Adapting,correcting and sequencing movements: does working-memory capacity play a role?     

Tim Buszard  Rich S. W. Masters 《International review of sport and exercise psychology》2018,11(1):258-278

Interest in the role of working-memory capacity in everyday abilities has recently extended to the acquisition of motor skills. This review article examines the role of working-memory capacity in two areas of motor skill acquisition: (1) adapting and correcting movements in response to errors, and (2) sequencing movement patterns. Across a number of studies it was evident that individuals with low or underdeveloped working-memory capacity experienced diminished learning when the practice contexts placed high demands on working memory. Verbal working-memory capacity was associated with the ability to correct movement errors, while several studies revealed the importance of spatial abilities, including spatial working-memory capacity, when learning movement adaptations. Visuo-spatial working-memory capacity correlated with movement sequence learning, either explicitly or implicitly, but old age affected this relationship. Despite these correlations, however, our understanding of the relationship between working-memory capacity and motor skill acquisition is clouded by inconsistent results and a reliance on correlational analyses. To extend understanding of the role of working-memory capacity in motor skill acquisition, researchers should seek to explore novel experimental paradigms that bear closer resemblance to everyday tasks.  相似文献   

Education and Multimedia: the actions of the European Union     

André Richier  Alain Dumort  Corinne Hermant  Marielle Riché‐Magnier 《欧洲师范教育杂志》1997,20(1):33-37

This paper sets out the findings and recommendations of a task force which was set up by the European Commission which investigated the “Educational Multimedia”. It illustrates some of the strategic planning which has taken place across EU member states to co‐ordinate work on new education technologies to enhance teaching and learning.  相似文献   

On Educating the Emotions     

John Martin Rich 《Educational theory》1977,27(4):291-296

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Political Thought of James Reston of the New York Times     

Rich W. Turner 《Journal of American culture (Malden, Mass. : 2003)》1978,1(4):675-682

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Modifying Equipment in Early Skill Development: A Tennis Perspective     

Tim Buszard  Damian Farrow  Machar Reid  Rich S. W. Masters 《Research quarterly for exercise and sport》2013,84(2):218-225

Purpose: The International Tennis Federation recently launched a worldwide campaign advocating the use of equipment scaling for children learning to play tennis. The aim of this study was to investigate the influence that varying racquet sizes and ball compressions had on children's ability to play a forehand groundstroke. Method: This was a quantitative repeated-measures design experiment. Children were required to perform a forehand hitting task using each of 9 combinations of tennis racquets and balls (i.e., 3 racquet sizes × 3 ball compressions). Children's hitting performance was measured using a points system. The aim for the children was to score as many points as possible. Hitting technique was measured via video replay. Results: Hitting performance was best when the smallest racquet combined with the ball with the least compression was used. The ball with the least compression also promoted 2 technique benefits: swinging the racquet from low to high and striking the ball in front and to the side of the body. Conclusions: This study demonstrated the benefits for young children playing with scaled racquets and low-compression balls. The findings are discussed with regards to their relevance to theories of skill acquisition.  相似文献   

Health Education Needs of High School Students in a Large Diversified Metropolitan Area     

Ruth Rich 《Research quarterly for exercise and sport》2013,84(4):631-637

Abstract

In addition to the findings of related studies, four sources of information were selected as a basis for determining the health education needs of high school students. Data were obtained from a representative sample of 959 B10 and A12 grade students in eight Los Angeles high schools by use of the LeMaistre Health Behavior Inventory, the Mooney Problem Check List, information derived from appraisals by school physicians' examinations, and personal data questionnaires on health history which students were asked to complete. The LeMaistre Inventory showed greatest weaknesses to be in the health education areas of sleep, rest, and relaxation; prevention and control of chronic and degenerative diseases; safety education; and consumer health. The Mooney Check List showed most student concerns to be in the areas of sleep, rest, and relaxation; mental health; personal health; and nutrition. From the physicians' examinations, orthopedic, dental, visual, and skin defects were observed most frequently; these findings have implications for the instructional areas of personal health and dental health. From student personal health histories, nutrition; consumer health; sleep, rest, and relaxation; and stimulants and depressants were evident as the instructional areas needing greatest emphasis.

Although little or no statistically significant relationship was found among students' scores on the various techniques which were used to identify needs, it was possible to note an interrelationship among the rank order of certain areas. Moreover, statistically significant grade and sex differences (.05) were apparent in certain aspects of students' health behavior.  相似文献   

Muscular Fatigue Curves of Boys and Girls     

George Q. Rich 《Research quarterly for exercise and sport》2013,84(3):485-498

Abstract

Exponential fatigue curves for dynamic work of the forearm muscles were obtained from 200 boys arid girls ranging from 8 through 17 years of age. The fatigue parameters analyzed in relation to initial strength were fatigable strength, steady-state equilibrium strength, and relative rate of strength loss per contraction. Older children were stronger and exhibited greater fatigue. When their strength loss and steady-state levels were considered in relation to their initial strength-capacity, there were no age differences in fatigability, and sex differences were either absent or very small. At age eight, boys and girls had equal rates of strength loss per muscle contraction. Older boys, since they exerted more strength initially, tended to reach the fatigue level more rapidly than younger children. Older girls reached their fatigue level more slowly.  相似文献   

High school identity climate and student identity development     

Yisrael Rich  Elli P. Schachter 《Contemporary educational psychology》2012

This research investigated whether schools characterized by high school students as being rich in identity promoting features contribute to student identity development. A theoretical model posited that student perceptions of teachers as caring role models and their school as cultivating the whole student will foster student exploration and confidence about future identity development. Hypothesized mediators of these effects were student perceptions of a positive social climate, of experiencing meaningful studies and of affirmation of their agency and exploration. Participants were 2787 male and female students from the Jewish public-religious sector in Israel in 152 classes of 25 high schools. Results indicated that (a) schools with identity promoting features contribute to student identity development, (b) teachers as role models is a more potent variable than teacher caring in predicting student identity development and (c) experiencing meaningful studies is an especially important contributor to student exploration and identity confidence.  相似文献   

Wellness promotion in the schools: Enhancing students' mental and physical health     

David N. Miller  Rich Gilman  Matthew P. Martens 《Psychology in the schools》2008,45(1):5-15

Wellness promotion addresses both the reduction of disorder and disease and the enhancement of mental and physical health. There is increasing evidence of a strong and reciprocal relationship between mental and physical health, and linking these two areas may be particularly useful for promoting positive youth development in school contexts. This article discusses the relationship between mental and physical health in children and adolescents, and how to promote both within schools. Topics discussed include the benefits of (a) hope and optimism, (b) structured extracurricular activities, and (c) sport and exercise psychology for school‐based health and wellness promotion. These topics are linked in that each has the potential to positively affect both mental and physical health in children and adolescents in schools. © 2007 Wiley Periodicals, Inc.  相似文献