Ball screens are one of the most frequently used tactical behaviour in elite basketball games. The aim of the present study was to identify their predictors of success related to time, space, players, and tasks performed. The sample was composed of 818 ball screens corresponding to 20 close games (mean differences in score of 3.1 ± 0.8 points) randomly selected from the playoff games of the Spanish Basketball League (2008–2011). Classification tree analysis (CHAID) was used to analyse which variable or combination of variables, better predicts effectiveness during ball screens. The main results allowed identifying interactions with dribbler actions after the screen and the orientation of the screen on the ball. The results showed no interaction with game quarter and quarter minute temporal-related variables in both analyses. The present findings allow improving coaches’ strategic plans that involve selecting the most appropriate offensive approach when performing ball screens. 相似文献
University course assignments increasingly focus on group work and group projects to help students collaboratively discover more about their fields of study. The Thomas G. Carpenter Library realized the need to investigate means for reimagining itself to better accommodate today's researchers. The complex process of planning for the redesign of both services and space undertaken by the library is described and explained in this first of a planned series of articles. 相似文献
This paper starts by exploring the relevance of Bernstein’s work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise, and the sociology of the professions, this paper advances a conception of teaching as a ‘specialised professional practice’ that requires the support of particular socio-epistemic arrangements and conditions embedded in professional communities. Prevalent notions of teaching and teacher education that find favour in some European countries are examined in the light of these arguments, with particular reference to recent reforms in England. 相似文献
AbstractIf Neil Postman, were alive today, what would he say to Prensky, the originator of the term, ‘digital native’, about the ways in which teachers should approach the wonders and perils of e-learning in their classrooms? As the Dean of a faculty of education which is devoted to both creating and critiquing a variety of digital teaching and learning strategies in K-12 and adult education contexts, I have kept a close eye on the developing metanarrative of the twenty-first century skills movement. Arguments and anecdotes from the movement’s proponents concerning teachers’ technological accountability and competencies are attractive and compelling to some educators at the same time as they are oppressive and disturbing to others. In order to deconstruct the technophilic discourses of Prensky, Trilling, and Fadel, I juxtapose their work with Postman’s cautionary tales about totalitarian technocracy in schools. Postman wants educators to question their taken-for-granted assumptions about the ways in which they and their students should interact with technology. Prensky and his followers wish to provide educators with effective ways to involve their students in experiential learning partnerships through the use of serious gaming, e-books, crowdsourcing, and Facebook. As the views of Prensky and Postman are contrasted, a number of interesting issues emerge. What, for instance, is the nature of moral development and cultural identity formation when collective intelligence, hypertexts, and virtual relationships displace traditional textbook and face-to-face modes of learning? In this article, therefore, I attempt to synthesize the opposing perspectives of Prensky and Postman in order to establish a balanced and yet critical theory of the nature of e-learning. 相似文献
Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study... 相似文献
We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords. 相似文献
Purpose: This paper reflects upon the practice of Argentine rural extensionists working in the extension public system through the process of identifying different rural extensionists' types of mindsets and comparing them with transfer of technology extension approach, dialogical processes of horizontal knowledge exchange, participatory perspectives and innovation system approach.
Design/Methodology/approach: A quali-quantitative investigation was conducted. Surveys containing closed and open questions were sent via email to rural extensionists. This allowed the researcher to identify their beliefs about different issues connected to extension practice. The sample was incidental (n = 219; 143 men, 76 women). Qualitative data was categorized and quantified. Finally, a two-steps cluster analysis was implemented.
Findings: Two types of rural extensionists' mindsets were identified, one of which relates to the transfer of technology approach and other to the dialogical/horizontal model, yet neither of them fitting the ideal of the most important extension institution of the country, which supports an innovation system approach.
Practical implications: Extensionists' practices and institutional ideals do not coincide. Reflexive training processes are required to make beliefs about rural extension explicit in order to build a contextually suitable extension proposal. Originality/Value: Through a quali-quantitative approach to the issue of rural extensionists' mindsets, this paper contributes to a better understanding of Argentine rural extensionists' practices. 相似文献