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1.
Cherie Walker John Warmenhoven Peter J. Sinclair 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(2):146-162
Based on technological and analytical advances, the capability to more accurately and finitely examine biomechanical and skill characteristics of movement has improved. The purpose of this study was to use Inertial Measurement Units (IMUs) and Functional Principal Components Analysis (fPCA) to examine the role of movement variability (assessed via angular velocity), on 2 divers (1 international level; 1 national) performing the forward 3½ pike somersault dive. Analysis of angular velocity curves during ive-flight identified 5 fPCs, accounting for 96.5% of movement variability. The national diver’s scatter plots and standard deviation of fPC scores illustrated larger magnitudes of angular velocity variability across dive flight. For fPC1 and fPC3, magnitudes of SD variability were 282.6 and 201.5, respectively. The international diver illustrated more consistent angular velocity profiles, with clustering of fPCs scores (e.g., fPC1 & 3 = SD’s of 75.2 & 68.0). To account for lower variability in the international diver, the ability to better coordinate movement sequences and functionally utilise feedback in response to initiation of the somersault position is highlighted. Overall, findings highlight how both IMUs and fPCA can more holistically and finitely examine the biomechanical and skill characteristics of movement sequences with the capability to inform athlete development. 相似文献
2.
Materials and exercises that may be used to simulate some of the deficits that occur in vision, hearing, mobility, and manual dexterity with increased age or disability are described. How arthritis, stroke, glaucoma, cataracts, and yellowing of the lens of the eye may be simulated is explained. The demonstrations are appropriate for educating health care professionals in gerontology and geriatrics and have been used with students of all ages. 相似文献
3.
Outreach to research centers and institutes is often overlooked in academic libraries. This article discusses a needs assessment conducted by the Liaison Services Department at the University of Houston Libraries that reviewed library services to centers and institutes at the University of Houston's main campus. The assessment was conducted for two purposes: to build collaborations with centers and to determine how the libraries might create new services and/or market existing services to meet the centers and institutes' growing research needs. 相似文献
4.
Strategic Assistance in Toddler Disputes: II. Sequences and Patterns of Teachers' Message Strategies
Cherie L. Bayer Kimberlee L. Whaley Stephen E. May 《Early education and development》1995,6(4):405-432
Adopting the view that peer conflict is a zone of proximal development in which adults may provide strategic assistance in negotiating interactional opposition, this study analyzed message strategies used by 13 teachers in the course of intervening in 135 toddler disputes. Spontaneous oppositional episodes precipitating teacher intervention were transcribed and analyzed with lag sequential techniques. The teachers used one of three message strategies to begin processing the toddlers' disputes: (a) summon disputants' attention (CALL); (b) physical restraint or removal of objects (STOP); or (c) ask the disputing toddlers to identify the problem (ASK). Each strategy was associated with certain act-to-act sequences suggesting unique patterns for terminating peer opposition. The predominant pattern began with STOP, in which teachers exercised high control over the intervention and adjudicated its outcome. Dispute negotiation failed to develop, however, from the CALL entry strategy. The process of negotiating peer opposition was more information-based and child-involving when teachers intervened with an ASK strategy, but this strategy was used in only 10.4% of the episodes. Findings are considered relative to evaluating day-to- day teacher practices and refining curriculum models for dealing with toddler disputes in the classroom. 相似文献
5.
Ann M. Berghout Austin Michael K. Godfrey Claudia Weber Cherie A. Martin Linda B. Holmes 《Early education and development》1991,2(3):214-226
Block (1984) postulated that children develop a personal premise system concerning the nature of relationships from the kind of responsiveness, balance, and control they experience when interacting with the caregiver and the caregiver's degree of accessibility during caregiver-child interactions. Block's theory was used in this review to discuss how children's personal premise systems or models of relationships develop through the process of attachment to the caregiver, and how, as children establish more extensive social relationships, this premise system becomes a more generalized model of self and others which shapes all interactions with others including peer relationships during early and middle childhood. The review also suggests continuity in the organization of behavior, for just as the nature of the early personal premise system is shaped by caregiver responsiveness, control, consistency, and availability, so the quality of ties youngsters form with their peers seems also to be shaped by the tone of children's responsiveness to peers, the degree and kind of control youngsters exert in peer interactions, the consistency of behaviors with peers, and children's emotional and physical availability to peers. 相似文献
6.
Elizabeth Creamer Cherie Edwards 《International Journal of Research & Method in Education》2019,42(3):239-251
ABSTRACTLittle attention has been paid to the processes that are involved in making sense of the role dissonance between sources of data has played in the development of theoretical insight. This methodologically oriented investigation considers an unusual set of case exemplars that used mixed methods and dialogic forms of mixing in ways that produced incremental or rupture theorizing. Six of seven used dialogic forms of mixing, including through visual displays, in ways that formatively advanced the analysis. Findings invite readers to consider the advantages of an open and creative approach to mixed methods that embrace the challenges presented by unexpected findings. 相似文献
7.
Cherie Walker Peter Sinclair Kenneth Graham Stephen Cobley 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(4):485-500
Inertial Measurement Units (IMUs) may offer an ecologically valid, reliable, and practical method for biomechanical performance analysis. With such potential in mind, Part 1 of this study examined the accuracy of IMUs gyroscopes with an optical system (Cortex 3.3). A calibration formula standardised the IMUs angular velocity output with the optical system. The percentage differences between the two measures = 0.5% (p < 0.05), suggest IMU’s efficacy for application. In Part 2, the aim was to examine and understand how dive flight angular velocity time series plots change and increase according to dive degree of difficulty. With IMUs attached to three competitive divers performing forward somersault dives, dive flight kinematics were assessed. Biomechanically, a 4½ tuck somersault dive differed to lower degree of difficulty dives in terms of: (1) a rotational delay immediately after takeoff (to gain greater vertical translation); (2) increased total time of flight; (3) greater muscle effort to resist increased centrifugal forces produced by the increased angular velocity (1,090 °/s); and (4) greater eccentric control during deceleration allow a safe and vertical entry into the water. IMUs can be effectively utilised and integrated into contexts such as springboard diving for performance analysis and optimisation purposes. 相似文献
8.
As studies show, undergraduates needing information frequently begin their research in a search engine such as Google rather than a library online catalog. To test the efficacy of that research approach, a local usability study of fifty topics in ten disciplines of study was performed. In a comparison of WorldCat.org and Google Books to the library catalog, it was found that more than double the number of hits to library-held material was found by searching WorldCat.org than the library online catalog alone. It was also learned that twice as many hits to articles and material within a thirty-mile radius were found in WorldCat.org and Google Books as compared to searching the online catalog alone. These results suggest the need to improve the native interface of catalogs and for continued placement of resources outside the library catalog. 相似文献
9.
This study followed up on a 7‐day, 5th‐grade intergenerational project on aging. The “Age Doesn't Matter” (ADM) project was interdisciplinary; incorporating dance, health education, history, art, and poetry to teach about growing older. Older adults came to the school to interact with the students and the students also went on field trips to a nursing home and a retirement hotel. Thirteen of the original 19 ADM students were still in the same school 1 year after the project's completion. These students were matched by grade, gender, and race with a comparison group (n = 13) one year after the project's completion. Three experts in the field of gerontology were asked to blindly review the students' responses to open‐ended questions about aging and to rate each student concerning his or her attitudes toward aging. The ADM students were judged to have significantly (p < .05) more positive attitudes toward aging than the comparison group students. 相似文献
10.
Stephen K. Bell Jennifer K. Coleman Adam Anderson James P. Whelan Cherie Wilder 《Psychology in the schools》2000,37(6):505-516
Thirty 6th‐8th‐grade students were trained to serve as mediators for peers in conflict. Student mediators were taught conflict resolution and mediation techniques from the Conflict Resolution Unlimited (1995) manual. Mediation was available to students school‐wide (N = 798); disputants were given the option to go to mediation or to the principal for resolutions. Mediators' responses to written tests indicated increased knowledge of mediation skills after training, which was maintained at 6‐week follow‐up. During the 6 weeks following training, 32 of 34 mediations resulted in satisfactory conflict resolution. School‐wide suspensions decreased during the intervention year, as compared to 3 years of baseline data. In addition, mediators' own office referrals were lower than a randomly selected matched control group. Further, mediators' current referrals were lower than in the previous year, while there was no such change for the control group. Results and process variables of the implementation are discussed. © 2000 John Wiley & Sons, Inc. 相似文献