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This investigation assessed whether a Technique Refinement Intervention designed to produce pronounced vertical hip displacement during the kicking stride could improve maximal instep kick performance. Nine skilled players (age 23.7 ± 3.8 years, height 1.82 ± 0.06 m, body mass 78.5 ± 6.1 kg, experience 14.7 ± 3.8 years; mean ± SD) performed 10 kicking trials prior to (NORM) and following the intervention (INT). Ground reaction force (1000 Hz) and three-dimensional motion analysis (250 Hz) data were used to calculate lower limb kinetic and kinematic variables. Paired t-tests and statistical parametric mapping examined differences between the two kicking techniques across the entire kicking motion. Peak ball velocities (26.3 ± 2.1 m · s?1 vs 25.1 ± 1.5 m · s?1) and vertical displacements of the kicking leg hip joint centre (0.041 ± 0.012 m vs 0.028 ± 0.011 m) were significantly larger (P < 0.025) when performed following INT. Further, various significant changes in support and kicking leg dynamics contributed to a significantly faster kicking knee extension angular velocity through ball contact following INT (70–100% of total kicking motion, P < 0.003). Maximal instep kick performance was enhanced following INT, and the mechanisms presented are indicative of greater passive power flow to the kicking limb during the kicking stride. 相似文献
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The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Teachers are the impetus for the success of the course. As such, research was undertaken to understand the knowledge, attitudes, and concerns of Namibian Bachelor of Education students in order to be effective HIV/AIDS educators. Findings determine a gap in knowledge about HIV/AIDS-related issues. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV/AIDS education. 相似文献
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Peter D. Mundy Jason P. Lake Patrick J.C. Carden Neal A. Smith Mike A. Lauder 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(1):23-35
There are two perceived criterion methods for measuring power output during the loaded countermovement jump (CMJ): the force platform method and the combined method (force platform + optoelectronic motion capture system). Therefore, the primary aim of the present study was to assess agreement between the force platform method and the combined method measurements of peak power and mean power output during the CMJ across a spectrum of loads. Forty resistance-trained team sport athletes performed maximal effort CMJ with additional loads of 0 (body mass only), 25, 50, 75 and 100% of body mass (BM). Bias was present for peak velocity, mean velocity, peak power and mean power at all loads investigated, and present for mean force up to 75% of BM. Peak velocity, mean velocity, peak power and mean power 95% ratio limits of agreement were clinically unacceptable at all loads investigated. The 95% ratio limits of agreement were widest at 0% of BM and decreased linearly as load increased. Therefore, the force platform method and the combined method cannot be used interchangeably for measuring power output during the loaded CMJ. As such, if power output is to be meaningfully investigated, a standardised method must be adopted. 相似文献
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Karen Mundy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):23-48
Over the past decade, the achievement of universal primary education, under the somewhat misleading rubric of ‘Education for All’ (EFA), has steadily built momentum in international forums as a focus for discussion and action. The present study looks critically at the evolution of consensus about EFA within the international community. The first section of this contribution provides an overview of ‘education for development’ in the form in which it has been inherited from the 20th century. The second describes what has changed in the context, rhetoric and practice of such ‘education for development’. The final section reflects on two questions: ‘Why has EFA now moved beyond international rhetoric to action?’; and ‘What can our experience with EFA tell us about the prospects for multilateralism and global governance in the 21st century?’ 相似文献
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A. J. Holliman G. J. Williams I. R. Mundy C. Wood L. Hart S. Waldron 《Reading and writing》2014,27(2):255-266
A growing number of studies now suggest that sensitivity to the rhythmic patterning of speech (prosody) is implicated in successful reading acquisition. However, recent evidence suggests that prosody is not a unitary construct and that the different components of prosody (stress, intonation, and timing) operating at different linguistic levels (word, phrase, and sentence) may be related to reading development in different ways. Sixty-two five- to seven-year-old English-speaking children completed a newly developed, multi-component measure designed to assess several different aspects of prosodic sensitivity in a single, easily-administered task. The new measure was found to be sensitive to individual differences in prosodic sensitivity and participants’ overall scores were significantly correlated with measures of vocabulary, phonological awareness, phonological decoding, text reading accuracy, and reading comprehension. An exploratory factor analysis suggested that the multi-component measure of prosodic sensitivity distinguished between the processing of stress, intonation, and timing. The task also distinguished between word-level and sentence-level sensitivity to stress information. These findings add to the growing literature demonstrating a relationship between prosodic sensitivity and reading and represent a first step towards disentangling prosody and developing a more sophisticated understanding of its role in early reading development. 相似文献
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全球治理与教育变革:跨国与国际教育政策过程研究的重要性 总被引：1，自引：0，他引：1
大多数教育政策研究仍然把教育政策主要放在国内政治而非国际政治的舞台中进行研究。本文吸收了政治科学、国际关系和公共管理领域最近的研究成果,指出国际的、地区的和跨国的行为主体及其政策过程的影响力正在增长,理应得到教育政策研究界的高度重视。政治科学中的全球治理研究或许能为关于跨国和国际的行为主体及其政策过程的教育政策研究提供新的方法,同时,提醒我们更多地关注新的国际行为体和新的组织与协调方式,更加深入地思考规范化的过程在多大程度上塑造了民族国家对教育中的共同国际利益的认同方式。 相似文献
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Contextualizing Gay‐Straight Alliances: Student,Advisor, and Structural Factors Related to Positive Youth Development Among Members 
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下载免费PDF全文 V. Paul Poteat Hirokazu Yoshikawa Jerel P. Calzo Mary L. Gray Craig D. DiGiovanni Arthur Lipkin Adrienne Mundy‐Shephard Jeff Perrotti Jillian R. Scheer Matthew P. Shaw 《Child development》2015,86(1):176-193
Gay‐straight alliances (GSAs) may promote resilience. Yet, what GSA components predict well‐being? Among 146 youth and advisors in 13 GSAs (58% lesbian, gay, bisexual, or questioning; 64% White; 38% received free/reduced‐cost lunch), student (demographics, victimization, attendance frequency, leadership, support, control), advisor (years served, training, control), and contextual factors (overall support or advocacy, outside support for the GSA) that predicted purpose, mastery, and self‐esteem were tested. In multilevel models, GSA support predicted all outcomes. Racial/ethnic minority youth reported greater well‐being, yet lower support. Youth in GSAs whose advisors served longer and perceived more control and were in more supportive school contexts reported healthier outcomes. GSA advocacy also predicted purpose. Ethnographic notes elucidated complex associations and variability as to how GSAs operated. 相似文献
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Paul Mundy Marcel A. Fredericks William J. Mackey 《Journal of Experimental Education》2013,81(4):65-69
Academic achievement was not found to be associated with social class position for freshmen minor (high school) seminarians. Even so it is suggested that there are factors related with academic achievement that are class linked. Such factors as intelligence, ethnicity, national cultural origin, and even psycho-social attitudes deserve further consideration. It is further suggested that the operational extension of academic achievement to student grades may be deceptively simplistic. What is needed to be known are the conditions under which academic achievement becomes operative. The class structure of a minor seminary not only tells the probable community from which prospective candidates were drawn– upper, middle, or lower class– it also may give insights into the nature of hypothesized relationships. Understanding of the whole educational process leading to religious careers awaits future research. 相似文献