Kinematic changes during learning the longswing on high bar     

Genevieve Williams  Gareth Irwin  David G. Kerwin  Karl M. Newell 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):20-33

The purpose of this study is to provide evidence of technique changes during learning a sports-specific skill, the looped bar longswing (LLS). Thirteen male participants with no previous high bar experience took part in a training study. Kinematic data were collected using a CODA motion analysis system (200 Hz) during eight weekly testing sessions. Analyses focused on the amplitude of swing and the functional phase (FP) actions, defined by the rapid flexion to extension of the shoulders and extension to flexion of the hips as the performer passed through the lower vertical. Three groups were identified based on the number of sessions it took each participant to perform the LLS (G1: most successful, G2: intermediate, and G3: least successful). All participants were able to significantly increase swing amplitude over the training period (p < 0.05). For each participant the hip FP started significantly: later for G1, earlier for G2, and did not change for G3. Extension actions at the shoulders were dissimilar to those reported for elite gymnasts performing the longswing. The FP of the hips provides a mechanism to distinguish between the learners of different skill levels. The study has provided support for a single-subject design when investigating technique changes during learning.  相似文献   

A test of processing efficiency theory in a team sport context   总被引：2，自引：0，他引：2  

Smith NC  Bellamy M  Collins DJ  Newell D 《Journal of sports sciences》2001,19(5):321-332

In this study, we tested some key postulates of Eysenck and Calvo's processing efficiency theory in a team sport. The participants were 12 elite male volleyball players who were followed throughout the course of a competitive season. Self-report measures of pre-match and in-game cognitive anxiety and mental effort were collected in groups of players high and low in dispositional anxiety. Player performance was determined from the statistical analysis of match-play. Sets were classified according to the point spread separating the two teams into one of three levels of criticality. Game momentum was also analysed to determine its influence on in-game state anxiety. Significant differences in in-game cognitive anxiety were apparent between high and low trait anxiety groups. An interaction between anxiety grouping and momentum condition was also evident in cognitive anxiety. Differences in set criticality were reflected in significant elevations in mental effort, an effect more pronounced in dispositionally high anxious performers. Consistent with the predictions of processing efficiency theory, mental effort ratings were higher in high trait-anxious players in settings where their performance was equivalent to that of low trait-anxious performers. The usefulness of processing efficiency theory as an explanatory framework in sport anxiety research is discussed in the light of these findings.  相似文献   

Preparing Students for Middle School Through After-School STEM Activities     

Moreno  Nancy P.  Tharp  Barbara Z.  Vogt  Gregory  Newell  Alana D.  Burnett  Christopher A. 《Journal of Science Education and Technology》2016,25(6):889-897

Journal of Science Education and Technology - The middle school years are a crucial time for cultivating students’ interest in and preparedness for future STEM careers. However, not all...  相似文献   

Erratum to: Preparing Students for Middle School Through After-School STEM Activities     

Moreno  Nancy P.  Tharp  Barbara Z.  Vogt  Gregory  Newell  Alana D.  Burnett  Christopher A. 《Journal of Science Education and Technology》2016,25(6):898-898

Journal of Science Education and Technology -  相似文献   

Learning in Dialogue: An Exploration of Talk in an English Classroom     

Sarah Newell 《Changing English: An International Journal of English Teaching》2019,26(4):357-366

ABSTRACT

This essay explores the role of talk within the English classroom. Classroom talk (in its various forms) is not simply a method for sharing fixed systems of knowledge or information; it is the most useful mechanism for giving learners the space to develop new meanings and new ways of thinking about their surroundings. As soon as learners are offered the space to make meaning through talk – in productive dialogue with those around – they are provided, not only with an opportunity to explore their ideas, but also with a chance to actively represent and reflect on their place within the wider world. For this essay, I draw on my experiences of teaching a small class of 14- and 15-year-olds and their work on An Inspector Calls.  相似文献   

Bringing the Science of Team Training to School-Based Teams     

Lauren E. Benishek  Megan E. Gregory  Karin Hodges  Markeda Newell  Ashley M. Hughes  Shannon Marlow 《理论付诸实践》2016,55(2):112-119

Teams are ubiquitous in schools in the 21st Century; yet training for effective teaming within these settings has lagged behind. The authors of this article developed 5 modules, grounded in the science of team training and adapted from an evidence-based curriculum used in medical settings called TeamSTEPPS®, to prepare instructional and administrative personnel for teamwork and to enhance their teamwork skills. The resulting 5 modules, available for download on the American Psychological Association website, are collectively called Teach Teamwork and include: Introduction to Teams and Teamwork, Communication, Mutual Support, Situation Monitoring, and Leadership. In this article, the modules and supplemental materials are described, along with recommendations for implementation.  相似文献   

Shifting epistemologies during instructional conversations about “good” argumentative writing in a high school English language arts classroom     

Newell  George E.  Bloome  David  Kim  Min-Young  Goff  Brenton 《Reading and writing》2019,32(6):1359-1382

A widespread instructional practice in the teaching of argumentative writing is the use of writing samples or models during instructional conversations about what counts as “good argumentative writing.” In this article, we focus on a set of lessons in a high school English language arts classroom in order to gain insight into how a teacher’s use of writing samples contributed not only to what counts as “good argumentative writing” in that classroom, but how her instructional conversations with a group of 11th grade students revealed a shift in her “argumentative epistemologies” for teaching literature-related argumentative writing. We examine simultaneously the impact of instructional conversations on the evolution of the socially constructed definitions of good argumentative writing and the teacher’s shifting argumentative epistemologies by tracing the teacher’s socially constructed definitions of good argumentative writing in the instructional conversations around argumentative writing samples as they evolve and change over time. The findings suggest that the interactional construction of “good argumentative writing” in instructional conversations was influenced by the broader instructional context (e.g., a testing regimen), by the teacher’s argumentative epistemologies for what counts as good writing, and by the conversational interaction of teachers and students in classroom lessons.

  相似文献   

Analysis of swimming performance: perceptions and practices of US-based swimming coaches     

Robert Mooney  Gavin Corley  Alan Godfrey  Conor Osborough  John Newell 《Journal of sports sciences》2016,34(11):997-1005

In elite swimming, a broad range of methods are used to assess performance, inform coaching practices and monitor athletic progression. The aim of this paper was to examine the performance analysis practices of swimming coaches and to explore the reasons behind the decisions that coaches take when analysing performance. Survey data were analysed from 298 Level 3 competitive swimming coaches (245 male, 53 female) based in the United States. Results were compiled to provide a generalised picture of practices and perceptions and to examine key emerging themes. It was found that a disparity exists between the importance swim coaches place on biomechanical analysis of swimming performance and the types of analyses that are actually conducted. Video-based methods are most frequently employed, with over 70% of coaches using these methods at least monthly, with analyses being mainly qualitative in nature rather than quantitative. Barriers to the more widespread use of quantitative biomechanical analysis in elite swimming environments were explored. Constraints include time, cost and availability of resources, but other factors such as sources of information on swimming performance and analysis and control over service provision are also discussed, with particular emphasis on video-based methods and emerging sensor-based technologies.  相似文献   

Coordination as a function of skill level in the gymnastics longswing     

Genevieve K.R. Williams  Gareth Irwin  David G. Kerwin  Joseph Hamill  Richard E. A. Van Emmerik  Karl M. Newell 《Journal of sports sciences》2016,34(5):429-439

The purpose of this study was to investigate the nature of inter-joint coordination at different levels of skilled performance to: (1) distinguish learners who were successful versus unsuccessful in terms of their task performance; (2) investigate the pathways of change during the learning of a new coordination pattern and (3) examine how the learner’s coordination patterns relate to those of experts in the longswing gymnastics skill. Continuous relative phase of hip and shoulder joint motions was examined for longswings performed by two groups of novices, successful (n = 4) and unsuccessful (n = 4) over five practice sessions, and two expert gymnasts. Principal component analysis showed that during longswing positions where least continuous relative phase variability occurred for expert gymnasts, high variability distinguished the successful from the unsuccessful novice group. Continuous relative phase profiles of successful novices became more out-of-phase over practice and less similar to the closely in-phase coupling of the expert gymnasts. Collectively, the findings support the proposition that at the level in inter-joint coordination a technique emerges that facilitates successful performance but is not more like an expert’s movement coordination. This finding questions the appropriateness of inferring development towards a “gold champion” movement coordination.  相似文献   

Information seeking,technology use,and vulnerability among migrants at the United States–Mexico border     

Bryce Clayton Newell  Ricardo Gomez  Verónica E. Guajardo 《The Information Society》2016,32(3):176-191

Through interviews with migrants and migrant aid-workers at a shelter in the border town of Nogales, Mexico, we examine how undocumented migrants are seeking, acquiring, understanding, and using information prior to, and during, migration across the United States–Mexico border. Our study examines migrants' perceptions of humanitarian service and the use of so-called “border disturbance technologies” by activists to help prevent the death of migrants in the desert, finding that migrants appreciate water-caching efforts but generally distrust technologies they feel could subject them to surveillance by border agents. Exploratory in nature and based on a small sample, our findings are not necessarily representative of the broader population, but provide rich evidence of the prevalence of word-of-mouth information seeking and use of cell phones over other information technologies, and explore the ambivalent nature of information technology use in the vulnerable setting of life at the border. In particular, we find that mobile phones help migrants meet their communication needs, but also increase their exposure to crime and abuse.  相似文献