Effects of plyometric jump training in female soccer player’s vertical jump height: A systematic review with meta-analysis     

Rodrigo Ramirez-Campillo  Javier Sanchez-Sanchez  Blanca Romero-Moraleda  Javier Yanci  Antonio García-Hermoso  Filipe Manuel Clemente 《Journal of sports sciences》2020,38(13):1475-1487

ABSTRACT

To assess the effects of plyometric jump training (PJT) in female soccer player’s vertical jump height, a review was conducted using the data sources PubMed, MEDLINE, Web Of Science and SCOPUS. Only peer-review articles were included. To qualify for inclusion in the meta-analysis, studies must have included (i) a PJT programme of at least 2 weeks, (ii) cohorts of healthy female soccer players with no restriction for age, (iii) a control group, (iv) a measure of countermovement jump (CMJ). The inverse variance random-effects model for meta-analyses was used. From 7,136 records initially identified through database searching, 8 were eligible for meta-analysis, comprising 9 training groups (n = 99) and 9 control groups (n = 94). The magnitude of the main effect was moderate (ES = 1.01 [95%CI = 0.36–1.66], Z = 3.04, p = 0.002). Sub-group analyses were performed (i.e., PJT frequency, duration and total number of sessions), revealing no significant subgroup differences (p = 0.34–0.96). Among the studies included in this review, none reported injury or other adverse effects. In conclusion, PJT is effective in female soccer players for the improvement of vertical jump height. In future, research must identify specific dose–response relationships following PJT, particularly in the long term.  相似文献   

A question without answers?     

Antonio Lazcano 《Metascience》2014,23(2):301-304

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Correction to: A probabilistic approach to student workload: empirical distributions and ECTS     

Antonio Souto-Iglesias  María Teresa Baeza_Romero 《Higher Education》2018,76(6):1027-1027

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Teachers in retreat: The teacher as a dialogical self and the risks of an excessive formalization of its role     

Anna Llongueras-Aparicio  Juan Antonio Casas-Pardo 《Educational Philosophy and Theory》2019,51(10):1042-1050

The aim of this paper is to explore the identity of the teacher as a dialectical being that is in permanent construction, to identify some obstacles teachers might find in this process while operating in an institutional framework, and the effects these could have upon the teacher and the goals she pursues with her students. By ruling out the idea of identity as an autonomous self that can be constructed with no ties with its context, we propose that identity is dialogical and is built through the relationships we establish with others. This fact situates the relationship between the student and the teacher at the center of pedagogical practices and allows us to establish the ideas of teacher presence and integrity as central elements for the moral development of students. In this context, we identify the excessive institutionalization of the role of the teacher as a cause for the reduction of identity and a defensive retreat to the possible outcomes of being judged by strictly formal criteria, which in turn can hinder the relation between student and teacher and risks possible negative consequences in the moral growth of both.  相似文献   

REEARCH REPORT     

Antonio J. Hidalgo  I.E.S. San Fernando  I.C.E. José Otero 《International Journal of Science Education》2013,35(7):845-857

This paper addresses the concept of geological time as used by students who face tasks that demand three types of skills: to locate events in time, to order them according to time calendar, and to manage time intervals. The empirical study consisted of asking high school students as well as technical school students to carry out tasks that required the use of the three previously mentioned components. It was found, first, that students frequently used erroneous temporal labels, which shows a lack of knowledge that would allow them to locate events within the context of geobiologic data. Second, the students did not store the representation of a succession of events, but were nevertheless able to create it by means of the deductive use of previous knowledge. Finally, the importance of having an appropriate representation of geological time intervals became patent while observing the students' difficulties in understanding geologic changes.  相似文献   

Relationship of Online Teacher Professional Development to Seventh-Grade Teachers' and Students' Knowledge and Practices in English Language Arts     

Raquel Magidin de Kramer  Jessica Masters  Laura M. O'Dwyer  Sheralyn Dash  Michael Russell 《The Teacher Educator》2013,48(3):236-259

Online professional development (OPD) has potential to improve teacher quality by improving teachers' knowledge and instructional practices. These changes, in turn, have potential to improve student achievement. Unfortunately, there is a dearth of scientific research on the effects of OPD on teachers and, more importantly, on students. This article presents the results of a randomized controlled trial exploring the effects of a series of three learning-community model OPD workshops on teachers' content knowledge, teachers' instructional practices, students' content knowledge, and students' practices in the context of seventh-grade English language arts. There were statistically significant effects on teachers' vocabulary and overall English language arts content knowledge and on vocabulary and writing practices. The effect sizes of these changes ranged from small to medium. There were statistically significant effects on students' reading comprehension practices.  相似文献   

Intercultural Communication Competence Scale: Invariance and Construct Validation in Portugal     

Gabriela Gonçalves  Lily A. Arasaratnam-Smith  Natércia Rodrigues  Raquel Carvalheiro 《Journal of Intercultural Communication Research》2020,49(3):242-262

ABSTRACT

This article explores the psychometric validation of an Intercultural Communication Competence (ICC) scale. Three studies were performed: (1) psychometric evidence pertaining to the scale’s reliability and factor structure and an analysis of the measurement invariance; (2) assessment of convergent and predictive validity; and (3) analyzes the association between ICC and affective and cognitive dimensions of cultural empathy. A three-factor model with eight items yielded the best fit to the data. The scale showed non-invariance between genders, but proved to be a predictor of intercultural contact. Convergent validity were demonstrated.  相似文献   

How does mental fatigue affect soccer performance during small-sided games? A cognitive,tactical and physical approach     

Caito André Kunrath  Fábio Yuzo Nakamura  André Roca  Antonio Tessitore  Israel Teoldo Da Costa 《Journal of sports sciences》2020,38(15):1818-1828

ABSTRACT