The reliability of distance run tests for children in grades K-4.     

R E Rikli  C Petray  T A Baumgartner 《Research quarterly for exercise and sport》1992,63(3):270-276

The purpose of this study was to determine test-retest reliability for the 1-mile, 3/4-mile, and 1/2-mile distance run/alk tests for children in Grades K-4. Fifty-one intact physical education classes were randomly assigned to one of the three distance run conditions. A total of 1,229 (621 boys, 608 girls) completed the test-retests in the fall (October), with 1,050 of these students (543 boys, 507 girls) repeating the tests in the spring (May). Results indicated that the 1-mile run/walk distance, as recommended for young children in most national test batteries, has acceptable intraclass reliability (.83 less than R less than .90) for both boys and girls in Grades 3 and 4, has minimal (fall) to acceptable (spring) reliability for Grade 2 students (.70 less than R less than .83), but is not reliable for children in Grades K and 1 (.34 less than R less than .56). The 1/2 mile was the only distance meeting minimal reliability standards for boys and girls in Grades K and 1 (.73 less than R less than .82). Results also indicated that reliability estimates remained fairly stable across gender and age groups from the fall to spring testing periods, with the exception of the noticeably improved values for Grade 2 students on the 1-mile run/walk test. Criterion-referenced reliability (P, percent agreement) was also estimated relative to Physical Best and Fitnessgram run/walk standards. Reliability coefficients for all age group standards were acceptable to high (.70 less than P less than .95), except for Fitnessgram standards for 5-year-old girls on the 1-mile test for both fall and spring and for 6-year-old boys and girls on the 1-mile test administered in the spring.  相似文献   

Cerebral activity prior to motion task performance: an electroencephalographic study     

D Collins  G Powell  I Davies 《Journal of sports sciences》1991,9(3):313-324

Cerebral activity, as reflected by power in the alpha waveband (8-13 Hz), was examined prior to the performance of three tasks with different effort and accuracy requirements. The study aimed to further investigate changes in activity observed in an earlier study in which expert karate performers exhibited significant increases in alpha band power during preparation for a training task. In contrast to the earlier research, the high effort task produced a significant decrease in 'alpha' power prior to performance. 'Alpha' power prior to the high accuracy task showed significant differences mediated by the outcome. Successful performance was preceded by higher levels of 'alpha' power than unsuccessful attempts. The reported use of a cognitive strategy on the first task produced a significant difference in activity, lower alpha power being associated with the use of such a technique.  相似文献   

Court-dictated research: A new threat to academic freedom     

Herbert I. London 《Academic Questions》1988,2(1):7-9

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„Sport and Social Order — Challenges for Theory and Practice“ Zweiter Weltkongress für Sportsoziologie der<Emphasis Type="Italic">International Sociology of Sport Association</Emphasis>     

Bernd Schulze 《Sportwissenschaft》2004,34(2):244-245

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Until Proven Innocent: Political Correctness and the Shameful Injustices of the Duke Lacrosse Rape Case, by Stuart Taylor, Jr., and KC Johnson. New York: Thomas Dunne Books, 2007, 432 pp., $26.95 hardbound.     

Michael I. Krauss 《Academic Questions》2008,21(1):114-121

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Moral minds     

Steve Clarke 《Minerva》2008,46(1):147-150

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Sträuli Arslan,Leseknick — Lesekick. Leseförderung in vielsprachigen Schulen     

Mechtild Gomolla 《Zeitschrift für Erziehungswissenschaft》2007,10(1):126-127

Ohne Zusammenfassung  相似文献   

The great fires of 1871 in the Northwest     

I.A. Lapham 《Journal of The Franklin Institute》1872,93(6):413-417

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Learning power globally?     

Wiel Veugelers 《Journal of Educational Change》2007,8(2):181-184

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Gender and textbooks: Women writers of elementary readers, 1880–1950     

E. Jennifer Monaghan 《Publishing Research Quarterly》1994,10(1):28-46

Between 1880 and 1950, the role of women as authors of elementary readers flowered and faded. From 1880 to 1915, female authorship dominated. Over the next fifteen years female authorship withstood the challenge of the scientific movement in education. Women’s role as solo authors declined, however, during the Depression, World War II and the postwar years. These changes are explained by the deteriorating environment for female professionalism, changes in the concept of reading expertise, the expanded role of publishers in textbook development, and the differences between men and women in opportunities for graduate study. E. Jennifer is Monaghan a professor in the Department of Educational Services, Brooklyn College of the City University of New York. She is the founder of the History of Reading Special Interest Group of the International Reading Association and author ofA Common Heritage: Noah Webster’s Blue-Back Speller.  相似文献