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1.
The purpose of this study was to investigate the temporal phases of the archery shot cycle that distinguish the arrows distance from centre, in an attempt to understand critical factors that affect performance. Fifteen archers of varying ability each performed 30 shots at 18 m. Fourteen potential predictor variables were measured for statistical modelling by stepwise multiple linear regression. The results show that pre-shot time (pre-performance routine), follow-through time (post-performance routine), aiming time, speed of the arrow and the %variation in clicker-release time, account for 7.7% of the variation in predicting shot performance. The results have implications for practice demonstrating factors that coaches should focus on to develop their athletes. Further work on pre-, but more importantly, post-performance routines are needed generally within sport research as they are lacking and have been shown to be important contributing factors in a number of sports. 相似文献
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The aim of this study was to assess isokinetic torque, work and power between non-injured, ACL (anterior cruciate ligament)-deficient and ACL-reconstructed individuals. Ten healthy, non-injured individuals, seven unilateral ACL-deficient individuals and six unilateral ACL-reconstructed individuals were assessed for isokinetic quadriceps and hamstring strength at 1.05 and 3.14 rad.s-1. Peak torque, total work, average power and the ratio of peak torque to body mass were computed for both velocities. Peak torque was also corrected for body mass, using allometric modelling. The non-injured individuals showed significantly greater quadriceps peak torque to body mass ratios than the ACL-deficient and ACL-reconstructed individuals at both velocities, and greater hamstring peak torque to body mass ratios than the ACL-deficient group at 3.14 rad.s-1 (P < 0.05). The ACL-deficient individuals displayed greater quadriceps and hamstring peak torque, total work and average power than the non-injured individuals at 1.05 rad.s-1 (P < 0.05). The ACL-deficient individuals also displayed significantly greater peak torque, total work and average power than the ACL-reconstructed individuals for the quadriceps at both velocities (P < 0.05). The ACL-deficient individuals demonstrated greater hamstring peak torque and total work than the non-injured individuals at both velocities (P < 0.05). The allometrically modelled peak torques at both isokinetic velocities demonstrated that the quadriceps muscle values were significantly higher in the non-involved than the involved limb. The hamstring peak torques corrected for body mass were significantly higher in the non-involved than the involved limb only at 1.05 rad.s-1. The main finding from the present study is that isokinetic measures in ratio-scaled or absolute units yield a different outcome and, hence, interpretation compared with the allometric approach. 相似文献
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Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however. The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers. Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses. Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses. 相似文献
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Joan I. Heller Kirsten R. Daehler Nicole Wong Mayumi Shinohara Luke W. Miratrix 《科学教学研究杂志》2012,49(3):333-362
To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers and 7,000 students, this project compared three related but systematically varied teacher interventions—Teaching Cases, Looking at Student Work, and Metacognitive Analysis—along with no‐treatment controls. The three courses contained identical science content components, but differed in the ways they incorporated analysis of learner thinking and of teaching, making it possible to measure effects of these features on teacher and student outcomes. Interventions were delivered by staff developers trained to lead the teacher courses in their regions. Each course improved teachers' and students' scores on selected‐response science tests well beyond those of controls, and effects were maintained a year later. Student achievement also improved significantly for English language learners in both the study year and follow‐up, and treatment effects did not differ based on sex or race/ethnicity. However, only Teaching Cases and Looking at Student Work courses improved the accuracy and completeness of students' written justifications of test answers in the follow‐up, and only Teaching Cases had sustained effects on teachers' written justifications. Thus, the content component in common across the three courses had powerful effects on teachers' and students' ability to choose correct test answers, but their ability to explain why answers were correct only improved when the professional development incorporated analysis of student conceptual understandings and implications for instruction; metacognitive analysis of teachers' own learning did not improve student justifications either year. Findings suggest investing in professional development that integrates content learning with analysis of student learning and teaching rather than advanced content or teacher metacognition alone. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 333–362, 2012 相似文献