Effect of different number of players and training regimes on physiological and technical demands of ball-drills in basketball     

Daniele Conte  Terence G. Favero  Meike Niederhausen  Laura Capranica  Antonio Tessitore 《Journal of sports sciences》2016,34(8):780-786

This study aimed to analyse the effects of two factors (number of players and training regimes) on players’ physiological and technical demands in basketball ball-drills. Twenty-one young basketball players performed four different ball-drills (two levels for each factor). The number of players involved was 2vs2 and 4vs4, while ball-drill regimes were continuous and intermittent. Physiological demand was assessed using the percentage of maximal heart rate (%HR_max), Edwards’ training load and rating of perceived exertion (RPE). Furthermore, the following technical actions were collected: dribbles, steals, rebounds, turnovers, passes (total, correct, wrong and % of correct pass) and shots (total, scored, missed and % of made shot). A 2 × 2 (number of players × regime) two-way ANOVA with repeated measures was applied for physiological parameters and technical actions. The 2vs2 condition showed higher %HR_max (P < 0.001), Edwards’ training load (P < 0.001), RPE (P < 0.001), number of dribbles (P < 0.001), rebounds (P < 0.001), passes [total (P = 0.005) and correct (P = 0.005)] and shots [total (P < 0.001) scored (P < 0.001) and missed (P < 0.001)] than 4vs4. Moreover, the continuous regime revealed higher %HR_max (P < 0.001), Edwards’ training load (P < 0.001), RPE (P = 0.006) and dribbles (P < 0.001) than the intermittent regime. This study showed that both number of players and regime are useful variables able to modify basketball ball-drills workload.  相似文献   

Postmodernism in education: Blessing or curse?     

Terence Lovat 《Educational Philosophy and Theory》2018,50(14):1489-1490

  相似文献   

The politics of “universal participatory democracy”: A Canadian case study     

Terence C. Halliday 《Minerva》1975,13(3):404-427

  相似文献   

A comparison of white and black student academic success using noncognitive variables: A LISREL analysis   总被引：2，自引：0，他引：2  

Terence J. Tracey  William E. Sedlacek 《Research in higher education》1987,27(4):333-348

The structural relation of the seven noncognitive dimensions proposed by Sedlacek and Brooks in 1976 and traditional definitions of academic ability, as indicated by Scholastic Aptitude Test (SAT) scores, to first semester grade-point average (GPA) and persistence after three and five semesters was examined in this study. Random samples of entrants at one predominantly white state university were administered the Non-cognitive Questionnaire (NCQ) during summer orientation in 1979 and 1980. The NCQ results and the SAT scores were used to derive structural models (using LISREL) or early academic success for both black and white students. The structural models for the black and white students were found to be very different. For black students, traditional academic ability was related to first semester GPA, but neither GPA nor academic ability was related to persistence. Only the noncognitive dimensions were predictive of black student persistence. For white students, academic ability was the best predictor of first semester grades, and these grades were the major predictor of subsequent persistence. The noncognitive dimensions were not important in white student academic success, whereas they were crucial in black student academic success.  相似文献   

Review symposia     

Terence McMullen  John Maze  Joel Michell  Brian Kennedy 《Metascience》1996,5(2):6-20

  相似文献   

Validating Measures of Performance   总被引：2，自引：0，他引：2  

Michael Kane  Terence Crooks  Allan Cohen 《Educational Measurement》1999,18(2):5-17

How can the validity of performance assessments be established? What type of logical argumentation is necessary to generalize from a particular assessment to the ability or abilities of interest?  相似文献   

Practical considerations when using pedometers to assess physical activity in population studies: lessons from the Burnie Take Heart Study     

Schmidt MD  Blizzard CL  Venn AJ  Cochrane JA  Dwyer T 《Research quarterly for exercise and sport》2007,78(3):162-170

The aim of this study was to summarize both practical and methodological issues in using pedometers to assess physical activity in a large epidemiologic study. As part of a population-based survey of cardiovascular disease risk factors, physical activity was assessed using pedometers and activity diaries in 775 men and women ages 25-64 years who were residents of Burnie, Tasmania, 1998-99. Common data problems were classified by type. The frequency of each problem and the methods used to identify it are reported along with strategies to correct or prevent each problem type. Pedometer data from 15 (1.9%) participants could not be used due to errors in completing the pedometer protocol. Among 760 participants with usable data, the median number of steps was 9,729 for men and 10,388 for women. Pedometer steps per day were modestly correlated (r = .20, p < .0001) with the duration of pedometer wear, which ranged from 4.50 to 21.75 hr. Adjustment for wear time, however, did not alter observed correlations between pedometer steps and cardiovascular risk factors. The authors conclude that pedometers can be used in large population studies with a relatively low frequency of data errors. However guidelines for consistent data collection and interpretation are needed.  相似文献   

Do primary students understand how pregnancy can occur? A comparison of students in Jakarta,West Java,West Nusa Tenggara and South Sulawesi,Indonesia     

Iwu Dwisetyani Utomo  Peter McDonald  Ariane Utomo  Terence H. Hull 《Sex education》2014,14(1):95-109

In Indonesian primary schools, sex education is implicitly integrated into various related subjects, such as science, biology, social studies and religion. The technical facts of ovulation and sperm are mentioned in biology, although little or no connection is made between this process and sexual intercourse. By the end of primary school, therefore, children are likely to have a poor understanding of how pregnancy can occur. Given that young girls at this age have already experienced or will soon experience menarche, and given the increasing trend towards delaying the age at marriage in Indonesian society, this lack of knowledge places young people at risk of various negative consequences, including unwanted pregnancy. In this paper, we investigate the level of understanding regarding human reproduction amongst 1762 students attending the last year of primary school, distributed across 32 different schools in Indonesia. Despite the fact that all schools follow a national curriculum, our results reveal widespread variability in the students' comprehension of how pregnancy can occur. In particular, students attending Islamic religious schools and those in less developed provinces of Indonesia appear to have a much poorer understanding of the link between sexual intercourse and conception.  相似文献   

A Report on the Montreux International Audio-Visual Symposium     

Terence R Oliver 《Educational Media International》2013,50(3)

The first International Audio-Visual Symposium was held in Montreux from 15-20 June 1980. The event will be held biannually.  相似文献   

Instructional practices and science performance of 10 top-performing regions in PISA 2015     

Kwok-chi Lau  Terence Yuk-ping Lam 《International Journal of Science Education》2013,35(15):2128-2149

ABSTRACT

This study analysed 10 top-performing regions in PISA 2015 on their science performances and instructional practices. The regions include Singapore, Japan, Estonia, Taipei, Finland, Macao, Canada, Hong Kong, China and Korea. The science performances of the 10 regions and their teaching practices are described and compared. The construct of enquiry-based instruction as developed in PISA 2015 is revised into two new constructs using factor analysis. Then, the relationships of the teaching practices with science performance are analysed using hierarchical linear modelling. Adaptive instruction, teacher-directed instruction and interactive application are found positively associated with performance in all regions, while investigation and perceived feedback are all negative. The regions except Japan and Korea tend to have a high frequency of teacher-directed instruction facilitated by more or less authoritative class discussion in class. A fair amount of practical work is done, but not many of them are investigations. The cultural influences on teaching practices are discussed on how an amalgam of didactic and constructivist pedagogy is created by the Western progressive educational philosophy meeting the Confucian culture. The reasons for investigation’s negative association with performance are also explored.  相似文献