A mathematical model for decision-making in the classification of para-footballers with different severity of coordination impairments     

Diego Pastor  María Campayo-Piernas  Jesús Tadeo Pastor 《Journal of sports sciences》2019,37(12):1403-1410

Classification is a defining feature of Para-sport, and sports-specific classification systems determined through multidisciplinary scientific research are required, i.e., evidence-based and focused on the relationship between the impairment and the key performance determinants. Data envelopment analysis (DEA) was applied as a classification tool using a directional distance function (DDF) model. The aim of the study was to test the DEA as a possible classification tool in cerebral palsy football. We analyse the performance of 56 international para-footballers with hypertonia, ataxia or athetosis, who completed a 20-test battery with DEA models. Five of the tests are included in the model (change of direction: Illinois agility test; jumping: standing broad jump, four bounds for distance, and triple hop with the non-dominant leg; 10-m sprint/acceleration; and ball dribbling, both in a straight line and following a trajectory), showing that players with less impairment exhibit the highest efficiency. This outcome suggests that DEA models might be feasible for detecting and discriminating the performance and magnitude of impairment in cerebral palsy football, with an objective ranking of the athletes in relation to different physical performance tests. This study also provides reference scores for decision-making during classification and guidance for further research in team Paralympic sports.  相似文献   

Development of emotional and behavioral regulation in children born extremely preterm and very preterm: biological and social influences     

Clark CA  Woodward LJ  Horwood LJ  Moor S 《Child development》2008,79(5):1444-1462

This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm.  相似文献   

Gesture as a window on children's beginning understanding of false belief     

Carlson SM  Wong A  Lemke M  Cosser C 《Child development》2005,76(1):73-86

Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N=45, M age=54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns=34 and 70, M age=48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind.  相似文献   

Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1994,8(1):91-92

Books and articles of academic interest  相似文献   

Circadian rhythm effect on physical tennis performance in trained male players     

Álvaro López-Samanes  Diego Moreno-Pérez  José L. Maté-Muñoz  Raúl Domínguez  Jesús G. Pallarés  Ricardo Mora-Rodriguez 《Journal of sports sciences》2017,35(21):2121-2128

To determine the effect of circadian rhythm on neuromuscular responses and kinematics related to physical tennis performance, after a standardised warm-up, 13 highly competitive male tennis players were tested twice for serve velocity/accuracy (SVA), countermovement vertical jump (CMJ), isometric handgrip strength (IS), agility T-test (AGIL) and a 10-m sprint (10-m RUN). In a randomised, counter-balance order, tennis players underwent the test battery twice, either in the morning (i.e., AM; 9:00 h) and in the afternoon (i.e., PM; 16:30 h). Paired t-tests were used to analyse differences due to time-of-day in performance variables. Comparison of morning versus afternoon testing revealed that SVA (168.5 ± 6.5 vs. 175.2 ± 6.1 km · h^?1; P = 0.003; effect size [ES] = 1.07), CMJ (32.2 ± 0.9 vs. 33.7 ± 1.1 cm; P = 0.018; ES = 1.46), AGIL (10.14 ± 0.1 vs. 9.91 ± 0.2 s; P = 0.007; ES = 1.23) and 10-m RUN time (1.74 ± 0.1 vs. 1.69 ± 0.1 s; P = 0.021; ES = 0.67) were significantly blunted during the morning testing. However, IS was not affected by time-of-day (P = 0.891). Thus, tennis performance may be reduced when competing in the morning in comparison to early evening. Therefore, coaches and tennis players should focus on schedule the SVA, power, speed and agility training sessions in the afternoon.  相似文献   

Towards a Cultural Understanding of the Disability and Deaf Experience: A Content Analysis of Introductory Multicultural Education Textbooks     

John R. Johnson  Jesús Nieto 《Multicultural Perspectives》2013,15(3):33-43

This paper reports the findings of a simple normative content analysis of 11 multicultural education textbooks to determine the extent to which disability and deaf culture are represented. In addition, this study examines multicultural education textbooks to assess the extent to which perspectives of members of the disability and deaf communities are represented in the discourse about disabled and deaf persons. Results indicate that on average less than 1% of the total pages of text reviewed addressed or mentioned disability or deaf culture. Of these, it was found that on average about 6% of the pages addressed disability or deaf culture. In addition, inaccurate information was presented and perspectives were often not informed by a substantial body of literature that has emerged in the field of disability studies. It was found that multicultural education textbooks rely heavily on information about persons with disabilities from Special Education that may not be widely accepted by disabled or deaf persons. A follow-up paper examines the implications of the exclusion of disabled and deaf persons and their perspectives from the discourse about the shared and collective disability and deaf experience in favor of a dominant perspective widely held by the nondisabled professional community. Questions are raised about whether this is consistent with the values and goals of multicultural education and teaching. A rationale and recommendations are proposed for engaging disabled and deaf persons about their shared and collective experience and for promoting cultural competence and proficiency with respect to the disability and Deaf experience in multicultural education.  相似文献   

Translating Trek: Rewriting an American Icon in a Francophone Context     

Caroline‐Isabelle Caron 《Journal of American culture (Malden, Mass. : 2003)》2003,26(3):329-355

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II. DEVELOPMENT OF ADOPTED CHILDREN WITH HISTORIES OF EARLY ADVERSITY     

Femmie Juffer  Jesús Palacios  Lucy Le Mare  Edmund J. S. Sonuga‐Barke  Wendy Tieman  Marian J. Bakermans‐Kranenburg  Panayiota Vorria  Marinus H. van IJzendoorn  Frank C. Verhulst 《Monographs of the Society for Research in Child Development》2011,76(4):31-61

This chapter first presents a review of research on the development of adopted children, focusing on meta‐analytic evidence and highlighting comparisons between adopted children with and without histories of early adversity. Some methodological issues arising from this literature are considered as well. Second, 7 longitudinal studies of adopted children's development are described, and the convergence of findings across the longitudinal studies and with the cross‐sectionally based meta‐analytic evidence is discussed. Third, the role of the adoptive family in supporting adopted children's development is explored.  相似文献   

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas     

Gallardo-Montes  Carmen del Pilar  Caurcel Cara  María Jesús  Rodríguez Fuentes  Antonio 《Education and Information Technologies》2022,27(3):4087-4115

Education and Information Technologies - Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick...  相似文献   

Research results of two personal learning environments experiments in a higher education institution     

Victoria Marín Juarros  Jesús Salinas Ibáñez  Bárbara de Benito Crosetti 《Interactive Learning Environments》2014,22(2):205-220

This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning–teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools.  相似文献