Explosive force production during isometric squats correlates with athletic performance in rugby union players     

Neale Anthony Tillin  Matthew Thomas Gerard Pain  Jonathan Folland 《Journal of sports sciences》2013,31(1):66-76

Abstract

This study investigated the association between explosive force production during isometric squats and athletic performance (sprint time and countermovement jump height). Sprint time (5 and 20 m) and jump height were recorded in 18 male elite-standard varsity rugby union players. Participants also completed a series of maximal- and explosive-isometric squats to measure maximal force and explosive force at 50-ms intervals up to 250 ms from force onset. Sprint performance was related to early phase (≤100 ms) explosive force normalised to maximal force (5 m, r = ?0.63, P = 0.005; and 20 m, r = ?0.54, P = 0.020), but jump height was related to later phase (>100 ms) absolute explosive force (0.51 < r < 0.61; 0.006 < P < 0.035). When participants were separated for 5-m sprint time (< or ≥ 1s), the faster group had greater normalised explosive force in the first 150 ms of explosive-isometric squats (33–67%; 0.001 < P < 0.017). The results suggest that explosive force production during isometric squats was associated with athletic performance. Specifically, sprint performance was most strongly related to the proportion of maximal force achieved in the initial phase of explosive-isometric squats, whilst jump height was most strongly related to absolute force in the later phase of the explosive-isometric squats.  相似文献   

Editorial     

Gerard Vergnaud 《European Journal of Psychology of Education - EJPE》1986,1(2):3-6

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A study of quadratic cost functions for vehicle headway control     

Gerard Piel 《Journal of The Franklin Institute》1975,300(2):97-101

This paper shows that minimizing a quadratic cost function is not particularly useful for selecting a small number of controller gains in vehicle headway control. For cases in which a large number of controller gains are to be selected, the quadratic cost function may be useful, but the weighting parameter values cannot usually be chosen a priori if transient performance measures are of a particular interest. Examples illustrate how values of weights in a simplified cost function can be selected to yield acceptable transient performance. This performance is compared with that for a system containing only a few gains and optimized without recourse to a cost function.  相似文献   

Supervisee Incompatibility and Its Influence on Triadic Supervision: An Examination of Doctoral Student Supervisors' Perspectives     

Serge F. Hein  Gerard Lawson  Christopher P. Rodriguez 《Counselor Education & Supervision》2011,50(6):422-436

A qualitative study was conducted to explore supervisors' experiences of supervisee incompatibility in triadic supervision. In‐depth interviews were completed with 9 doctoral student supervisors in a counselor education program, and a whole‐text analysis generated 3 categories. Supervisee incompatibility took a wide variety of forms and negatively affected the content of supervision, including its progress and productivity. It also negatively influenced the process of supervision, including the feedback and support offered by either the supervisor or the supervisees and the general atmosphere of supervision meetings. Implications of the findings for counseling supervision and for further research are also addressed.  相似文献   

Determinants of PhD student satisfaction: the roles of supervisor,department, and peer qualities     

Gerard Dericks  Edmund Thompson  Margaret Roberts  Florence Phua 《Assessment & Evaluation in Higher Education》2019,44(7):1053-1068

Understanding the determinants of PhD student satisfaction is likely to become increasingly vital for universities as student satisfaction rankings already ubiquitous at undergraduate and master degree levels extend more broadly to the PhD level. Moreover, as PhD student populations and university competition become increasingly transnational, there is a growing need to understand cross-nationally common determinants of satisfaction. Building on prior research into PhD student satisfaction, and drawing upon relevant conceptual and metrical refinements in the measurement of satisfaction from cognate domains of psychology, we use cross-sectional data (N?=?409) from PhD candidates across the sciences, social sciences and humanities in 63 universities from 20 countries to examine how overall PhD student satisfaction is determined by, respectively and in combination, supervisor, department and peer-group, in terms of both their academic qualities and supportiveness. Taken together, we find that supervisor supportiveness is the greatest predictor of PhD student satisfaction, but that supervisor academic qualities have no significant effect. However, both the academic qualities and supportiveness of departments significantly predict PhD student satisfaction, suggesting university departments and PhD supervisors would ideally work jointly, and perhaps more closely than many currently do, to achieve competitive levels of PhD student satisfaction.  相似文献   

Culturally grounded pedagogy and research methodology     

Gerard Guthrie 《Compare》2015,45(1):163-168

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Child soldiers in the culture wars     

Gerard Guthrie  Richard Tabulawa  Michele Schweisfurth  Padma Sarangapani  Wayne Hugo  Volker Wedekind 《Compare》2015,45(4):635-654

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China’s Minorities Without Written Scripts: The Case of Education Access among the Dongxiang     

Jiayi Wang  Gerard A. Postiglione 《Chinese Education & Society》2015,48(6):381-399

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How can academics stay in control?     

Gerard Gervedink Nijhuis  Betty Collis 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):1035-1049

As universities transform into enterprises, academics are facing new challenges, especially in their teaching. This is because of the demands for student‐centred programmes that offer more flexibility, the use of Course Management Systems such as Blackboard, and the expectation that instructors will perform (more) efficiently and effectively. In this research, the focus is on teaching‐related activities to support instructors to stay in control, given these increasing pressures. A Personal Performance Model that shows key aspects of academics’ performance relating to teaching tasks was developed. A series of studies relating to gaps between expected and actual performance was carried out using the Human Performance Technology methodology. As an intervention based on these gaps, a Personal Performance Support Tool was developed to support instructors with their time and task management in relation to teaching, as well as to develop an elaborated insight on how to support instructors as they respond to changing expectations for their teaching performance. Key steps to guide universities in implementing such a support tool have been identified as a result of the research.  相似文献   

Secondary teacher training effectiveness in Papua New Guinea     

Gerard Guthrie 《Studies in Educational Evaluation》1984,10(2):205-208

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