Sports vision training: A review of the state-of-the-art in digital training techniques     

L. Gregory Appelbaum  Graham Erickson 《International review of sport and exercise psychology》2018,11(1):160-189

Athletes need excellent vision to perform well in their sports, and many athletes have turned to vision training programs as a way to augment their traditional training regimen. The growing practice of ‘sports vision training’ relies on the notion that practice with demanding visual perceptual, cognitive, or oculomotor tasks can improve the ability to process and respond to what is seen, thereby improving sport performance. This enterprise is not necessarily new, but has been advanced greatly in the past few years by new digital technology that can be deployed during natural training activities, by perceptual-learning-inspired training programs, and by virtual reality simulations that can recreate and augment sporting contexts to promote certain sports-specific visual and cognitive abilities. These improved abilities may, in turn, instill a competitive advantage on the playing field, underscoring the potential value of these approaches. This article reviews emerging approaches, technologies and trends in sports vision training. Where available, critical review of supporting research is provided.  相似文献   

Letter from the editors     

Peter Bentley  Carroll Graham 《Journal of Higher Education Policy & Management》2018,40(1):1-2

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Pre-competitive feeling states and directional anxiety interpretations     

Graham Jones  Sheldon Hanton 《Journal of sports sciences》2013,31(6):385-395

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The weight of expectation: Cathy Freeman,Legacy, Reconciliation and the Sydney Olympics – A Canadian Perspective     

Graham Knight  Nicole Neverson  Margaret MacNeill  Peter Donnelly 《国际体育史杂志》2013,30(10):1243-1263

This paper compares French- and English-language Canadian television coverage of Australian Aboriginal athlete Cathy Freeman during the 2000 Olympics using a narrative framework. The specific focus of the analysis is the representation of Freeman's political identity as an agent and symbol of Aboriginal reconciliation – the struggle for apology, reparatio, and social justice in the light of the history and legacy of colonial oppression and exclusion. Freeman has used her sporting success to signify visibly and with some controversy her identification with political Aboriginality and reconciliation, and she went into the 2000 games bearing an unusual weight of expectation, intensified by being chosen to light the Olympic cauldron, that a victory in the 400 metres would mark symbolically reconciliation between Aboriginal and non-Aboriginal Australians. The analysis generally conforms the hypothesis that the normative dimension of these expectations would be accentuated more in the French- than English-language coverage, and this resulted in a more consistently affirmative portrayal of Freeman and her performance. The English-language coverage emphasized the ambivalent nature of her role. The corollary of this was that the English-language coverage paid greater attention to the substance of Aboriginal grievances and struggle. Nonetheless, neither network saw Freeman's identity in openly critical terms: in Freeman's Olympic narrative sport and politics were allowed to mix in a relatively unproblematic way.  相似文献   

The Origins of Football Debate: Comments on Adrian Harvey's Historiography     

Graham Curry 《国际体育史杂志》2013,30(17):2158-2163

This article is intended as a reply to Adrian Harvey's recent historiography of football in which he continues to distort the story of the initial development of the game. It not only refutes the revisionist hypothesis of an influential football sub-culture based around public houses but also offers an alternative explanation of the game's past, largely based on the influence of ex-public schoolboys and former university undergraduates. It seeks to push the debate a step further by robustly re-asserting the meagre nature of the revisionist evidence in addition to Adrian Harvey's poor scholarship.  相似文献   

Weaving a New 'Net: A Mesh-Based Solution for Democratizing Networked Communications     

Aram Sinnreich  Nathan Graham  Aaron Trammell 《The Information Society》2013,29(5):336-345

Although the Internet is largely decentralized in its communication and social patterns, its technical and regulatory apparatuses are highly centralized and hierarchical. Consequently, digital communications are vulnerable to a degree of surveillance and censorship that would be unthinkable in traditional social arenas, threatening “Internet freedom” and cyberliberties in both democratic and politically repressed societies. We believe a new architecture is required in order to protect the continuance of civil liberties in networked society. In this article, we propose 10 “social specifications” describing the requirements of such a network, and outline an architecture called MondoNet that meets these specifications using ad hoc, wireless mesh networking technologies. We also address the legal and technical challenges facing the MondoNet project, and anticipate future developments in this field.  相似文献   

Authors' response to “Comments on ‘Runners do not push off but fall forward via a gravitational torque’” (Vol. 6, pp. 434–452)     

Graham Fletcher  Nicholas Romanov 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):406-411

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Providing access to electronic information resources in further education     

Linda Banwell  Kathryn Ray  Graham Coulson  Christine Urquhart  Ray Lonsdale  Chris Armstrong  Rhian Thomas  Siân Spink  Alison Yeoman  Roger Fenton  Jennifer Rowley 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):607-616

This article aims to provide a baseline for future studies on the provision and support for the use of digital or electronic information services (EIS) in further education. The analysis presented is based on a multi‐level model of access, which encompasses access to and availability of information and communication technology (ICT) resources, access to and availability of EIS resources, and the third leg of staff skills and their development. The research was conducted within the third cycle of the JISC (Joint Information Services Committee) User Behaviour Monitoring and Evaluation Framework, in 2001/2002. Evidence was gathered from library and information service web sites and various stakeholders, including library and information service staff, academic staff and students to generate insights into the provision of access to EIS in further education. Sector‐wide funding initiatives have had a significant impact on ICT infrastructures, and these attract a positive response from students. EIS are represented on some library web sites but both web site development and EIS availability is very much less advanced than in higher education. Staff, however, lack sufficient dedicated access to ICT to be able to develop their own skills and use. There remains a low level of access to electronic information resources, with only limited access to these resources through library web sites. LIS managers face a number of challenges in enhancing this provision, including licensing arrangements, tight budgets that need to be spread across many discipline areas, and the absence of EIS designed specifically for the further education student. The other key challenge lies in the provision of time and opportunity for academic and LIS staff to develop their ICT and EIS skills, and, more generally in the further development of the role of Information and Learning Technology (ILT) Champions.  相似文献   

A Two-Year Longitudinal Study of Stressful Life Events, Social Support, and Social Problem-Solving Skills: Contributions to Children''s Behavioral and Academic Adjustment   总被引：5，自引：0，他引：5  

Eric F. Dubow  John Tisak  David Causey  Ann Hryshko  Graham Reid 《Child development》1991,62(3):583-599

We investigated the contributions of stressful life events and resources (social support and social problem-solving skills) to predicting changes in children's adjustment. At Time 1, 361 third through fifth graders completed measures of social support and social problem-solving skills. Their parents completed a stressful life events scale and a child behavior rating measure. The children's teachers provided ratings of behavioral and academic adjustment. 2-year follow-up data (Time 2) were obtained for approximately half of the sample on the same measures. Time 1 stressful life events and resources showed some significant but modest zero-order correlations with the Time 2 adjustment indices. Hierarchical multiple regressions revealed prospective effects for Time 1 social support on later teacher-rated competencies and grade-point average. In addition, increases over time in social support and social problem-solving skills (a composite score) were significantly related to improvement in behavioral and academic adjustment, whereas stressful life events were not predictive of adjustment.  相似文献   

The Initial Teacher Training National Curriculum for Primary English 1997. A most unnecessary document     

Judith Graham 《Changing English: An International Journal of English Teaching》1997,4(2):241-249

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