Single maximal versus combination punch kinematics     

Piorkowski BA  Lees A  Barton GJ 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(1):1-11

The aim of this study was to determine the influence of punch type (Jab, Cross, Lead Hook and Reverse Hook) and punch modality (Single maximal, 'In-synch' and 'Out of synch' combination) on punch speed and delivery time. Ten competition-standard volunteers performed punches with markers placed on their anatomical landmarks for 3D motion capture with an eight-camera optoelectronic system. Speed and duration between key moments were computed. There were significant differences in contact speed between punch types (F(2,18,84.87) = 105.76, p = 0.001) with Lead and Reverse Hooks developing greater speed than Jab and Cross. There were significant differences in contact speed between punch modalities (F(2,64,102.87) = 23.52, p = 0.001) with the Single maximal (M+/- SD: 9.26 +/- 2.09 m/s) higher than 'Out of synch' (7.49 +/- 2.32 m/s), 'In-synch' left (8.01 +/- 2.35 m/s) or right lead (7.97 +/- 2.53 m/s). Delivery times were significantly lower for Jab and Cross than Hook. Times were significantly lower 'In-synch' than a Single maximal or 'Out of synch' combination mode. It is concluded that a defender may have more evasion-time than previously reported. This research could be of use to performers and coaches when considering training preparations.  相似文献   

Revisioning Fairness as Social Justice in Early Childhood Education     

Lee  Sunmin  Adair  Jennifer Keys  Payne  Katherina A.  Barry  David 《Early Childhood Education Journal》2022,50(7):1083-1095

Early Childhood Education Journal - Young children’s ideas of fairness have been studied in a range of laboratory settings with findings that children see fairness as equal distribution of...  相似文献   

On the Nonsmooth,Nonconstant Velocity of Braille Reading and Reversals     

Barry Hughes  Amber McClelland  Dion Henare 《Scientific Studies of Reading》2014,18(2):94-113

Relative to print reading, braille-reading finger movements are held to be of more constant speed, with continuous and exhaustive contact with all words. However, the continuity of movements is intermittent in two distinct ways: (a) readers reverse direction and reread material already encountered and (b) the continual fluctuations of velocity between phases of acceleration and deceleration. We analyze recordings of experienced readers’ encounters with ambiguous sentences predicted to encourage more reversals, and we undertake comparative kinematic analyses of the finger movements during such reading. The data suggest that when reversals are initiated and where they are targeted reflect language-processing demands. However, their kinematic properties are not qualitatively different from those of forward reading. We conclude that how readers of braille move the reading finger—both forward and in reverse—is primarily influenced by the control properties of low-velocity movements and only secondarily by language properties.  相似文献   

Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England     

Jill Adler  Sarmin Hossain  Mary Stevenson  John Clarke  Rosa Archer  Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.  相似文献   

The Interface Between the Curriculum and the Code     

Barry Carpenter 《British Journal of Special Education》1997,24(1):18-20

Barry Carpenter, Director of the Centre for the Study of Special Education, Westminster College, Oxford, highlights the need for a school's curriculum to reflect the requirements of The Code of Practice.  相似文献   

Preparing future educational leaders to write for Scholarly Publication     

D. Barry Lumsden 《Innovative Higher Education》1984,9(1):36-41

One objective of graduate-level education is the socialization of students into the professional roles they will eventually assume. The ability to engage successfully in scholarly writing and publishing are important competencies for graduate students, particularly at the doctoral level, to acquire. An experimental course, Basics of Scholarly Publishing, is described along with the results of a survey of 52 students who have completed the course. The proportion of those successfully breaking into scholarly print was 86.5% and increasing. Additional benefits of the course are discussed and an appeal is made for universities elsewhere to begin offering similar learning experiences for their students at the graduate level.  相似文献   

Early-Morning Behaviour in School     

Barry Johnson 《British Journal of Special Education》1980,7(1):17-17

Several children whom I know arrive at school in an emotionally distressed state and tend to disrupt classroom activities. Presumably something has gone wrong at home. What can be done to ease this problem?  相似文献   

Liberty and the New Localism: Toward an Evaluation of the Trade-off between Educational Equity and Local Control of Schools*     

Barry L. Bull 《Educational theory》1984,34(1):75-94

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The wardenly role: the academic presence in university residence     

Barry Pashley  Angela Shepherd 《Higher Education Quarterly》1975,29(3):332-352

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Presentation address     

Barry R. Gross 《Academic Questions》1993,6(4):67-68

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