Throwing performance in water polo is related to in-water shoulder proprioception     

Andrea H. Hams  Kerrie Evans  Roger Adams  Gordon Waddington  Jeremy Witchalls 《Journal of sports sciences》2013,31(22):2588-2595

ABSTRACT

Water polo players require a high level of upper-extremity strength, flexibility and coordination to achieve a peak level of throwing performance. Increased levels of shoulder proprioceptive acuity, strength and range of motion (ROM) have been previously associated with higher sporting performance. A coach-rating scale, used to quantify an athlete’s kicking proficiency in soccer; was adapted in the current study to measure each coach’s subjective expert opinion regarding athletes’ throwing mechanics, velocity, and accuracy. To examine this hypothesis shoulder proprioception acuity of 18 water polo players was measured both in-water and on-land using an AMEDA apparatus and correlated with coach-rated throwing performance and clinical measures of shoulder strength and ROM. There was a moderate positive correlation between the in-water and the on-land proprioception acuity (r = 0.47, p < 0.05). The in-water score showing a strong positive correlation with coach rated throwing mechanics (r = 0.68, p < 0.05) and velocity (r = 0.75, p = 0.02), suggesting that superior proprioception acuity contributed to fast, mechanically-efficient throwing. These findings support the notion that in-water proprioceptive acuity is an important determinant of the throwing performance achieved by water polo athletes and its measurement may be a valuable adjunct to current athlete screening.  相似文献   

Response to a Cold Pressor Test during Physical Training     

Ernest D. Michael Jr.  Arthur Gallon  Adran Adams 《Research quarterly for exercise and sport》2013,84(3):382-388

Abstract

Members of the 1958–59 varsity basketball team at Santa Barbara and a control group of physical education majors not in training were tested each three weeks during a 17-week season of basketball competition on their response to a step test and to a cold pressor test. The results indicated that significant step test recovery pulse rate changes were made by the basketball players after three weeks of training. Maximum changes were found to occur after 17 weeks of training. The diastolic pressure response to the cold pressor test increased significantly (7 mmHg.) after six weeks of training and this was maintained for 17 weeks. The results indicated that a possible increased sensitivity or tone of the peripheral vessels resulted from physical training.  相似文献   

Editorial: Creativity in Teaching     

Jeff Adams 《The International Journal of Art & Design Education》2016,35(2):180-182

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Coaching psychology: an approach to practice for educational psychologists     

Mark Adams 《Educational Psychology in Practice》2016,32(3):231-244

Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve enhanced standards of functioning and well-being. It therefore represents a way in which educational psychologists (EPs) might elect to diversify their practice. However, EPs are disproportionately under-represented in the development of this emerging field. This article charts the birth and evolution of contemporary coaching psychology, and presents a case study illustrating the application of this methodology in a school context. Suggestions are given regarding professional development activities that might be undertaken by EPs seeking to develop coaching psychology as a strand of their practice.  相似文献   

An Agency Theory Perspective on Student Performance Evaluation     

Michael E. Smith  George A. Zsidisin  Laural L. Adams 《Decision Sciences Journal of Innovative Education》2005,3(1):29-46

The emphasis in recent research on the responsibility of college and university business instructors to prepare students for future employment underscores a need to refine the evaluation of student performance. In this article, an agency theory framework is used to understand the trade‐offs that may be involved in the selection of various approaches to student evaluation. Understanding these trade‐offs may be particularly important as faculty members seek to balance competing obligations, such as research and service requirements, while ensuring instructional effectiveness. This article presents propositions for examining how various institutional, instructor, and student characteristics influence the selection and use of student performance evaluation techniques (i.e., exams, papers, and group assignments). In conclusion, we suggest that agency theory may serve as a foundation for understanding current evaluation practices and guiding instructors in their selection of appropriate evaluation mechanisms.  相似文献   

Blockbusters: Ideas for the block center     

Polly K. Adams  Jaynie Nesmith 《Early Childhood Education Journal》1996,24(2):87-92

The values of block play include development of hand-eye coordination, thinking skills, language development, cooperation among children, mathematical concepts, and many others. Guidelines for the block center and activities are described and illustrated. Samples of task cards and sentence strips give practical ideas for the classroom.  相似文献   

Problematic placement: pathways pre-service teachers’ perspectives on their infant/toddler placement   总被引：1，自引：0，他引：1  

Liz Rouse  Anne-Marie Morrissey  Mohammadali Rahimi 《Early Years: An International Journal of Research and Development》2012,32(1):87-98

The inclusion of an infant/toddler placement in a ‘pathways’ early childhood teaching degree, where students already have qualifications and experience in working with young children, can be problematic. This pilot study investigated student teachers’ views on their infant/toddler (birth-to-two-years) placement. Sixty-six students completing their early childhood education degree at an Australian university responded to a survey seeking their perspectives on the effectiveness of the placement in developing teacher confidence, knowledge and skills, and the quality of the supervision they received. The participants had entered their degree with a two-year Diploma of Children’s Services. Responses indicated significant dissatisfaction with the quality of supervision, the absence of teacher-mentors, and the lack of opportunities to practise new approaches. Participants commented that they ‘already knew’ how to work with this age group, and that they aspired to work with older children. The results align with other findings on factors associated with positive placements, and raise questions about the effectiveness of the infant/toddler placement in its current form.  相似文献   

Nonresponse and Online Student Evaluations of Teaching: Understanding the Influence of Salience, Fatigue, and Academic Environments     

Meredith J. D. Adams  Paul D. Umbach 《Research in higher education》2012,53(5):576-591

Technological advances have enabled institutions of higher education to administer course evaluations online, forgoing the traditional paper-and-pencil methods. Consequently, many of these institutions suffer from low response rates, but little research is available on this topic. To increase understanding about course evaluation participation in the online environment, this study examined over 22,000 undergraduates to whom the university administered about 135,000 evaluations. Multilevel models were constructed to analyze the data, and several variables emerged as significant predictors of participation. The results were mostly consistent with previous research and aligned with theories of survey nonresponse. However, the integration of uncommon variables provided new perspectives about course evaluations in particular. Implications for research and practical applications for institutions are also addressed, including ways to combat survey fatigue, increase the salience of the survey, and increase participation in online course evaluations.  相似文献   

Culturally responsive teaching in the context of mathematics: a grounded theory case study     

Emily P. Bonner  Thomasenia L. Adams 《Journal of Mathematics Teacher Education》2012,15(1):25-38

In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These cornerstones were found to interact in unique ways. Results have implications for teachers of mathematics who aim to become more culturally responsive, mathematics teacher educators and supervisors, and school administrators who seek to promote equity in mathematics.  相似文献   

Going Beyond What We Are     

Jeff Adams 《The International Journal of Art & Design Education》2012,31(1):2-4

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