Movement patterns and physical strain during a novel,simulated cricket batting innings (BATEX)     

Laurence Houghton  Brian Dawson  Jonas Rubenson  Martin Tobin 《Journal of sports sciences》2013,31(8):801-809

Abstract

A simulated cricket batting innings was developed to replicate the physical demands of scoring a century during One-Day International cricket. The simulated innings requires running-between-the-wickets across six 5-over stages, each of 21 min duration. To validate whether the simulated batting innings is reflective of One-Day International batting, movement patterns were collected using a global positioning system (GPS) and compared with previous research. In addition, indicators of physical strain were recorded (heart rate, jump heights, sweat loss, tympanic temperature). Nine club cricketers (mean ± s: age 20 ± 3 years; body mass 79.5 ± 7.9 kg) performed the simulated innings outdoors. There was a moderate trend for distance covered in the simulated innings to be less than that during One-Day batting (2171 ± 157 vs. 2476 ± 631 m · h^?1; effect size = 0.78). This difference was largely explained by a strong trend for less distance covered walking in the simulated innings than in One-Day batting (1359 ± 157 vs. 1604 ± 438 m · h^?1; effect size = 1.61). However, there was a marked trend for distance covered both striding and sprinting to be greater in the simulated innings than in One-Day batting (effect size > 1.2). Practically, the simulated batting innings may be used for match-realistic physical training and as a research protocol to assess the demands of prolonged, high-intensity cricket batting.  相似文献   

Development of the children’s active play imagery questionnaire     

Lisa Cooke  Craig Hall  Danielle Tobin  Michelle Guerrero 《Journal of sports sciences》2013,31(9):860-869

Abstract

The purpose of the current study was to develop an instrument, the Children’s Active Play Imagery Questionnaire (CAPIQ), to assess imagery use during children’s (7–14 years) active play. Phase 1 involved an assessment of content validity using experts (N = 7), while Phase 2 assessed the factorial validity of the CAPIQ using a sample of children (N = 302). Phase 3 contributed to the factorial validity of the CAPIQ by utilising confirmatory factor analysis among an independent sample of children (N = 252). The final version of the CAPIQ consists of 11 items across three factors: fun, social and capability. Further use of the CAPIQ will aid in identifying types of imagery used among children (7–14 years) in their active play, which may contribute to physical activity interventions.  相似文献   

Academic and Professional Identities in Higher Education: The Challenges of a Diversifying Workforce – By George Gordon and Celia Whitchurch     

Kerri‐Lee Krause 《Higher Education Quarterly》2011,65(2):224-227

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We're Listening: Using Patron Feedback to Assess and Enhance Purchase on Demand     

Uta Hussong-Christian  Kerri Goergen-Doll 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):319-335

Oregon State University Libraries piloted a one-year interlibrary loan purchase on demand service beginning in February 2009. An online survey was used to measure patron satisfaction and determine future borrowing and recommendation behavior. These results, along with patron comments, were used to explore future success of the service and ways to enhance the permanent service. Results provide context for the success of purchase-on-demand programs and support the development of innovative tools that increase the efficiency of purchase-on-demand workflow. Oregon State University Libraries permanently adopted the successful service and is working to incorporate patron input on purchase decisions.  相似文献   

Collaborating during turbulent times     

Kenneth Tobin 《Cultural Studies of Science Education》2008,3(4):793-798

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In search of new lights: getting the most from competing perspectives     

Kenneth Tobin 《Cultural Studies of Science Education》2008,3(2):227-230

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Quality in Early Childhood Education: An Anthropologist's Perspective   总被引：2，自引：0，他引：2  

Joseph Tobin 《Early education and development》2005,16(4):421-434

I use examples from my ethnographic work on early childhood education and care settings in Japan and France to demonstrate that quality standards are cultural constructs and to question the universality of such core U.S. standards of quality in ECEC as low student-teacher ratios and multicultural curricula. My argument is that quality standards should reflect local values and concerns and not be imposed across cultural divides. In a heterogeneous society such as the U.S., notions of quality should arise out of conversations in local communities among early childhood educators and parents.  相似文献   

The Personal Response System as a Teaching Aid     

Susan E. Bornsen  Sheri L. Erickson    Kerri Spiering 《Communication Teacher》2013,27(3):89-92

Objective: To examine the classroom use and implications of a Personal Response System, a technological tool to provide immediate feedback from the students to the instructor

Courses: Any communication course, particularly those presented in large lecture halls  相似文献   

Breaking new ground in science education     

Kenneth Tobin 《Cultural Studies of Science Education》2007,2(2):305-308

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Editorial: Toward a Cultural Turn in Science Education     

Kenneth Tobin 《Cultural Studies of Science Education》2006,1(1):7-10

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