Key somatic variables in young backstroke swimmers     

Senda Sammoud  Alan Michael Nevill  Yassine Negra  Raja Bouguezzi  Chaabene Helmi  Younés Hachana 《Journal of sports sciences》2019,37(10):1162-1167

The purpose of this study was to estimate the optimal body size, limb-segment length, girth or breadth ratios for 100-m backstroke mean speed performance in young swimmers. Sixty-three young swimmers (boys [n = 30; age: 13.98 ± 0.58 years]; girls [n = 33; age: 13.02 ± 1.20 years]) participated in this study. To identify the optimal body size and body composition components associated with 100-m backstroke speed performance, we adopted a multiplicative allometric log-linear regression model, which was refined using backward elimination. The multiplicative allometric model exploring the association between 100-m backstroke mean speed performance and the different somatic measurements estimated that biological age, sitting height, leg length for the lower-limbs, and two girths (forearm and arm relaxed girth) are the key predictors. Stature and body mass did not contribute to the model, suggesting that the advantage of longer levers was limb-specific rather than a general whole-body advantage. In fact, it is only by adopting multiplicative allometric models that the abovementioned ratios could have been derived. These findings highlighted the importance of considering somatic characteristics of young backstroke swimmers and can help swimming coaches to classify their swimmers and enable them to suggest what might be the swimmers’ most appropriate stroke (talent identification).  相似文献   

Validity and Reliability of Three Self-Report Instruments for Assessing Attainment of Physical Activity Guidelines in University Students     

Joseph J. Murphy  Marie H. Murphy  Ciaran MacDonncha  Niamh Murphy  Alan M. Nevill  Catherine B. Woods 《Measurement in physical education and exercise science》2017,21(3):134-141

The purpose of this study was to compare the validity and reliability of three short physical activity self-report instruments to determine their potential for use with university student populations. The participants (N = 155; 44.5% male; 22.9 ± 5.13 years) wore an accelerometer for 9 consecutive days and completed a single-item measure, the a brief two item measure and the International Physical Activity Questionnaire—Short Form questionnaires on day 1 and 9. Correlations between self-reported and accelerometer derived moderate-to-vigorous physical activity levels were moderate for the International Physical Activity Questionnaire—Short Form, while poor for the single-item measure and the a brief two item measure. The agreement level was high with the International Physical Activity Questionnaire—Short Form (77.4%) and moderate for both the single-item measure (45.2 %) and a brief two item measure (44.5 %). The intraclass correlations between the two administrations were moderate to strong across all measures (0.52–0.70) in 133 participants. The International Physical Activity Questionnaire—Short Form is the most suitable of these three self-report instruments for use with this population due to higher correlations and levels of agreement with accelerometry.  相似文献   

Work-related burnout syndrome in special education teachers working with children with developmental disorders – possible correlations with some socio-demographic aspects and assertiveness     

Vesna Jovanović  Jasmina Karić  Goran Mihajlović  Tamara Džamonja-Ignjatović 《欧洲特需教育杂志》2013,28(5):692-701

ABSTRACT

The aim of this research was to examine the levels of burnout syndrome dimensions in special education teachers and correlations with some socio-demographic characteristics, job characteristics, and levels of assertiveness. The research included 225 special education teachers from Serbia (82% were women, 18% were men, with the average age of 42.51 ± 9.23 years). Research instruments included Maslach Burnout Inventory, Rathus Assertiveness Schedule, and a socio-demographic questionnaire. There were differences in all burnout dimensions in relation to types of students’ special needs. Higher levels of burnout symptoms were observed in teachers working with children with motor skill disorders. The assertiveness scores had a significant negative correlation with emotional exhaustion and depersonalisation, and a positive correlation with a lack of accomplishment. The results obtained may help in the planning of the adequate preventative measures for improving the mental health of those professionals.  相似文献   

Statistical methods for analysing discrete and categorical data recorded in performance analysis     

Nevill AM  Atkinson G  Hughes MD  Cooper SM 《Journal of sports sciences》2002,20(10):829-844

In this paper, we identify appropriate statistical methods for analysing categorical differences in discrete variables or 'performance indicators' resulting from performance analysis. The random mechanisms associated with discrete events do not follow a normal distribution; that is, the normal distribution is a continuous not a discrete probability distribution. We propose appropriate statistical methods based on two key discrete probability distributions, the Poisson and binomial distributions. Two approaches are proposed and compared using examples from notational analysis. The first approach is based on the classic chi-square test of significance (both the goodness-of-fit test and the test of independence). The second approach adopts a more contemporary method based on log-linear and logit models fitted using the statistical software GLIM. Provided relatively simple one-way and two-way comparisons in categorical data are required, both of these approaches result in very similar conclusions. However, as soon as more complex models or higher-order comparisons are required, the approach based on log-linear and logit models is shown to be more effective. Indeed, when investigating those factors and categorical differences associated with binomial or binary response variables, such as the proportion of winners when attempting decisive shots in squash or the proportion of goals scored from all shots in association football, logit models become the only realistic method available. By applying log-linear and logit models to discrete events resulting from notational analysis, greater insight into the underlying mechanisms associated with sport performance can be achieved.  相似文献   

New horizons in research methods     

Nevill AM  Atkinson G  Mullineaux DR 《Journal of sports sciences》2001,19(10):737-738

  相似文献   

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners     

Halle T  Hair E  Wandner L  McNamara M  Chien N 《Early childhood research quarterly》2012,27(1):1-20

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.  相似文献   

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning     

Danny Kostons  Tamara van Gog  Fred Paas 《Learning and Instruction》2012,22(2):121-132

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.  相似文献   

The social norm to study abroad: determinants and effects     

Knut Petzold  Tamara Peter 《Higher Education》2015,69(6):885-900

  相似文献   

Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy     

Tamara van Gog  Liesbeth Kester  Kim Dirkx  Vincent Hoogerheide  Joris Boerboom  Peter P. J. L. Verkoeijen 《Educational Psychology Review》2015,27(2):265-289

  相似文献   

Using Digital Materials in Online Courses: A Cautionary Tale of Georgia State University     

Robert DeBard  Tamara Rice 《TechTrends》2008,52(4):30-32

  相似文献