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1.
The purpose of this study was to investigate the temporal phases of the archery shot cycle that distinguish the arrows distance from centre, in an attempt to understand critical factors that affect performance. Fifteen archers of varying ability each performed 30 shots at 18 m. Fourteen potential predictor variables were measured for statistical modelling by stepwise multiple linear regression. The results show that pre-shot time (pre-performance routine), follow-through time (post-performance routine), aiming time, speed of the arrow and the %variation in clicker-release time, account for 7.7% of the variation in predicting shot performance. The results have implications for practice demonstrating factors that coaches should focus on to develop their athletes. Further work on pre-, but more importantly, post-performance routines are needed generally within sport research as they are lacking and have been shown to be important contributing factors in a number of sports. 相似文献
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Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
3.
The aim of this study was to assess isokinetic torque, work and power between non-injured, ACL (anterior cruciate ligament)-deficient and ACL-reconstructed individuals. Ten healthy, non-injured individuals, seven unilateral ACL-deficient individuals and six unilateral ACL-reconstructed individuals were assessed for isokinetic quadriceps and hamstring strength at 1.05 and 3.14 rad.s-1. Peak torque, total work, average power and the ratio of peak torque to body mass were computed for both velocities. Peak torque was also corrected for body mass, using allometric modelling. The non-injured individuals showed significantly greater quadriceps peak torque to body mass ratios than the ACL-deficient and ACL-reconstructed individuals at both velocities, and greater hamstring peak torque to body mass ratios than the ACL-deficient group at 3.14 rad.s-1 (P < 0.05). The ACL-deficient individuals displayed greater quadriceps and hamstring peak torque, total work and average power than the non-injured individuals at 1.05 rad.s-1 (P < 0.05). The ACL-deficient individuals also displayed significantly greater peak torque, total work and average power than the ACL-reconstructed individuals for the quadriceps at both velocities (P < 0.05). The ACL-deficient individuals demonstrated greater hamstring peak torque and total work than the non-injured individuals at both velocities (P < 0.05). The allometrically modelled peak torques at both isokinetic velocities demonstrated that the quadriceps muscle values were significantly higher in the non-involved than the involved limb. The hamstring peak torques corrected for body mass were significantly higher in the non-involved than the involved limb only at 1.05 rad.s-1. The main finding from the present study is that isokinetic measures in ratio-scaled or absolute units yield a different outcome and, hence, interpretation compared with the allometric approach. 相似文献
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Agaath M. Dekker-Groen Marieke F. van der Schaaf Karel M. Stokking 《Teachers and Teaching》2013,19(2):150-171
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers. 相似文献
9.
Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however. The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers. Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses. Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses. 相似文献
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