Optimised force-velocity training during pre-season enhances physical performance in professional rugby league players     

Adam Simpson  Mark Waldron  Emily Cushion  Jamie Tallent 《Journal of sports sciences》2021,39(1):91-100

ABSTRACT

The effectiveness of 8-week force-velocity optimised training was assessed in highly trained professional rugby league athletes. Players (age 24 ± 3 years; body mass 94.9 ± 21.6 kg; height 181.3 ± 6.0 cm) were strength-matched and assigned to a force-velocity optimised group (OP; n = 15) or a general strength-power group (GP; n = 14). Tests included 10-m, 20-m sprints, 3 repetition-maximum squat and squat jumps over five load conditions to ascertain vertical force-velocity relationship. ANCOVA revealed there was a group effect for force-velocity deficit (P < 0.001), with the OP two-fold greater than the GP group (OP pre: 51.13 ± 31.42%, post: 62.26 ± 31.45%, GP pre: 33.00 ± 19.60%, post: 31.14 ± 31.45%, P < 0.001). There were further group effects for 3RM squat (OP pre: 151.17 ± 22.95 kg, post: 162.17 ± 24.16 kg, GP pre: 156.43 ± 25.07 kg, post: 163.39 ± 25.39 kg, P < 0.001), peak power (OP pre: 3195 ± 949 W, post: 3552 ± 1033 W, GP pre: 3468 ± 911 W, post: 3591 ± 936 W, P < 0.001), and SJ (OP pre: 39.79 ± 7.80 cm, post: 42.69 ± 7.83 cm, GP pre: 40.44 ± 6.23 cm, post: 41.14 ± 5.66 cm, P < 0.001). Prescribing F-V deficit training is superior for improving physical performance within highly trained RL players.  相似文献   

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond     

Adam E. Wyse  Eric M. Stickney  David Butz  Amanda Beckler  Catherine N. Close 《Educational Measurement》2020,39(3):60-64

There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.  相似文献   

Gender-Typed and Gender-Segregated Play Among Tanzanian Hadza and Congolese BaYaka Hunter-Gatherer Children and Adolescents     

Sheina Lew-Levy  Adam H. Boyette  Alyssa N. Crittenden  Barry S. Hewlett  Michael E. Lamb 《Child development》2020,91(4):1284-1301

Few data exist on gender-typed and gender-segregated play in hunter-gatherer societies, despite their unique demographic and cultural features which may influence children’s gendered play. Using naturalistic observations of Hadza (N = 46, 41% female) and BaYaka (N = 65, 48% female) hunter-gatherer 3- to 18-year-olds from Tanzania and the Republic of Congo, we showed that access to playmates was negatively associated with playing in mixed-gender groups. Young boys did not engage in more rough-and-tumble play than girls, but adolescent boys participated in this type of play more than adolescent girls. Children were also more likely to participate in work-themed play which conformed to gender norms within their society. Findings are discussed within the context of gendered division of labor, child autonomy, and demography.  相似文献   

Bundled or unbundled? A multi-text corpus-assisted discourse analysis of the relationship between teaching and research in UK universities     

Adam Matthews  Ben Kotzee 《British Educational Research Journal》2022,48(3):578-597

Creating and disseminating knowledge through research and teaching has long been regarded as the hallmark of the modern university. However, new university business models have called into question the ‘bundling’ of teaching and research, and sustained research on the relationship between teaching and research has found little evidence of an insoluble connection between the two activities. In this article, we explore the relationship between teaching and research from the perspective of universities’ institutional discourse. We use corpus-assisted discourse analysis to examine the relationship between research and teaching as presented in two sets of institutional texts currently influential in UK Higher Education: Research Excellence Framework environment statements and Teaching Excellence Framework provider submissions (a total of 2143 documents and 12,492,071 words). Our findings show that, while universities emphasise the value of research to their teaching, they do not always emphasise (or sometimes even decry) the influence of teaching on their research. We empirically evidence that, according to what universities themselves write in institutional texts, teaching and research are not always in a mutually beneficial entanglement, but often rather a one-way relationship in which research expertise and institutional prestige are used to bolster claims of teaching excellence. This has implications for the communication of both the vision and the purpose of a university in regulatory exercises and wider policy, but also speaks to the broader idea and practice of being a university in the twenty-first century.  相似文献   

A Critical Look into the Beuk Standard-Setting Method     

Adam E. Wyse 《Educational Measurement》2020,39(1):52-60

One commonly used compromise standard-setting method is the Beuk (1984) method. A key assumption of the Beuk method is that the emphasis given to the pass rate and the percent correct ratings should be proportional to the extent that the panelists agree on their ratings. However, whether the slope of Beuk line reflects the emphasis that panelists believe should be assigned to the pass rate and the percentage correct ratings has not be fully tested. In this article, I evaluate this critical assumption of the Beuk method by asking panelists to assign importance weights to their percentage correct and pass rate judgments. I show that in several cases that the emphasis suggested by the Beuk slope is noticeably different from what one would expect and is inconsistent with importance weight ratings. I also suggest two ways that the importance weights can be used to calculate alternate cut scores, and I show that one of the ways of calculating cut scores using the importance weights leads to larger potential differences in cut score estimates. I suggest that practitioners should consider collecting importance weights when the Beuk method is used for determining cut scores.  相似文献   

Culture and climate change: handbook for city leaders     

David Adam 《Cultural Trends》2018,27(1):48-49

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The hypothesis testing knowledge blend     

Ted?RandlesEmail author  Christopher D?Blades  Adam?Fadlalla 《知识管理研究与实践》2008,6(4):339-349

The creation of several forms of knowledge that would enable organizations to ask and say the right things during complex diagnoses is proposed. Based on the concept of knowledge combustion, the hypothesis testing knowledge blend (HTKB) is the cognitive equivalent of petrol for the combustion engine. The HTKB requires the creation of a knowledge hybrid that uses existing technologies to ask and say the right things. In addition to timing mechanisms and problem space maps, two forms of declarative knowledge (directions and explanations) are integrated to create the HTKB. These directions and explanations would be obtained directly from the video recordings of diagnosticians conducting teleconsultations. By providing these profound dialogues during the conduct of complex diagnoses, the HTKB should increase the knowledge capital of organizations. Formal analyses are beginning to validate the conceptual structure (blue print) presented in this paper, and the results will be provided in the future.  相似文献   

Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children     

Louis Manfra  Christina Squires  Laura H. B. Dinehart  Charles Bleiker  Suzanne C. Hartman  Adam Winsler 《The Journal of educational research》2017,110(5):528-537

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.  相似文献   

Examining Teachers’ Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study     

Elisa S. Shernoff  Adam J. Lekwa  Linda A. Reddy  Candace Coccaro 《Journal of educational and psychological consultation》2017,27(4):459-485

The purpose of this qualitative study was to examine teachers’ attitudes and experiences with coaching. This study was conducted in advance of a planned randomized controlled trial of a coaching intervention to better align the model with teachers’ needs and goals. Thirty-four K–5 general (n = 26), special education (n = 6), and educational support staff (n = 2) working in two high-poverty schools participated in focus groups. Interrater reliability between independent coders was high (К = 0.92; range: 0.76–1.0). Thematic analyses identified facilitators and barriers to teacher participation in the planned intervention and were used to improve upon the existing coaching model. Themes focused on advantages and disadvantages to coaching and characteristics of effective coaches and coaching models. Implications of findings for research and practice are discussed.  相似文献   

“Seeing Their Eyes in the Rearview Mirror”: Identifying and Responding to Students' Challenging Experiences   总被引：1，自引：1，他引：0  

Adam Alvarez 《Equity & Excellence in Education》2017,50(1):53-67

There is a noticeable gap in the educational research literature specifically focused on trauma and documenting effective educator practices. This case study captures the voice and perspectives of Mr. Sellers, an effective Black, male educator who, through making sense of the impact of his students' ecological realities, provides insight about trauma, traumatic experiences, and the ways in which he supports them. I conceptualize and name the experiences of these students as traumatic because this is the language that Mr. Sellers himself used to make sense of his students' situations. It is important to note that I focus on these occurrences not to highlight the negatives or deficits of this community; my point in naming these ecological situations is to point out how structural challenges can influence communities and, ultimately, the people (including students) in those contexts. Despite what established literature suggests about the unpreparedness of educators to respond to student trauma, this study documents effective practices of a successful educator in an urban school setting. In particular, the findings in this study offer three takeaways for educators to more adequately identify and respond to students grappling with trauma: (1) context-specific recognition, (2) trauma-conscious approaches, and (3) holistic responsiveness. The findings of this study also suggest that there is a need for broadening educators' capacity, adequately preparing them, and shifting the ways in which schools and policies understand an educator's role.  相似文献