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Alexis Herbaut Emilie Simoneau-Buessinger Franck Barbier Christophe Gillet Maxime Roux Nils Guéguen 《European Journal of Sport Science》2017,17(10):1261-1269
Compared to traditional tennis shoes, using 0-drop shoes was shown to induce an immediate switch from rear- to forefoot strike pattern to perform an open stance tennis forehand for 30% of children tennis players. The purpose of the study was to examine the long-term effects of a gradual reduction in the shoe drop on the biomechanics of children tennis players performing open stance forehands. Thirty children tennis players participated in 2 laboratory biomechanical test sessions (intermediate: +4 months and final: +8 months) after an inclusion visit where they were randomly assigned to control (CON) or experimental (EXP) group. CON received 12-mm-drop shoes twice, whereas EXP received 8?mm then 4-mm-drop shoes. Strike index indicated that all CON were rearfoot strikers in intermediate and final test sessions. All EXP were rearfoot strikers in intermediate test session, but half the group switched towards a forefoot strike pattern in final test session. This switch resulted in a decreased loading rate of the ground reaction force (?73%, p?=?.005) but increased peak ankle plantarflexors moment (+47%, p?=?.050) and peak ankle power absorption (+107%, p?=?.005) for these participants compared with CON. Biomechanical changes associated with the long-term use of partial minimalist shoes suggest a reduction in heel compressive forces but an increase in Achilles tendon tensile forces. 相似文献
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Positive Youth Development Among Diverse Racial–Ethnic Children: Quality Afterschool Contexts as Developmental Assets 
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下载免费PDF全文 Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial–ethnic backgrounds. Given the need among families for monitoring and supervision during out‐of‐school time, community‐based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool experiences upon PYD. This multimethod study includes over 500 elementary school children in Grades 2–5 (Mage = 8.80, SD = 1.12). The sample comprises of 49% White, 27% African American, 7% Latino, and 17% mixed race/others with 45% free/reduced lunch eligible children. In multilevel models, independently observed quality across time positively impacted competence, connection, caring for all youth, and cultural values for racial–ethnic minority youth. Afterschool fosters PYD, including sociocultural dimensions, when comprised of appropriately structured, supportive, and engaging interactions. 相似文献
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年级:1-12材料:(晾衣物用的)衣夹圆形纸板(来自比萨饼盒)方法:在比萨饼圆形纸板上,通过圆心划直线,将圆根据需要分为几个部分。(就像切蛋糕)在每一部分上,写上需要的信息或问题,然后在背面对应的地方写上答案。 相似文献
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Joellen Fisherkeller Allison Butler Emilie Zaslow 《Learning, Media and Technology》2001,26(3):203-216
This article reports on how a small group of New York City adolescents interpreted audio‐visual expressions that were created by youth participating in the international VideoCulture Project. The New York City youth looked for explicit messages in the youth‐produced video films, but also appreciated features of content and form that prompted their curiosity about the youth producers’ intent, as well as experience of everyday life. This study suggests how American culture has influenced these youth's sensibilities about audio‐visual communication, and discusses the value and problems of engaging youth in projects of this nature 相似文献
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Textbooks have the potential to be powerful tools to help students develop an understanding of mathematics. However, many
students are unable to use their textbooks effectively as learning tools. This paper presents a framework that can be used
to analyze factors that impact the ways students read textbooks. It adapts ideas from reader-oriented theory and applies them
to the domain of mathematics textbooks. In reader-oriented theory, the reader is viewed as actively constructing meaning from
a text through the reading process; this endeavor is shaped and constrained by the intentions of the author, the beliefs of
the reader, and the qualities the text requires the reader to possess. This paper also discusses how reading mathematics textbooks
is further constrained by the authority and closed structure of these textbooks. After describing the framework, the paper
discusses recommendations for future avenues of research and pedagogy, highlighting the importance of teachers' roles in mediating
their students' use of textbooks. 相似文献
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