Variability and typical error in the kinematics and kinetics of the maximal instep kick in soccer     

Adrian Lees  Nader Rahnama 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):283-292

The purpose of this paper was to establish the variability and typical error of kinematic and kinetic variables representing the maximal instep kick in soccer for both the kicking and support legs. Ten skilled (good amateur or semi-professional) soccer players performed 20 maximal instep kicks of a stationary ball into a goal mouth. Motion of the kicking and support legs was recorded by an optoelectronic motion analysis system, and a six degrees of freedom model was used to compute kinematic and kinetic variables. Participants repeated the kicks on a second day at least 1 week later. The mean within-subject coefficient of variation across the kinematic and kinetic variables, trials, and days was 16% and did not change substantially as trial number increased or between day of test. Increasing trial number reduced the typical error (as determined by the standard error of the mean) such that for 20 trials 75% of the variables were below an arbitrary 5% threshold. It was concluded that for kicking investigations, 10–15 trials could be used and typical errors of 5% should be expected.  相似文献   

The changing academic environment and diversity in students' study philosophy,beliefs and attitudes in higher education     

Mohammad Alauddin  Adrian Ashman 《高等教育研究与发展》2014,33(5):857-870

Student populations in higher education in Australia and elsewhere in the developed world have experienced significant diversity over the past two decades. The existing literature has provided limited clarity about the effects of this diversity on the dimensions underpinning students' study philosophy domain. Based on a large data set from a leading Australian university, this paper analyses students' study philosophy, beliefs and attitudes towards teaching and learning. Factor analysis explored themes (or dimensions) within the survey. Multivariate analysis of variance used these dimensions as dependent variables with age, sex, ethnicity, study discipline, study level, academic performance and sex/ethnicity interaction as grouping variables to identify significant sources of variations. Deep learning, expediency and responsibility reflected the students' study philosophy domain. Deep learning and responsibility varied with ethnicity and academic performance. Expediency differed according to ethnicity, study discipline and academic performance. Students in business-related disciplines displayed greater expediency than peers elsewhere, treating education like any other commodity. The contribution of this study lies in its rigorous analysis of the impact of the diversity of the student population on the study philosophy domain, compared to the existing literature.  相似文献   

Information and communications technologies (ICT) in higher education teaching—a tale of gradualism rather than revolution     

Gill Kirkup  Adrian Kirkwood 《Learning, Media and Technology》2005,30(2):185-199

The widespread adoption of information and communications technologies (ICT) in higher education (HE) since the mid 1990s has failed to produce the radical changes in learning and teaching than many anticipated. Activity theory and Rogers’ model of the adoption of innovations provide analytic frameworks that help develop our understanding of the actual impact of ICT upon teaching practices. This paper draws on a series of large‐scale surveys carried out over a 10 year period with distance education tutors at the UK Open University to explore the changing role of ICT in the work of teachers. It investigates how HE teachers in one large distance learning university have, over time, appropriated ICT applications as teaching tools, and the gradual rather than revolutionary changes that have resulted.  相似文献   

Understanding child sexual abuse: Thom. L. McGuire and Faye E. Grant. Butterworths, Toronto, 1991. 48 pp. $9.95     

Adrian Ford 《Child abuse & neglect》1992,16(6)

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Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context     

Adrian Rodgers  Virginia L. Keil 《Teaching and Teacher Education》2007

The purpose of this study was to pilot an alternative student teaching supervision model at a college of education in a US context. In the study, the collaborators used multiple paired dyads to supervise student teachers with multiple supports from college faculty. This study examined how teachers and university faculty planned the use of paired dyads and how participants responded to the innovation. The findings suggest teachers and junior faculty can undertake bottom-up reform within larger systemic constraints.  相似文献   

Dimensions of mainstreaming   总被引：1，自引：0，他引：1  

R E Saur  C A Layne  E A Hurley  K Opton 《American annals of the deaf》1986,131(5):325-330

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The evidential basis of “evidence-based education”: an introduction to the special issue     

Adrian Simpson 《Educational Research and Evaluation》2019,25(1-2):1-6

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Teaching Planning Skills in the Classroom: The Development of an Integrated Model     

Robert N.F. Conway  Adrian F. Ashman 《International Journal of Disability, Development & Education》1989,36(3):225-240

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Students’ perspectives of early assessment tasks in their first-year at university     

Theda Thomas  Diane Jacobs  Laurine Hurley  Jenny Martin  Svetlana Maslyuk  Mark Lyall 《Assessment & Evaluation in Higher Education》2019,44(3):398-414

Assessment plays an important role in first-year students’ transition to university, influencing how they learn. Poorly designed assessment can be demotivating and may even cause students to withdraw from university. An early low-stakes assessment task is recommended in first year, to provide information to students and staff on student progress, provide students with a positive experience and help them prepare for future assessments. This paper reports on first-year students’ experiences of two different early assessment tasks for two disciplines, one using an online quiz and the other a ‘research challenge’ that served as a precursor to writing an essay. The paper also presents lecturers’ reflections on what they learned, what they would change and the implications for others planning early assessment tasks for first years. Finally, ideas for future research are provided.  相似文献   

Financing training in developing countries: The role of payroll taxes     

John Whalley  Adrian Ziderman 《Economics of Education Review》1990,9(4)

In most developing countries, the major programs of vocational training and manpower-skill development are financed from general government revenues. Increasingly, however, earmarked payroll taxes are employed to finance training. This paper summarizes international experience with these payroll taxes, drawing the distinction between the more traditional revenue raising schemes on the lines of the Latin American model and the newer levy-grant schemes.Drawing upon experience of payroll taxes in advanced economies it discusses the incidence of these taxes in developing countries and presents an economic rationale for their growing use, as part of a reverse social security scheme. It concludes that the desirability of using payroll taxes to finance training, compared to other alternatives available to developing country governments, is likely to be contingent upon the stage of a country's development.  相似文献