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Currently, all elite high jumpers use the Fosbury Flop technique with a curved approach. This suggests that the curved approach presents some clear advantage, although there is no general agreement upon the mechanism or the mechanics. This study aimed to determine the characteristics of the approach curve and to investigate how it contributes to the generation of somersault rotation. A simple theoretical model was used to demonstrate that a tightening approach curve would change the inward lean towards the centre of the curve into outwards lean. Three-dimensional video analysis was used to record the performances of two elite male high jumpers in competition. It was found that in each case the radius of the approach curve and the inward lean angle both decreased towards the end of the approach. The amount of outward lean angular velocity generated was shown to be a major proportion of the required somersault angular velocity for a jump. It was concluded that the main advantage of a curved approach was that it resulted in the generation of somersault velocity providing the curve tightened towards the end of the approach. 相似文献
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Protective effects of ethnic identity on daily psychological well-being were examined in a sample of 415 ninth graders from Mexican and Chinese backgrounds. Utilizing daily diary assessments and multilevel modeling, adolescents with a greater regard for their ethnic group exhibited greater levels of daily happiness and less daily anxiety averaged over the 2-week study period. Ethnic regard moderated the daily association between normative stressful demands and happiness, and between stressful demands and happiness experienced 1 day after stressors occurred. Moderating effects were significant even after controlling for self-esteem. Although no buffering effects of ethnic centrality were found, the results point to the positive influence of ethnic regard in the daily lives of adolescents from ethnic minority backgrounds. 相似文献
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Inclusive school contexts can promote psychological and social adjustment and enhance learning among students. Changing demographics and 21st-century workplace needs suggest that ethnic diversity is one important dimension of inclusion to consider. This article presents 4 suggestions for how schools can facilitate inclusivity for ethnic diversity that are recommended to be employed in conjunction with one another: (a) school and classroom ethnic composition (i.e., increased ethnic diversity), (b) positive ethnic identity for ethnic minority students, (c) multicultural/diversity training and cooperative learning, and (d) the promotion of social competence and prosocial behaviors. Developmental considerations are discussed and a case is made that improving individual students’ functioning can ultimately promote inclusivity for all students. Assisting students to be ready and able to form friendships with peers from ethnically diverse backgrounds provides them with valuable experience and skills that they can carry forward to new educational, community, and workplace settings. 相似文献
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An important question for the acculturation of adolescents from immigrant families is whether they retain ethnic labels that refer to their national origin (e.g., Mexican, Chinese) or adopt labels that are dominant in American society (e.g., Latino, Asian American, American). Approximately 380 adolescents from Asian and Latin American immigrant families selected ethnic labels during each of the 4 years of high school (age span = 14.87–17.82 years). Results indicated no normative trend either toward or away from identifying most closely with pan-ethnic or American ethnic labels. Significant numbers of adolescents changed their ethnic labels from year to year, however and these changes were associated with fluctuations in adolescents' ethnic affirmation and exploration and proficiency in their heritage languages. 相似文献
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