Tier-specific evolution of match performance characteristics in the English Premier League: it’s getting tougher at the top     

Paul S. Bradley  David T. Archer  Bob Hogg  Gabor Schuth  Michael Bush  Chris Carling 《Journal of sports sciences》2016,34(10):980-987

This study investigated the evolution of physical and technical performances in the English Premier League (EPL), with special reference to league ranking. Match performance observations (n = 14,700) were collected using a multiple-camera computerised tracking system across seven consecutive EPL seasons (2006–07 to 2012–13). Final league rankings were classified into Tiers: (A) 1st–4th ranking (n = 2519), (B) 5th–8th ranking (n = 2965), (C) 9th–14th ranking (n = 4448) and (D) 15th–20th ranking (n = 4768). Teams in Tier B demonstrated moderate increases in high-intensity running distance while in ball possession from the 2006–07 to 2012–13 season (P < 0.001; effect size [ES]: 0.68), with Tiers A, C and D producing less pronounced increases across the same period (P < 0.005; ES: 0.26, 0.41 and 0.33, respectively). Large increases in sprint distance were observed from the 2006–07 to 2012–13 season for Tier B (P < 0.001; ES: 1.21), while only moderate increases were evident for Tiers A, C and D (P < 0.001; ES: 0.75, 0.97 and 0.84, respectively). Tier B demonstrated large increases in the number of passes performed and received in 2012–13 compared to 2006–07 (P < 0.001; ES: 1.32–1.53) with small-to-moderate increases in Tier A (P < 0.001; ES: 0.30–0.38), Tier C (P < 0.001; ES: 0.46–0.54) and Tier D (P < 0.001; ES: 0.69–0.87). The demarcation line between 4th (bottom of Tier A) and 5th ranking (top of Tier B) in the 2006–07 season was 8 points, but this decreased to just a single point in the 2012–13 season. The data demonstrate that physical and technical performances have evolved more in Tier B than any other Tier in the EPL and could indicate a narrowing of the performance gap between the top two Tiers.  相似文献   

Comparison of impact forces,accelerations and ankle range of motion in surfing-related landing tasks     

Lina E. Lundgren  Tai T. Tran  Sophia Nimphius  Ellen Raymond  Josh L. Secomb  Oliver R.L. Farley 《Journal of sports sciences》2016,34(11):1051-1057

  相似文献   

Quantifying the offensive sequences that result in goals in elite futsal matches     

Hugo Sarmento  Paul Bradley  M. Teresa Anguera  Tiago Polido  Rui Resende  Jorge Campaniço 《Journal of sports sciences》2016,34(7):621-629

The aim of this study was to quantify the type of offensive sequences that result in goals in elite futsal. Thirty competitive games in the Spanish Primera Division de Sala were analysed using computerised notation analysis for patterns of play that resulted in goals. More goals were scored in positional attack (42%) and from set pieces (27%) compared to other activities. The number of defence to offense “transitions” (n = 45) and the start of offensive plays due to the rules of the game (n = 45) were the most common type of sequences that resulted in goals compared to other patterns of play. The central offensive zonal areas were the most common for shots on goal, with 73% of all goals scored from these areas of the pitch compared to defensive and wide zones. The foot was the main part of the body involved in scoring (n = 114). T-pattern analysis of offensive sequences revealed regular patterns of play, which are common in goal scoring opportunities in futsal and are typical movement patterns in this sport. The data demonstrate common offensive sequences and movement patterns related to goals in elite futsal and this could provide important information for the development of physical and technical training drills that replicate important game situations.  相似文献   

An Examination and Validation of an Adapted Youth Experience Scale for University Sport     

Scott Rathwell  Bradley W. Young 《Measurement in physical education and exercise science》2016,20(4):208-219

Limited tools assess positive development through university sport. Such a tool was validated in this investigation using two independent samples of Canadian university athletes. In Study 1, 605 athletes completed 99 survey items drawn from the Youth Experience Scale (YES 2.0), and separate a priori measurement models were evaluated (i.e., 99 items, YES 2.0, YES for Sport [YES-S]). Confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) results indicated issues with model fit. Post-hoc modifications improved fit, resulting in a 46-item, 9-factor model with five positive and four negative dimensions. In Study 2, 511 athletes completed the same items. The resultant model was confirmed using both CFA (comparative fit index [CFI] = .911, standardized root mean square residual [SRMR] = .056, root mean square error of approximation [RMSEA] = .040) and ESEM (CFI = .956, SRMR = .023, RMSEA = .034). The resultant University Sport Experience Survey provides a reliable and factorially valid instrument for measuring development in university sport.  相似文献   

Academic socialization,parental educational expectations,and academic self‐efficacy among Latino adolescents     

Fernanda L. Cross  Aixa D. Marchand  Michael Medina  Andrea Villafuerte  Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496

This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.  相似文献   

Beyond educational attainment: The importance of skills and lifelong learning for social outcomes. Evidence for Europe from PIAAC          下载免费PDF全文

Esperanza Vera‐Toscano  Margarida Rodrigues  Patricia Costa 《European Journal of Education》2017,52(2):217-231

Empirical evidence suggests that educational attainment nurtures people's social outcomes and promotes active participation in society and stability. However, it is unclear to what extent other types of human capital also correlate with social outcomes. Hence, we explored the opportunity offered by the PIAAC survey through its provision of information on educational attainment, observed individual key skills proficiency, and participation in adult education and training (adult lifelong learning). We therefore studied the association between these human capital variables and social outcomes, and more specifically interpersonal trust and participation in volunteering activities. Results revealed that these social outcomes were affected not only by the formal qualification obtained, determined by the education variable, but also throughout the life‐cycle. Indeed, education and training when undertaken during adult life have a significant impact, especially on volunteering. The fact that the skill proficiency also plays a significant role is extremely relevant, as skills are more likely to change over the life‐cycle, either in a positive or negative way. Whilst the formal education received is constant after exiting the educational system, skills reflect competences more accurately: first, because those with the same level of education may have different skill levels because of differences in the quality of education or ability; second, because skills can vary over time. For example, they may increase with work experience or informal education, or decrease as a result of depreciation and ageing. These findings suggest that social outcomes are prone to be affected by many factors other than formal education, suggesting that policy makers can implement recommendations even after formal education has been completed.  相似文献   

Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives     

Rebecca Bulotsky‐Shearer  John Fantuzzo 《Psychology in the schools》2004,41(7):725-736

A series of studies extended psychometric research on the Adjustment Scales for Preschool Intervention (ASPI). The ASPI is a multidimensional measure of preschool emotional and behavioral adjustment for use within formal early childhood educational programs. These studies used a multiple method, multisource approach to provide additional evidence for the reliability and validity of the ASPI. Findings documented inter‐rater reliability of the ASPI across key informants within early childhood educational programs—teachers and teacher assistants. Findings supported concurrent validity of the ASPI with direct observations of preschool classroom adjustment problems and the developmentally salient constructs of temperament and emotion regulation. Implications for policy, practice, and future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 725–736, 2004.  相似文献   

Development of system thinking skills in the context of earth system education   总被引：1，自引：0，他引：1  

Orit Ben‐Zvi Assaraf  Nir Orion 《科学教学研究杂志》2005,42(5):518-560

The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth‐grade students from two different classes of an urban Israeli junior high school who studied an earth systems‐based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher‐order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry‐based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc.  相似文献   

What makes marking reliable? Experiments with UK examinations   总被引：2，自引：0，他引：2  

Jo‐Anne Baird  John F. Bell 《Assessment in Education: Principles, Policy & Practice》2004,11(3):331-348

  相似文献   

‘The sky is the limit’: higher education,gender and empowerment in the Bedouin community in the Negev in Israel     

A. Pessate‐Schubert 《Compare》2004,34(3):329-340

This article addresses the meaning that female Bedouin from the Negev in Israel give to higher education. I shall focus the discussion on the processes in which personal and social contexts merge into one another. Although there has been an increase in the number of investigations of the ways in which Bedouin women in the Negev in Israel participate in the public sphere, a survey of the literature reveals that no investigations have been conducted on the meaning educated women attribute to higher education during the course of their lives. Through an analysis of ten in‐depth interviews carried out between 1998 and 2001, this article examines issues such as gender, empowerment and social mobility amongst young Bedouin women in Israel.  相似文献