Profiling elite male 100-m sprint performance: The role of maximum velocity and relative acceleration     

Robin Healy  Ian C.Kenny  Andrew J.Harrison 《运动与健康科学(英文)》2022,11(1):75-84

Purpose:This study aimed to determine the accuracy of a 4 split time modelling method to generate velocity-time and velocity-distance variables in elite male 100-m sprinters and subsequently to assess the roles of key sprint parameters with respect to 100-m sprint performance.Additionally,this study aimed to assess the differences between faster and slower sprinters in key sprint variables that have not been assessed in previous work.Methods:Velocity-time and velocity-distance curves were generated using a mono-exponential function from 4 split times for 82 male sprinters during major athletics competitions.Key race variables-maximum velocity,the acceleration time constant(τ),and percentage of velocity lost(vLoss)-were derived for each athlete.Athletes were divided into tertiles,based on 100-m time,with the first and third tertiles considered to be the faster and slower groups,respectively,to facilitate further analysis.Results:Modelled split times and velocities displayed excellent accuracy and close agreement with raw measures(range of mean bias was-0.2%to 0.2%,and range of intraclass correlation coefficients(ICCs)was 0.935 to 0.999)except for 10-m time(mean bias was 1.6%±1.3%,and the ICC was 0.600).The 100-m sprint performance time and all 20-m split times had a significant near-perfect negative correlation with maximum velocity(r≥-0.90)except for the 0 to 20-m split time,where a significantly large negative correlation was found(r=-0.57).The faster group had a significantly higher maximum velocity andτ(p<0.001),and no significant difference was found for vLoss(p=0.085).Conclusion:Coaches and researchers are encouraged to utilize the 4 split time method proposed in the current study to assess several key race variables that describe a sprinter’s performance capacities,which can be subsequently used to further inform training.  相似文献   

The empire strikes back: towards a Marxist critique of soccer in Sub-Saharan Africa     

Michael P. A. Murphy 《Sport in Society》2017,20(9):1271-1280

Attempts to critique and problematize the inequalities embedded in international sporting codes fall short in their failure to integrate the Marxist discussion of capitalist imperialism. This paper brings into conversation current scholarship on soccer in Africa with the works of Lenin on Imperialism and emerging discussions on nonterritorial imperialism. By examining both historical and structural perspectives on the imperialist use of soccer in Africa, visibility comes to the inequalities within international sport and also the theoretical formation of capitalist imperialism.  相似文献   

The moral disengagement in sport scale--short     

Boardley ID  Kavussanu M 《Journal of sports sciences》2008,26(14):1507-1517

A scale has recently been developed to measure moral disengagement in sport (Boardley & Kavussanu, 2007). It consists of 32 items that measure the eight mechanisms of moral disengagement proposed by Bandura (1991). In the present study, we aimed to: (a) examine whether a subset of these items could form a short version of the scale; (b) provide evidence for the construct validity of the short version; and (c) test its measurement invariance across sex and sport type. A total of 992 football, rugby, hockey, basketball, and netball players from three different samples completed the long version of the scale. Data analyses indicated that the short version of the scale consisted of eight items and had high internal consistency. Construct validity of the scale was evidenced via correlations with sport moral disengagement and prosocial and antisocial behaviour. Multisample confirmatory factor analyses established measurement invariance across sex and partial measurement invariance across four team sports. In conclusion, the short version of the scale is a reliable and valid measure of moral disengagement in sport.  相似文献   

Repeatability of scores on a novel test of endurance running performance     

Rollo I  Williams C  Nevill A 《Journal of sports sciences》2008,26(13):1379-1386

The aim of the present study was to determine the repeatability of a running endurance test using an automated treadmill system that requires no manual input to control running speed. On three separate occasions, 7 days apart, 10 experienced male endurance-trained runners (mean age 32 years, s = 10; VO2peak 61 ml x kg(-1) x min(-1), s = 7) completed a treadmill time trial, in which they were instructed to run as far as possible in 60 min. The treadmill was instrumented with an ultrasonic feedback-controlled radar modulator that spontaneously regulated treadmill belt speed corresponding to the changing running speed of each runner. Estimated running intensity was 70% VO2peak (s = 11) and the distance covered 13.5 km (s = 2), with no difference in mean performances between trials. The coefficient of variation, estimated using analysis of variance, with participant and trial as main effects, was 1.4%. In summary, the use of an automated treadmill system improved the repeatability of a 60-min treadmill time trial compared with time trials in which speed is controlled manually. The present protocol is a reliable method of assessing endurance performance in endurance-trained runners.  相似文献   

A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education     

Taylor IM  Ntoumanis N  Standage M 《运动与训练心理学杂志》2008,30(1):75-94

Physical education teachers can influence students' self-determination through the motivational strategies that they use. The current study examined how teachers' reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers' autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers' psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.  相似文献   

Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help?     

Ian Jones  Marie Bisson  Camilla Gilmore  Matthew Inglis 《British Educational Research Journal》2019,45(3):662-680

An impediment to conducting high-quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the development of validated measures of conceptual understanding is resource intensive and time consuming, and success is not guaranteed. We evaluated a novel and efficient technique, based on comparative judgement, for assessing conceptual understanding. We applied the technique to a randomised controlled trial in which students were taught simple algebra based on either the Grid Algebra or the MiGen software package. The participants were Year 5 students (N = 188) drawn from four primary schools who had not encountered algebra previously. An instrument from the literature (Concepts in Secondary Mathematics and Science: Algebra Scale) and a novel comparative judgement assessment were administered following the intervention. Students in the Grid Algebra condition outperformed those in the MiGen condition on both post-test measures. The comparative judgement technique performed similarly to the standard instrument but was far more efficient to design and implement. The technique can, in principle, be quickly applied to any target concept of interest. We conclude that comparative judgement is a valid, reliable and practical tool that could help to increase both the quantity and quality of quantitative research in education.  相似文献   

From Pulps to Paperbacks: The Role of Medium in the Development of Sword‐and‐Sorcery Fiction     

Brian Murphy 《Journal of American culture (Malden, Mass. : 2003)》2021,44(1):43-53

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‘I h8 u’: Findings from a five‐year study of text and email bullying     

Ian Rivers  Nathalie Noret 《British Educational Research Journal》2010,36(4):643-671

This study charts reports of nasty or threatening text and email messages received by students in academic years 7 and 8 (11–13 years of age) attending 13 secondary schools in the North of England between 2002 and 2006. Annual surveys were undertaken on behalf of the local education authority to monitor bullying. Results indicated that, over five years, the number of pupils receiving one or more nasty or threatening text messages or emails increased significantly, particularly among girls. However, receipt of frequent nasty or threatening text and email messages remained relatively stable. For boys, being a victim of direct‐physical bullying was associated with receiving nasty or threatening text and email messages; for girls it was being unpopular among peers. Boys received more hate‐related messages and girls were primarily the victims of name‐calling. Findings are discussed with respect to theoretical and policy developments, and recommendations for future research are offered.  相似文献   

Young people on the margins: In need of more choices and more chances in twenty‐first century Scotland     

Ian Finlay  Marion Sheridan  Jane McKay  Hope Nudzor 《British Educational Research Journal》2010,36(5):851-867

The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what it was like to be NEET. Three significant issues that emerged from these life stories are discussed in this paper. These are the problematic nature of the discourse of NEET sub‐groups; the challenges of school‐exclusion policies and practices; and the myth of low aspirations.  相似文献   

Evaluating the FRIENDS programme in a Scottish setting     

Ian Liddle  Susan Macmillan 《Educational Psychology in Practice》2010,26(1):53-67

This study used an “indicated prevention” approach to attempt to replicate very positive international evaluations of the FRIENDS for Life programme. Using standardised self‐report measures of anxiety, low mood and self esteem with groups of children from four schools, the study found significant improvements in all of these measures following the 10‐week programme, which were sustained four months later. Positive findings were also obtained from an examination of the programme’s impact on children’s social skills. Implications for improving emotional well‐being and educational outcomes for children in Scottish schools are discussed.  相似文献