008–2012. Results showed that (self-reported) reflective skills were most important to achieve the elite level (OR = 11.76; P < 0.05). There was no significant improvement in (self-reported) reflection over time for guards, forwards, and centers. Improvement in ball control was evident for guards (r = ?0.65; P < 0.05). Furthermore, guards and forwards had better ball control compared to centers (P < 0.01). For those two positions, negative correlations were found between (self-reported) reflection and ball control, i.e., higher reflection was related to better ball control (guards r = ?0.19; forwards r = ?0.18) in contrast to centers (r = 0.34). It is concluded that (self-reported) reflective skills are important to achieve the elite level, while ball control seems especially important for guards. 相似文献
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Laura Jonker Marije T. Elferink-Gemser Chris Visscher 《Journal of sports sciences》2013,31(8):901-908
Abstract Research has shown that talented athletes outscore their mainstream peers on the basis of self-regulation. Although valuable, this does not tell us more about the distinction between good athletes and the best, which is a prerequisite in talent development. Therefore, we examined the self-regulatory skills of 222 male and female talented athletes aged 12–16 years as a function of competitive sport level (junior international or junior national athletes) and type of sport (individual or team sports). Multivariate analyses of covariance in combination with a discriminant function analysis revealed that “reflection” distinguishes between athletes at the highest levels of excellence. Furthermore, athletes playing individual sports had higher scores on “planning” and “effort” than team sport athletes, highlighting the importance of differences between types of sport. In conclusion, we emphasize the importance of reflection as a self-regulatory skill. Reflection facilitates the development of sport-specific characteristics, which may vary by type of sport. This means that an advanced sense of reflection may help talented athletes to acquire desirable characteristics during their “talent” years to ultimately reach adult elite levels of competition. 相似文献
6.
Kim Schildkamp Jan Vanhoof Peter van Petegem Adrie Visscher 《British Educational Research Journal》2012,38(1):125-152
This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of school self‐evaluation results can be explained by differences in school organizational characteristics, implementation characteristics, and the characteristics of the school self‐evaluation itself. Implications for theory, policy, and practice are discussed. 相似文献
7.
Marieke van Geel Adrie J. Visscher Bernard Teunis 《School Effectiveness & School Improvement》2017,28(3):443-462
There is an increasing global emphasis on using data for decision making, with a growing body of research on interventions aimed at implementing and sustaining data-based decision making (DBDM) in schools. Yet, little is known about the school features that facilitate or hinder the implementation of DBDM. Based on a literature review, the authors identified 12 potentially critical factors for the successful implementation of DBDM. Following an intensive DBDM intervention, 16 schools’ characteristics were studied and related to the success of DBDM implementation after participating in an intensive DBDM intervention for 2 subsequent academic years. Strong instructional leadership, maximum exposure to the intervention, standardization of work processes, as well as staff continuity and a strong academic coach appear to be strongly related to implementation success. The remaining school context features and the culture and structure of the schools were not associated with the success of DBDM implementation. 相似文献
8.
Courtney A. Bell Marjoleine J. Dobbelaer Kirsti Klette Adrie Visscher 《School Effectiveness & School Improvement》2019,30(1):3-29
ABSTRACTObservation systems are increasingly used around the world for a variety of purposes; 2 critical purposes are to understand and to improve teaching. As observation systems differ considerably, individuals must decide what observation system to use. But the field does not have a common specification of an observation system, nor does it have systematic ways of thinking about how observation systems are similar and different. Given this reality and the renewed global interest in observation systems, this article first defines the observation system concept and then presents a framework through which to understand, categorize, and compare observation systems. We apply the framework to 4 well-known observation systems that vary in important ways. The article concludes with a discussion of the results of the application of the framework and some important implications of those findings. 相似文献
9.
Peggy A. Ertmer Adrie A. Koehler 《Educational technology research and development : ETR & D》2014,62(5):617-636
Case studies hold great potential for engaging students in disciplinary content. However, little is known about the extent to which students actually cover the problem space afforded by a particular case study. In this research, we compared the problem space afforded by an instructional design case study with the actual content covered by 16 graduate students participating in an online case discussion. In addition, we examined prompts used by two instructors to both widen and deepen that coverage. Results showed that 86 % of the afforded problem space was covered during the week-long discussion, although problem-space components were not covered equally. To keep students focused on relevant case details, the instructors used a variety of prompts, accounting for 15 % of the total postings. Implications for research and practice are discussed including ways to use case mapping as both a teaching and analysis tool. 相似文献
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