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ABSTRACTThis study aimed to translate movement patterns, technical skills and tactical actions associated with high-intensity efforts into metrics that could potentially be used to construct position-specific conditioning drills. A total of 20 individual English Premier League players’ high-intensity running profiles were observed multiple times (n = 100) using a computerised tracking system. Data were analysed using a novel high-intensity movement programme across five positions (centre back [CB], full-back [FB], central midfielder [CM], wide midfielder [WM] and centre forward [CF]). High-intensity efforts in contact with the ball and the average speed of efforts were greater in WMs than CBs, CMs and CFs (effect sizes [ES]: 0.9–2.1, P < 0.05). WMs produced more repeated efforts than CBs and CMs (ES: 0.6–1.3, P < 0.05). In possession, WMs executed more tricks post effort than CBs and CMs (ES: 1.2–1.3, P < 0.01). FBs and WMs performed more crosses post effort than other positions (ES: 1.1–2.0, P < 0.01). Out of possession, CFs completed more efforts closing down the opposition (ES: 1.4–5.0, P < 0.01) but less tracking opposition runners than other positions (ES: 1.5–1.8, P < 0.01). CFs performed more arc runs before efforts compared to CBs, FBs and WMs (ES: 0.9–1.4, P < 0.05), however, CBs completed more 0–90° turns compared to FBs, CMs and WMs (ES: 0.9–1.1, P < 0.01). The data demonstrate unique high-intensity trends in and out of possession that could assist practitioners when devising position-specific drills. 相似文献
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Helen Ewing Ade Anast Tamara Roehling 《Assessment & Evaluation in Higher Education》2016,41(4):575-585
Plagiarism continues to be a concern for all educational institutions. To build a solid foundation for high academic standards and best practices at a graduate university, aspects of plagiarism were reviewed to develop better management processes for reducing plagiarism. Specifically, the prevalence of plagiarism and software programmes for detecting plagiarism was investigated. From that information, best practices for responding to plagiarism were developed and a process to enhance academic integrity was instituted. The results were impressive, the incidence of plagiarism offences reduced by half in three years, and by 75% among the English as a second-language student population. 相似文献
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Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour. 相似文献
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Chris Towlson Jamie Salter Jack D. Ade Kevin Enright Liam D. Harper Richard M. Page James J. Malone 《运动与健康科学(英文)》2021,10(4):403
Biological maturation can be defined as the timing and tempo of progress to achieving a mature state. The estimation of age of peak height velocity (PHV) or percentage of final estimated adult stature attainment (%EASA) is typically used to inform the training process in young athletes. In youth soccer, maturity-related changes in anthropometric and physical fitness characteristics are diverse among individuals, particularly around PHV. During this time, players are also at an increased risk of sustaining an overuse or growth-related injury. As a result, the implementation of training interventions can be challenging. The purpose of this review was to (1) highlight and discuss many of the methods that can be used to estimate maturation in the applied setting and (2) discuss the implications of manipulating training load around PHV on physical development and injury risk. We have provided key stakeholders with a practical online tool for estimating player maturation status (Supplementary Maturity Estimation Tools). Whilst estimating maturity using predictive equations is useful in guiding the training process, practitioners should be aware of its limitations. To increase the accuracy and usefulness of data, it is also vital that sports scientists implement reliable testing protocols at predetermined time-points. 相似文献
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William Ade 《Studies in Educational Evaluation》1982,8(3):299-303
A substantial amount of literature has evolved on the topic of conveying evaluation findings to decision makers in a manner that assures a premium utilization of the information. The literature includes such diverse topics as techniques for report format and design, and the relationship between a view of knowledge and evaluation utilization. A considerable amount of literature also suggests that a new dimension might be added to the role of evaluator. Tha passive evaluator who assumed that scholarship would carry the message to the decision maker seems to have given way to the persuasive evaluator advocated by House (1977). Perhaps an even more active role should be considered; a “political activist” role, if evaluation findings are to be effectively conveyed and maximally utilized.Effectively conveying findings to decision makers is important. The ethics of the relationship between evaluator and client dictate that the evaluator incorporate methods to assure that the client receives maximum information from the study. In addition, advocates of the program service (e.g., early childhood education) have a professional obligation to provide decision makers with the information necessary to seek enlightened choices. This is particularly important in early childhood education, a relatively new field often represented by highly visible government programs (e.g., Head Start, day care, compensatory education) that have rather tenuous legitimacy with many decision makers. As Weiss (1975) pointed out, new and innovative programs are scrutinized by evaluation, while established programs, regardless of their effectiveness, are allowed to continue with a minimum of review. If useful and valid evaluation information is allowed to be underutilized, especially in an era of extensive badget cuts, programs needed by children might be jeopardized. 相似文献
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