Measurement of three-dimensional hand kinematics during swimming with a motion capture system: a feasibility study     

Tony Monnet  Mathias Samson  Anthony Bernard  Laurent David  Patrick Lacouture 《Sports Engineering》2014,17(3):171-181

Current trends in swimming biomechanics are focused on accurate measurements. Nowadays, reliable calibration methods have been proposed to reach an accuracy of about 1 mm on rigid structure. But the question remains about the final accuracy for three-dimensional hand kinematics measurement during the underwater phase of front crawl swimming. Furthermore, most research is based on manual tracking with two or more cameras. In this paper we propose a protocol to acquire three-dimensional hand kinematics when swimming in a specific pool with a motion analysis system behind windows. Results highlight the benefits of using such a system in terms of accuracy and feasibility: the time allowed for post-processing is ten times lower and the quantified improved accuracy is better than with manual tracking.  相似文献   

Anticipatory postural adjustments during cutting manoeuvres in football and their consequences for knee injury risk     

Guillaume Mornieux  Dominic Gehring  Patrick Fürst  Albert Gollhofer 《Journal of sports sciences》2014,32(13):1255-1262

Abstract

Anticipatory postural adjustments (APAs), i.e. preparatory positioning of the head, the trunk and the foot, are essential to initiate cutting manoeuvres during football games. The aim of the present study was to determine how APA strategies during cutting manoeuvres are influenced by a reduction of the time available to prepare the movement.

Thirteen football players performed different cutting tasks, with directions of cutting either known prior to the task or indicated by a light signal occurring 850, 600 or 500 ms before ground contact.

With less time available to prepare the cutting manoeuvre, the head was less orientated towards the cutting direction (P = 0.033) and the trunk was even more rotated in the opposite direction (P = 0.002), while the foot placement was not significantly influenced. Moreover, the induced higher lateral trunk flexion correlated with the increased knee abduction moment (r = 0.41; P = 0.009).

Increasing lateral trunk flexion is the main strategy used to successfully perform a cutting manoeuvre when less time is available to prepare the movement. However, higher lateral trunk flexion was associated with an increased knee abduction moment and therefore an increased knee injury risk. Reducing lateral trunk flexion during cutting manoeuvres should be part of training programs seeking the optimisation of APAs.  相似文献   

Hot Books in the Cold War: The CIA-Funded Secret Western Book Distribution Program Behind the Iron Curtain by Alfred A. Reisch     

James R. Kelly 《Slavic & East European Information Resources》2013,14(3):204-205

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The Second Machine Age: Work,Progress, and Prosperity in a Time of Brilliant Technologies by Eric Brynjolfsson and Andrew McAfee     

Kelly Evans 《Journal of Business & Finance Librarianship》2013,18(3):244-246

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CHANGING CONCEPTIONS OF GLOBALIZATION: CHANGING CONCEPTIONS OF EDUCATION   总被引：1，自引：0，他引：1  

Patrick Fitzsimons 《Educational theory》2000,50(4):505-520

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Exploring Emotional Intelligence Among Master's‐Level Counseling Trainees          下载免费PDF全文

Daniel Gutierrez  Patrick R. Mullen  Jesse Fox 《Counselor Education & Supervision》2017,56(1):19-32

The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program.  相似文献   

A Criterion-Referenced Approach to Student Ratings of Instruction     

J. Patrick Meyer  Justin B. Doromal  Xiaoxin Wei  Shi Zhu 《Research in higher education》2017,58(5):545-567

We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response theory and Wright mapping methods, we describe teaching characteristics at various points along the latent continuum for each scale. These maps enable criterion-referenced score interpretation by making an explicit connection between test performance and the theoretical framework. We explain the way our Wright maps can be used to enhance an instructor’s ability to interpret scores and identify ways to refine teaching. Although our work is aimed at improving score interpretation, a criterion-referenced test is not immune to factors that may bias test scores. The literature on SRIs is filled with research on factors unrelated to teaching that may bias scores. Therefore, we also used multilevel models to evaluate the extent to which student and course characteristic may affect scores and compromise score interpretation. Results indicated that student anger and the interaction between student gender and instructor gender are significant effects that account for a small amount of variance in SRI scores. All things considered, our criterion-referenced approach to SRIs is a viable way to describe teaching quality and help instructors refine pedagogy and facilitate course development.  相似文献   

Measurement Invariance of a School Readiness Screener for Use in Preschool and Kindergarten     

Kelly L. Edyburn  Matthew Quirk  Michael Furlong 《Early education and development》2017,28(7):810-821

Research Findings: Public policy has increasingly focused on expansion of preschool access for underserved students and systematic evaluation of preschool quality and students’ readiness for school. However, such evaluation is limited by a lack of thoroughly validated assessments for use with preschool populations. The present study examined the measurement and structural invariance of the Kindergarten Student Entrance Profile (KSEP) across kindergarten and prekindergarten groups to evaluate its potential use across developmental groups. Participants included 522 kindergarten and 548 prekindergarten students in central California. Invariance was tested by fitting a series of multiple-groups confirmatory factor analysis models with parameter constraints across groups. Results indicated that measurement and structural parameters of the KSEP were invariant across kindergarten and prekindergarten groups. Prekindergarten means on both Social–Emotional Readiness and Cognitive Readiness were significantly lower than kindergarten means. Practice or Policy: These results suggest that the KSEP may potentially be used with prekindergarten students to assess school readiness and inform intervention before kindergarten entry.  相似文献   

Settler grammars and the Australian professional standards for teachers     

Nikki Moodie  Rachel Patrick 《Asia-Pacific Journal of Teacher Education》2017,45(5):439-454

In 2011, the Australian Institute for Teaching and School Leadership introduced new Professional Standards for Teachers, which require that graduate teachers possess knowledge and understanding of Indigenous students and cultures. The authors conducted interviews with 12 non-Indigenous teacher educators at one Australian university in order to understand how these Standards are interpreted and implemented. We adopt Calderon’s framework of settler grammars to interpret the dialectic of presence and absence that teacher educators in our study describe. Extending this frame to an analysis of the Australian Professional Standards for Teachers, we find that settler grammars function to simultaneously erase Indigenous claims to sovereignty and epistemological equality, whilst promoting a representation of Indigenous people that asserts the primacy of the settler colonial state.  相似文献   

Understanding Linear Function: a Comparison of Selected Textbooks from England and Shanghai     

Yuqian Wang  Patrick Barmby  David Bolden 《International Journal of Science and Mathematics Education》2017,15(1):131-153

This study describes a comparison of how worked examples in selected textbooks from England and Shanghai presented possible learning trajectories towards understanding linear function. Six selected English textbooks and one Shanghai compulsory textbook were analysed with regards to the understanding required for pure mathematics knowledge in linear function. Understanding was defined as being at five levels: Dependent Relationship, Connecting Representations, Local Properties Noticing, Object Analysis and Inventising. These levels were developed by examining the most prominent theories from the existing literature on understanding function. Findings suggested that the English textbooks constrained the structural aspect of understanding linear function due to a point-to-point view of function, while the Shanghai textbook which focussed on a variable view of function overemphasised the algebraic approach. The discussion explored the drawbacks to each approach and what teachers or textbook writers could do to balance these two approaches in order to facilitate students’ understanding towards a structural view of linear function.  相似文献