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The aims of this study were to describe and determine the test-retest reliability of an exercise protocol, the Loughborough Intermittent Shuttle Test (the LIST), which was designed to simulate the activity pattern characteristic of the game of soccer. The protocol consisted of two parts: Part A comprised a fixed period of variable-intensity shuttle running over 20 m; Part B consisted of continuous running, alternating every 20 m between 55% and 95% VO2max, until volitional fatigue. Seven trained games players (age 21.5+/-0.9 years, height 182+/-2 cm, body mass 80.1+/-3.6 kg, VO2max 59.0+/-1.9 ml x kg(-1) x min(-1); mean +/- s(x)) performed the test on two occasions (Trial 1 and Trial 2), at least 7 days apart, to determine the test-retest reliability of the sprint times and running capacity. The physiological and metabolic responses on both occasions were also monitored. The participants ingested water ad libitum during the first trial, and were then prescribed the same amount of water during the second trial. The 15 m sprint times during Trials 1 and 2 averaged 2.42+/-0.04 s and 2.43+/-0.04 s, respectively. Run time during Part B was 6.3+/-2.0 min for Trial 1 and 6.1+/-1.3 min for Trial 2. The 95% limits of agreement for sprint times and run times during Part B were -0.14 to 0.12 s and -3.19 to 2.16 min respectively. There were no differences between trials for heart rate, rating of perceived exertion, body mass change during exercise, or blood lactate and glucose concentrations during the test. Thus, we conclude that the sprint times and the Part B run times were reproducible within the limits previously stated. In addition, the activity pattern and the physiological and metabolic responses closely simulated the match demands of soccer. 相似文献
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Desmond L. Nuttall 《教育心理学》1988,8(4):229-236
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The validity of assessments 总被引：1，自引：0，他引：1
Desmond L. Nuttall 《European Journal of Psychology of Education - EJPE》1987,2(2):109-118
The paper reviews the concept of validity, and adopts the formulation that validity is the extent to which the results of an assessment can be generalized. The evidence about the validity of paper-and-pencil tests is then examined, leading to the conclusion that the relationship between performance on such tests and criteria of occupational performance is generally very modest. Research about the factors influencing performance on assessment tests is reviewed, and the three main categories of factor found to be motivation, the conditions of assessment and the way in which the task is presented. In conclusion, the responsibility of the assessor to elicit the condidate’s best performance is contrasted with the responsibility to ensure the validity of the results of the assessment, and hence to ensure that the sample of behaviour assessed is representative of the universe of interest. 相似文献
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What are the objectives of national curriculum assessment in the United Kingdom? What criteria for assessment were established? What kinds of problems are associated with the assessment? 相似文献
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It is somewhat of a truism to say that reading is not what it used to be. ‘Texts’for reading now include many other media than simply print on pages and this fact has occasioned some concern among those who fear that reading television or computer-based texts may reduce or impoverish children's overall reading experience. Chris Robertson and her students have been investigating these issues through interviews with children and have found that reading and technology are not actually in conflict but can be mutually supportive. This article suggests that teachers need to think more creatively about how to use alternative texts in developing children's reading. 相似文献
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Family day care or childminding involves a particularly transient workforce. This paper introduces Eco(logical)-Cultural Theory (ECT) to examine the cultural organisation of childminding and presents an ECT analysis of pilot survey results: asking minders about their daily routines and their career paths. Reasons for becoming a minder and aspirations for the future varied and were associated with the organisation of daily routines. Among minders who wished to continue childminding, daily routines were related to cultural models. Those aspiring to work in centres rather than homes tended to organise daily activities high in structure (i.e. similarity from day to day). Most reported dissatisfaction with home-based facilities, suggesting dissonance between models of care and local ecology. The childminding workforce is diverse and an ECT approach focused on asking childminders about their daily lives may yield valuable empirical data to inform professional development efforts. 相似文献