Predicting Use: COUNTER Usage Data Found to be Predictive of ILL Use and ILL Use to be Predictive of COUNTER Use     

Mitchell Scott 《期刊图书馆员》2016,71(1):20-24

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Positional group significantly influences the offensive and defensive skill involvements of junior representative rugby league players during match play     

Kyle J. M. Bennett  Job Fransen  Brendan R. Scott  Colin E. Sanctuary  Tim J. Gabbett  Ben J. Dascombe 《Journal of sports sciences》2016,34(16):1542-1546

This study examined the skill involvements of three positional groups across a junior representative rugby league season. Data were collected from 45 rugby league players (mean ± SD; age = 16.5 ± 1.0 years) currently participating in the Harold Matthews and SG Ball Cup. Players were subdivided into hit-up forwards, adjustables and outside backs. The frequency (n · min^?1) of offensive, defensive and overall involvements was coded for each group using a notation system and a practical coach skill analysis tool. Multivariate analysis of variance (MANOVA) revealed a significant effect of playing position on skill involvements (F = 9.06; P < 0.001; ES = 0.41). Hit-up forwards performed a significantly greater frequency of offensive (0.31 ± 0.10), defensive (0.42 ± 0.15) and overall involvements (0.74 ± 0.19) when compared to adjustables (0.20 ± 0.08, 0.28 ± 0.08 and 0.52 ± 0.15, respectively) and outside backs (0.20 ± 0.12, 0.11 ± 0.07 and ± 0.31 ± 0.17, respectively). Further, adjustables performed a significantly greater number of defensive (0.28 ± 0.08) and overall involvements (0.52 ± 0.15) when compared to outside backs (0.11 ± 0.07 and 0.31 ± 0.17, respectively). The findings of this study suggest that it is important to consider a junior player’s positional group when analysing their skill involvements. Information gained from this study could assist in the design of specific training methodologies for junior rugby league players in high-level talent development programmes.  相似文献   

Validity of Self-Reported Pedometer Steps per Day in College Students     

Brittany Star Overstreet  Scott E. Crouter  George A. Butler  Cary M. Springer  David R. Bassett 《Measurement in physical education and exercise science》2016,20(3):140-145

The purpose of this article was to examine the validity of self-reported pedometer steps/day. Forty-seven participants were provided a New Lifestyles NL-2000 (NL-2000; Lees Summit, MO, USA) pedometer and a physical activity (PA) diary for 3 weeks, but not informed of the data-storing capabilities. For weeks 2 and 3, each participant was given a step goal of 3,000 steps/day above week 1 average. A 2 × 3 repeated measures analysis of variance (ANOVA) was used to examine differences between reported steps/day. Bland–Altman plots assessed the mean bias and limits of agreement between reporting methods. Mean self-reported and NL-2000 steps/day were 9,264 ± 3,555 and 8,971 ± 3,590 steps/day (n = 26, p > .05). Mean biases were 216 ± 1,753 (week 1), –506 ± 1,355 (week 2), and –590 ± 1,360 (week 3) steps/day. Negative mean bias values indicate higher self-reported steps/day. Mean steps/day were similar between recording methods, but large differences were observed among individuals, suggesting self-reported steps/day may be valid for PA research at the population level, but not the individual level.  相似文献   

An Examination and Validation of an Adapted Youth Experience Scale for University Sport     

Scott Rathwell  Bradley W. Young 《Measurement in physical education and exercise science》2016,20(4):208-219

Limited tools assess positive development through university sport. Such a tool was validated in this investigation using two independent samples of Canadian university athletes. In Study 1, 605 athletes completed 99 survey items drawn from the Youth Experience Scale (YES 2.0), and separate a priori measurement models were evaluated (i.e., 99 items, YES 2.0, YES for Sport [YES-S]). Confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) results indicated issues with model fit. Post-hoc modifications improved fit, resulting in a 46-item, 9-factor model with five positive and four negative dimensions. In Study 2, 511 athletes completed the same items. The resultant model was confirmed using both CFA (comparative fit index [CFI] = .911, standardized root mean square residual [SRMR] = .056, root mean square error of approximation [RMSEA] = .040) and ESEM (CFI = .956, SRMR = .023, RMSEA = .034). The resultant University Sport Experience Survey provides a reliable and factorially valid instrument for measuring development in university sport.  相似文献   

Carbohydrate mouth rinse and caffeine improves high-intensity interval running capacity when carbohydrate restricted     

Andreas M. Kasper  Scott Cocking  Molly Cockayne  Marcus Barnard  Jake Tench  Liam Parker 《European Journal of Sport Science》2016,16(5):560-568

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Educational leadership,management and administration in Africa: an analysis of contemporary literature     

Gladys Nyanchama Asuga  Jill Scevak  Scott Eacott 《School Leadership & Management》2016,36(4):381-400

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The first Gordon research conference on science education: The case for intersecting orbitals     

David W. Scott 《Journal of Science Education and Technology》1992,1(4):289-293

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Combining issues of “girl-suited” science teaching,STS and constructivism in a physics textbook     

Professor Dr. Reinders Duit  Professor Dr. Peter Häussler  Dr. Roland Lauterbach  Professor Dr. Helmut Mikelskis  Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113

This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism. Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the market will be discussed. Specializations: constructivist approaches in science education research and practice. Specializations: gender issues in science instruction. Specializations: primary education, integrated science. Specializations: STS, phenomenological oriented physics instruction. Specializations: peace education within science education.  相似文献   

Book Review     

Walter Feinberg 《Educational theory》1968,18(1):87-93

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Preparing for re-entry; A program for the sojourning student     

Marvin J. Westwood  W. Scott Lawrence  David Paul 《International journal for the advancement of counseling》1986,9(3):221-230

A visitor to a new country is assaulted by many changes, both environmental and cultural. Expecting things to be different the visitor is shocked by what he/she finds, thus the term culture shock. A second shock, possibly more traumatic, awaits the international sojourner upon his or her arrival home. The experiences of the returnee typically do not match his or her expectations. Frequently, the individual returning home is not anticipating adjustment difficulties. Compounding the problem is the fact that re-entry has not been widely recognized or researched and thus, little has been done to help individuals to prepare for it.Focusing on international students, who by definition return home, this paper refers to a wide range of social, cultural, political, educational and professional difficulties. The many variables which determine the extent of re-entry shock are identified and discussed. A group program is suggested as one strategy for assisting those about to return home. The results of a pilot study of such a program illustrate how it can be a powerful force to minimize the disorientation and shock of re-entry.This paper serves as a challenge to all those who are responsible or work with international students. Re-entry preparation is also a prerequisite if individuals, institutions, corporations, home countries and host countries are to maximize the benefits and minimize the problems of studying or working abroad.  相似文献