Sex differences in elbow and wrist joint loading during the cartwheel and round off with different hand positions performed by young gymnasts     

Roman Farana  Gerda Strutzenberger  Timothy Exell  Jiri Skypala  Huw Wiltshire  Gareth Irwin 《Journal of sports sciences》2019,37(13):1449-1456

The aim of the study was to determine if sex differences exist in the key elbow and wrist joint injury risk factors during different cartwheel (CW) and round-off (RO) techniques performed by young male and female artistic gymnasts. Sixteen active young gymnasts (8 males and 8 females) performed 30 successful trials of CW and RO with three different hand positions (parallel (10), T-shape (10) and reverse (10)). Synchronised kinematic and kinetic data were collected for each trial. Two-way repeated measures ANOVA (3 × 2, technique × sex) and effect-sizes (ES) were used for statistical analysis. In conclusion, female gymnasts exhibited greater normalised peak vertical ground reaction forces (VGRF), elbow and wrist compression forces and elbow internal adduction moments during CW and RO skills compared with male gymnasts. In both sexes, the parallel and reverse techniques increased peak VGRF, elbow and wrist compression forces and the elbow internal adduction moment. Increased elbow flexion resulted in decreased peak VGRF, elbow compression forces and elbow internal adduction moment. Injury risk factors including elbow extension and internal adduction moment with axial compression force suggest that a CW and RO in reverse and parallel techniques can be hazardous especially for young female gymnasts.  相似文献   

Job burnout and the school psychologist     

Helen D. Reiner  Timothy S. Hartshorne 《Psychology in the schools》1982,19(4):508-512

School psychologists participating in a workshop on burnout completed Freudenberger's Burnout Questionnaire (1980), identified major job-related stressors, and responded to a list of suggested supervisory, individual, and organizational strategies for prevention. Slightly less than half of the participants appeared on the questionnaire to have burnout problems. Age, years of experience, and sex were not significantly related to the burnout score. Major identified stressors included excessive caseloads, lack of time, and lack of support or appreciation. Reactions to the strategies were positive and hopeful. Implications for training were drawn.  相似文献   

The role of upper torso and pelvis rotation in driving performance during the golf swing   总被引：3，自引：2，他引：1  

Myers J  Lephart S  Tsai YS  Sell T  Smoliga J  Jolly J 《Journal of sports sciences》2008,26(2):181-188

While the role of the upper torso and pelvis in driving performance is anecdotally appreciated by golf instructors, their actual biomechanical role is unclear. The aims of this study were to describe upper torso and pelvis rotation and velocity during the golf swing and determine their role in ball velocity. One hundred recreational golfers underwent a biomechanical golf swing analysis using their own driver. Upper torso and pelvic rotation and velocity, and torso-pelvic separation and velocity, were measured for each swing. Ball velocity was assessed with a golf launch monitor. Group differences (groups based on ball velocity) and moderate relationships (r > or = 0.50; P < 0.001) were observed between an increase in ball velocity and the following variables: increased torso-pelvic separation at the top of the swing, maximum torso-pelvic separation, maximum upper torso rotation velocity, upper torso rotational velocity at lead arm parallel and last 40 ms before impact, maximum torso-pelvic separation velocity and torso-pelvic separation velocity at both lead arm parallel and at the last 40 ms before impact. Torso-pelvic separation contributes to greater upper torso rotation velocity and torso-pelvic separation velocity during the downswing, ultimately contributing to greater ball velocity. Golf instructors can consider increasing ball velocity by maximizing separation between the upper torso and pelvis at the top of and initiation of the downswing.  相似文献   

Analogizing as an instructional strategy     

Donald A. Stepich  Timothy J. Newby 《Performance Improvement》1988,27(9):21-23

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Sports’ disciplinary legacy and the challenge of ‘coaching differently’     

Jim Denison  Joseph P. Mills  Timothy Konoval 《Sport, Education and Society》2017,22(6):772-783

Be empowering. Be athlete-centered. Be autonomy supportive. These are three related topics currently being promoted by sport psychologists and sport pedagogists in an effort to recognize athletes’ unique qualities and developmental differences and make coaching more holistic and coaches more considerate. This has led us to ask, how likely are such initiatives to lead to coaches putting their athletes at the center of the coaching process given that coaches’ practices have largely been formed through relations of power that subordinate and objectify athletes’ bodies through the regular application of a range of disciplinary techniques and instruments [e.g. Barker-Ruchti, N., &; Tinning, R. (2010). Foucault in leotards: Corporeal discipline in women's artistic gymnastics. Sociology of Sport Journal, 27, 229–250; Heikkala, J. (1993). Discipline and excel: Techniques of the self and body and the logic of competing. Sociology of Sport Journal, 10, 397–412; Gearity, B., &; Mills, J. P. (2012). Discipline and punish in the weight room. Sports Coaching Review, 1, 124–134]? In other words, to try to develop athlete-centered coaches capable of coaching in ways that will empower their athletes without also problematizing the discursive formation of coaches’ practices concerns us [Denison, J., &; Mills, J. P. (2014). Planning for distance running: Coaching with Foucault. Sports Coaching Review, 3, 1–16]. Put differently: how can athlete empowerment initiatives be anything more than rhetoric within a disciplinary framework that normalizes maximum coach control? It is this question that we intend to explore in this paper. More specifically, as Foucauldians, we will argue that coaching with greater consideration for athletes’ unique qualities and developmental differences needs to entail coaching in a less disciplinary way and with an awareness and appreciation of the many unseen effects that disciplinary power can have on coaches’ practices and athletes’ bodies.  相似文献   

Measuring Communication Styles in the Malaysian Workplace: Instrument Development and Validation     

Hassan Abu Bakar  Timothy Walters  Haslina Halim 《Journal of Intercultural Communication Research》2014,43(2):87-112

The aim of the present study is to access communication style in the Malaysian workplace through the development and validation of a communication scale appropriate to the Malaysian workplace. The analysis involved data from 200 state development employees, and construct and criterion-related validation using data from 510 employees, representing three organizations in Malaysia. The results provided support for the use of language (pekerti) and communication and interaction (bicara) as crucial communication dimensions for the Malaysian workplace, which are identified from the item-generation procedure.  相似文献   

Comparison of personality profiles for intellectually gifted students and students outstanding in the fine and performing arts attending self-contained secondary schools     

Frances A. Karnes  Jane C. Chauvin  Timothy J. Trant 《Psychology in the schools》1985,22(2):122-126

The study included 199 intellectually gifted students and 176 students in the fine and performing arts who were administered the High School Personality Questionnaire. The results indicated that the gifted students obtained higher Leadership Potential scores, while the talented students scored higher in Creativity. Several significant differences were found in the personality profiles of the two groups.  相似文献   

Assessment of attention in school children: teachers' ratings related to tests of attention     

Timothy C. Papadopoulos  J. P. Das  H. M. Nelly Kodero  Veronica Solomon 《欧洲特需教育杂志》2013,28(1):15-32

The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention.  相似文献   

Making Sense in Education: Pretense (Including No Child Left Behind) and Realities in Rhetoric and Policy About Schools and Schooling     

James M. Kauffman  Timothy R. Konold 《Exceptionality》2013,21(2):75-96

One wrong assumption about reality is sufficient to ensure the failure of education policy. For a variety of reasons, too many people have ignored realities in policies such as the No Child Left Behind Act. Individuals who are serious about reforming or improving education, general or special, must confront realities in at least the following areas: measurement, statistical distributions, measurement error, labels, special services, teacher responsibilities, and teacher training. Enacting or supporting education policy that is known to be seriously flawed is unacceptable and tantamount to the criminal conduct of someone who markets goods with known safety defects or harmful effects or of someone who ignores critical realities in the conduct of business.  相似文献   

Editor's comments     

Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):129-133

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