The effects of weighted skates on ice-skating kinematics,kinetics and muscular activity     

Matthew P. Mavor  Dean C. Hay 《Journal of sports sciences》2018,36(14):1623-1629

Sport-specific resistance training, through limb loading, can be a complimentary training method to traditional resistance training by loading the working muscles during all phases of a specific movement. The purpose of this study was to examine the acute effects of skating with an additional load on the skate, using a skate weight prototype, on kinematics, kinetics, and muscle activation during the acceleration phase while skating on a synthetic ice surface. 10 male hockey skaters accelerated from rest (standing erect with knees slightly bent) under four non-randomized load conditions: baseline 1 (no weight), light (0.9 kg per skate), heavy (1.8 kg per skate), and baseline 2 (no weight). Skating with additional weight caused athletes to skate slower (p < 0.001; η² = 0.551), and led to few changes in kinematics: hip sagittal range of motion (ROM) decreased (2.2°; p = 0.032; η² = 0.274), hip transverse ROM decreased (3.4°; p < 0.001; η² = 0.494), ankle sagittal ROM decreased (2.3°; p = 0.022; η² = 0.295), and knee sagittal ROM increased (7.8°; p < 0.001, η² = 0.761). Overall, weighted skates decreased skating velocity, but athletes maintained similar muscle activation profiles (magnitude and trends) with minor changes to their skating kinematics.  相似文献   

The Perils of Blowing the Whistle: Match-Fixing in Scotland and Australia, 1920s to 2015     

Roy Hay 《国际体育史杂志》2018,35(2-3):196-215

Abstract

Two family stories shed some light on changes in the character and causes of corruption in football in the twentieth and twenty-first centuries. My grandfather was a central figure in an alleged match-fixing episode in Association football in Scotland in the third decade of the twentieth century, while I was a peripheral figure in one in Australia in the last. I came across another one while researching the story of the Croatian soccer clubs in Victoria in the post-Second World War years. I also observed very closely an attempt to fix a series of matches by introducing a number of players into a team on behalf of overseas betting interests in the twenty-first century. Reflecting on these cases is a way of trying to understand how the forms and the drivers of match-fixing have changed in the twenty-first century. The three earlier episodes seem very old fashioned in the context of globalization, the commodification of sport, international gambling syndicates, and systematic corruption at the heart of the world game.  相似文献   

Following their companions as a form of exploration for human infants     

D F Hay 《Child development》1977,48(4):1624-1632

Infants' following of other persons, often considered a measure of attachment, qualified as a form of exploration. The results of the first experiment indicated that following can be a means of investigating novel leaders: 16 9--12-month-old infants were as likely to follow an unfamiliar woman as they were the parent and were reliably more likely to follow a moving toy. The second and third experiments assessed the extent to which the experience of following familiar persons promotes learning about the environment. Infants who followed their mothers to 1 place were more likely later to investigate a similar place than those who initially either locomoted independently (experiment 2) or were transported by their mothers (experiment 3). The findings suggested that infants' transactions with the environment need not be considered antithetical to their social behavior.  相似文献   

Doing science at the elbows of experts: Issues related to the science apprenticeship camp     

Sasha A. Barab  Kenneth E. Hay 《科学教学研究杂志》2001,38(1):70-102

Abstract: The purpose of this paper is to synthesize literature related to apprenticeship learning, the sociology of science, and K‐12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Following this discussion, we further clarify and illuminate the value of these characteristics for science educators by using them as evaluative criteria for characterizing the experiences of 24 middle school learners who embarked on a 2‐week long camp with “real” scientists engaged in “real” research. We also describe how middle school science teachers supported both reflection‐in‐practice and reflection‐on‐practice during the camp, and how an electronic notebook was also leveraged to support both types of reflection. Implications of these characteristics for science education more generally are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 70–102, 2001  相似文献   

Grounded constructions and how technology can help   总被引：1，自引：0，他引：1  

Sasha A. Barab  Kenneth E. Hay  Thomas M. Duffy 《TechTrends》1998,43(2):15-23

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Educational characteristics of students with high or low self-concept     

Ian Hay  Adrian F. Ashman  Christina E. Van Kraayenoord 《Psychology in the schools》1998,35(4):391-400

In response to methodological concerns associated with previous research into the educational characteristics of students with high or low self-concept, the topic was re-examined using a significantly more representative sample and a contemporary self-concept measure. From an initial screening of 515 preadolescent, coeducational students in 18 schools, students significantly high or low in self-concept were compared using standardized tests in reading, spelling, and mathematics, and teacher interviews to determine students' academic and nonacademic characteristics. The teachers were not informed of the self-concept status of the students. Compared to students with low self-concept, students with high self-concept were rated by teachers as being more popular, cooperative, and persistent in class, showed greater leadership, were lower in anxiety, had more supportive families, and had higher teacher expectations for their future success. Teachers observed that students with low self-concept were quiet and withdrawn, while peers with high self-concept were talkative and more dominating with peers. Students with lower self-concepts were also lower than their peers in reading, spelling, and mathematical abilities. The findings support the notion that there is an interactive relationship between self-concept and achievement. © 1998 John Wiley & Sons, Inc.  相似文献   

Curating blood: how students’ and researchers’ drawings bring potential phenomena to light     

D. B. Hay  S. Pitchford 《International Journal of Science Education》2016,38(17):2596-2620

This paper explores students and researchers drawings of white blood cell recruitment. The data combines interviews with exhibit of review-type academic images and analyses of student model-drawings. The analysis focuses on the material aspects of bio-scientific data-making and we use the literature of concrete bioscience modelling to differentiate the qualities of students model-making choices: novelty versus reproduction; completeness versus simplicity; and the achievement of similarity towards selected model targets. We show that while drawing on already published images, some third-year undergraduates are able to curate novel, and yet plausible causal channels in their graphic representations, implicating new phenomenal potentials as lead researchers do in their review-type academic publications. Our work links the virtues of drawing to learn to the disclosure of potential epistemic things, involving close attention to the contours of non-linguistic stuff and corresponding sensory perception of substance; space; time; shape and size; position; and force. The paper documents the authority and power students may achieve through making knowledge rather than repeating it. We show the ways in which drawing on the images elicited by others helps to develop physical, sensory, and sometimes affective relations towards the real and concrete world of scientific practice.  相似文献   

A Superhero for Gays?: Gay Masculinity and Green Lantern     

Valerie Palmer‐Mehta  Kellie Hay 《Journal of American culture (Malden, Mass. : 2003)》2005,28(4):390-404

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Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming   总被引：1，自引：0，他引：1  

Hay I  Elias G  Fielding-Barnsley R  Homel R  Freiberg K 《Journal of learning disabilities》2007,40(5):400-409

Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.  相似文献   

The Virtual Solar System Project: Developing Conceptual Understanding of Astronomical Concepts Through Building Three-Dimensional Computational Models   总被引：1，自引：2，他引：1  

Keating  Thomas  Barnett  Michael  Barab  Sasha A.  Hay  Kenneth E. 《Journal of Science Education and Technology》2002,11(3):261-275

The Virtual Solar System (VSS) course described in this paper is one of the first attempts to integrate three-dimensional (3D) computer modeling as a central component of an introductory undergraduate astronomy course. Specifically, this study assessed the changes in undergraduate university students' understanding of astronomy concepts as a result of participating in an experimental introductory astronomy course in which the students constructed 3D models of different astronomical phenomena. In this study, we examined students' conceptual understanding concerning three foundational astronomical phenomena: the causes of lunar and solar eclipses, the causes of the Moon's phases, and the reasons for the Earth's seasons. Student interviews conducted prior to the course identified a range of student alternative conceptions previously identified in the literature regarding the dynamics and mechanics of the Solar System. A previously undocumented alternative conception to explain lunar eclipses is identified in this paper. The interviews were repeated at the end of the course in order to quantitatively and qualitatively assess any changes in student conceptual understanding. Generally, the results of this study revealed that 3D computer modeling can be a powerful tool in supporting student conceptualization of abstract scientific phenomena. Specifically, 3D computer modeling afforded students the ability to visualize abstract 3D concepts such as the line of nodes and transform them into conceptual tools, which in turn, supported the development of scientifically sophisticated conceptual understandings of many basic astronomical topics. However, there were instances where students' conceptual understanding was incomplete and frequently hybridized with their existing conceptions. These findings have significant bearing on when and in what domains 3D computer modeling can be used to support student conceptual understanding of astronomy concepts.  相似文献