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Rony Ibrahim Gert S. Faber Jaap H. van Dieën 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(1):45-57
Attaining high speed of the stick head and consequently of the ball is essential for successful performance of the drag flick in field hockey, but the coordination pattern used to maximise stick head speed is unknown. The kinematics of the drag flick was studied in ten elite hockey players who performed twenty shots each towards a target located 1.5 m high. A 150 Hz active marker motion analysis system was used, alongside two force plates to detect foot touchdown. Angular velocity and contribution to stick endpoint speed of upper body joints were analysed. Repeated measures ANOVA was used to compare timing of onset and peak angular velocities between joints. Participants used a kinematic pattern that was close to a proximal-to-distal sequence. Trunk axial rotation and lateral rotation towards the target, right wrist flexion and left wrist extension were the main contributors to stick endpoint speed. Coaches should emphasise trunk rotations and wrist flexion and extension movements for maximising stick head speed. Given the high level of the participants in this study, the coordination of joints motions, as reported here, can serve as a guideline for drag flick training. 相似文献
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ABSTRACTWhen searching for information on the Internet, it can be stored in a bookmarking system. The ability to organize this information in such a system depends on one’s own prior knowledge to create an appropriate classification scheme. Providing a classification system for bookmarks might support people with low prior knowledge. Even though different bookmarking systems exist, hierarchical menus and tagging are being most widely used. In the current exploratory study with 95 ninth-grade students, a 2 × 2 between-subjects design was used to investigate the influence of providing classification support (or not) for either a tagging or a hierarchical system. Results showed that despite the low familiarity with tagging systems, using a hierarchical system is not necessarily a better approach than using a tagging system to organize previously found information. Rather, a tagging system seems to yield storage of fewer but higher-quality information sources. The most important conclusion is that, despite the low familiarity with tagging systems, using a hierarchical system was not beneficial over using a tagging system to organize previously found information. 相似文献
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The longitudinal development of the intraindividual coupling between academic achievement, interest, and self-concept of ability (SCA) was analyzed in a sample of approximately 1,000 children between grades 1 and 12 (ages 6-17). Across all calculated indexes, the average level of coupling was positive. Individuals generally felt competent and interested in domains where they achieve well, and were interested in domains where they perceive their personal strengths. The degree of coupling was the highest between interest and SCA and the lowest between interest and achievement. For all indexes, evidence for an increase in coupling across time was found. Female gender was related to a lower level of coupling. There was evidence for a positive effect of conscientiousness on the amount of coupling. 相似文献
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Jaap Scheerens 《School Effectiveness & School Improvement》2013,24(1):61-80
Abstract Educational systems can quite easily be described in terms of a context‐input‐process‐output model. Likewise systems of educational indicators ‐‐ i.e. statistics on key aspects of educational systems that are of evaluative relevance ‐ can be categorized as context, input, process and output‐indicators. Process‐indicators are the subject of this paper. The rationale for selecting the process‐indicators chosen here was to look for those school‐ and teaching characteristics that are positively associated with educational achievement. The research literature on school and teaching effectiveness is the most relevant for this. An attempt has been made to formulate a comprehensive model of school and teaching effectiveness and to use this as the basis for a list of the most promising process‐indicators. Some of the key process‐variables that are proposed include stimulating environmental factors, achievement oriented policies, educational leadership, amount of instruction, learning opportunities, structured teaching, collaborative planning and evaluative potential of schools. The problems of constructing and using process‐indicators based on these variables are discussed from the perspectives of macro‐, meso‐ and micro‐level applications of educational indicator systems. 相似文献
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Anne Bülow Eeske van Roekel Savannah Boele Jaap J. A. Denissen Loes Keijsers 《Child development》2022,93(3):e315-e331
Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short-term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (Mage = 15.80, SDage = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within-family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person-specific research on parenting processes. 相似文献
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Jaap Schuitema Carla van Boxtel Wiel Veugelers Geert ten Dam 《European Journal of Psychology of Education - EJPE》2011,26(1):85-107
This study investigates the relationship between the quality of student dialogue and students’ ability to justify their viewpoints
on a moral issue. A curriculum unit for dialogic citizenship education was developed and implemented in the 8th grade of secondary
education. In the final lesson, students discussed a moral issue and then wrote an essay on it. The results show that students
who made more value-related utterances during the discussion also referred more often and more explicitly in their individually
written essays to moral values. This study indicates that the quality of the content of students’ dialogue is important for
their ability to substantiate their opinion on moral issues with value-laden argumentation. Approaches to citizenship education
in which dialogue is a central element should, therefore, pay specific attention to the validation of ideas in student dialogue. 相似文献
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One important aim of citizenship education is learning to deal with cultural diversity. To this end, schools organise exchange projects to bring students into contact with different social and cultural groups. The aim of this study is to investigate the effects of intergroup contact in educational settings and to understand what the most favourable conditions are. The paper discusses a case study on an exchange between 10th‐grade students of Surinamese and Dutch‐Antillean backgrounds from an Amsterdam suburb with native Dutch students from rural Netherlands. The study included interviews with teachers and students and pre‐ and post‐tests of intergroup attitudes. The results indicate that students become more aware of their own preconceived ideas. The results show that interaction on the individual level is important. Getting students to work together on common goals is an effective way of stimulating interaction. 相似文献