Individual pathways in the development of forceful throwing     

Langendorfer SJ  Roberton MA 《Research quarterly for exercise and sport》2002,73(3):245-256

Halverson, Roberton, and Langendorfer (1982) reported the development of children ages 6-13 years filmed longitudinally performing the forceful overarm throw. These authors described the children's progress through developmental sequences for trunk, humerus, and forearm actions; however, they did not study developmental relationships ("profiles") across these components. This paper reports how the profiles changed in the same children across trials within filming sessions and over time. The data revealed both common and individual developmental pathways. The frequencies of some pathways were not chance occurrences (p < or = .01), suggesting that within-person constraints eliminated certain movement relationships while encouraging others. The authors hypothesize that the kinematics of trunk rotation may serve as a control parameter for pattern change.  相似文献   

Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition     

Janelle CM  Champenoy JD  Coombes SA  Mousseau MB 《Journal of sports sciences》2003,21(10):825-838

We examined the effectiveness of different cueing conditions during observational learning of a soccer accuracy pass. Sixty participants (30 males, 30 females) were randomly assigned and stratified by sex into one of six groups: discovery learning, verbal instruction, video model with visual cues, video model with verbal cues, video model with visual and verbal cues, and video model only. Each participant completed eight blocks of 10 trials each, with trial blocks 1 and 2 representing the practice phase (no manipulation), trial blocks 3, 4, 5 and 6 the acquisition phase (manipulation administered) and trial blocks 7 and 8 the retention phase (24 h after acquisition, with no manipulation). Absolute error, variable error and kicking form were recorded. The results indicated that those who used video modelling with visual and verbal cues collectively displayed less error and more appropriate form across acquisition and retention trial blocks compared with other groups. Our findings suggest that verbal information in addition to visual cues enhances perceptual representation and retention of modelled activities to improve task reproduction capabilities. Future research directions are proposed with implications for both direct and indirect perception accounts of skill acquisition through observed behaviours.  相似文献   

How Does Peer Review Work and Can It be Improved?     

Cole  Stephen 《Minerva》1998,36(2):179-189

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Did Funding Matter to the Development of Research Methods in Sociology?     

Turner  Stephen P. 《Minerva》1998,36(1):69-79

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One third cherokee: Problem solving,teaching, and intuition     

Stephen I. Brown  Gerald R. Rising 《Educational Studies in Mathematics》1978,9(4):391-409

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Higher education in Greece     

Stephen C. Margaritis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):297-311

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Legal and Psychometric Criteria for Evaluating Teacher Certification Tests     

Stephen G. Sireci  Preston C. Green  III 《Educational Measurement》2000,19(1):22-31

Will our teacher certification testing program stand up to a court challenge? What are the critical issues the courts consider in examining teacher certification testing? What do we need to do to strengthen our program legally and psychometrically?  相似文献   

Informing in the Information Age: How to Communicate Measurement Concepts to Education Policy Makers     

Stephen G. Sireci  Ellen Forte 《Educational Measurement》2012,31(2):27-32

Current educational policies rely on educational assessments. However, the technical aspects of assessments are often unknown to policy makers, which is dangerous because sound assessment policy requires knowledge of the strengths and limitations of educational tests. In this article, we discuss the importance of informing policy makers of important psychometric issues that should be considered whenever tests are proposed for specific purposes. We discuss the types of information that are important to communicate to policy makers, how to best convey this information in a manner in which it can be understood, and how to be seen as a valuable source of information to education policy makers. We end with some specific steps organizations such as NCME can take to inform policy makers and advocate for valid educational assessment policies.  相似文献   

Validity Issues in Test Speededness     

Ying Lu  Stephen G. Sireci 《Educational Measurement》2007,26(4):29-37

Speededness refers to the situation where the time limits on a standardized test do not allow substantial numbers of examinees to fully consider all test items. When tests are not intended to measure speed of responding, speededness introduces a severe threat to the validity of interpretations based on test scores. In this article, we describe test speededness, its potential threats to validity, and traditional and modern methods that can be used to assess the presence of speededness. We argue that more attention must be paid to this issue and that more research must be done to set appropriate time limits on power tests so that speed of responding does not interfere with the construct measured.  相似文献   

The Invisible Majority: Adult Learners in English Higher Education     

Stephen McNair 《Higher Education Quarterly》1998,52(2):162-178

The report of the National Inquiry into Higher Education (the Dearing Committee) makes much play of lifelong learning, and the last decade has seen a rapid increase in the proportion of mature learners in higher education overall. In 1993 the National Institute for Adult Continuing Education argued that the advent of lifelong learning and an adult majority in higher education called for a radical rethinking of the nature and purposes of higher education. There has been some positive change, and the Dearing report is broadly positive, but by failing to recognise the nature of the lifelong agenda, it may be too little too late.  相似文献