Predicting vertical ground reaction force during running using novel piezoresponsive sensors and accelerometry     

Matthew K. Seeley  Alyssa Evans-Pickett  Gavin Q. Collins  James B. Tracy  Noelle J. Tuttle  Parker G. Rosquist 《Journal of sports sciences》2020,38(16):1844-1858

ABSTRACT

Running is a common exercise with numerous health benefits. Vertical ground reaction force (vGRF) influences running injury risk and running performance. Measurement of vGRF during running is now primarily constrained to a laboratory setting. The purpose of this study was to evaluate a new approach to measuring vGRF during running. This approach can be used outside of the laboratory and involves running shoes instrumented with novel piezoresponsive sensors and a standard accelerometer. Thirty-one individuals ran at three different speeds on a force-instrumented treadmill while wearing the instrumented running shoes. vGRF was predicted using data collected from the instrumented shoes, and predicted vGRF were compared to vGRF measured via the treadmill. Per cent error of the resulting predictions varied depending upon the predicted vGRF characteristic. Per cent error was relatively low for predicted vGRF impulse (2–7%), active peak vGRF (3–7%), and ground contact time (3–6%), but relatively high for predicted vGRF load rates (22–29%). These errors should decrease with future iterations of the instrumented shoes and collection of additional data from a more diverse sample. The novel technology described herein might become a feasible way to collect large amounts of vGRF data outside of the traditional biomechanics laboratory.  相似文献   

Gender,Gender Role Identity,and Type of Relationship as Predictors of Relationship Behavior and Beliefs in College Students     

Janice L. DeLucia‐Waack  Deborah A. Gerrity  Deborah J. Taub  Tracy D. Baldo 《Journal of College Counseling》2001,4(1):32-48

The authors explored the relationship of gender, gender role identity, and type of relationship—same‐sex friendship, cross‐sex friendship, or romantic relationship—to relationship behaviors and beliefs among 429 college students. They discuss implications for individual and group counseling, consultation, and primary prevention on college campuses.  相似文献   

Clinical Competencies Specific to Family‐Based Therapy     

Tracy Anne Stinchfield 《Counselor Education & Supervision》2004,43(4):286-300

Research has indicated that traditional office‐based family therapy services are not always effective with at‐risk families and that there is an increasing trend toward home‐based delivered services (W. Snyder & E. McCollum, 1999). In this qualitative study, the author explored experienced home‐based family therapists' perceptions of the competencies most salient to the provision of family‐based therapy. Several themes emerged from this study. The author presents 2 central themes: joining—including joining with the family, the family's community, and school personnel—and bridging the gap between academia and current community‐based programs.  相似文献   

The impact of strategy instruction and timing of estimates on low and high working-memory capacity readers' absolute monitoring accuracy   总被引：2，自引：0，他引：2  

Tracy Linderholm  Qin Zhao 《Learning and individual differences》2008,18(2):135-143

Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions (an explanation strategy versus no strategy). Next, readers estimated comprehension test performance both immediately and after a delay. Readers' estimations were followed by the completion of a comprehension test, a postdiction of test performance, and a working-memory capacity task. The results showed that low working-memory capacity readers were generally more accurate than high working-memory capacity readers but were not affected by strategy instruction or timing of estimates. In contrast, high working-memory capacity readers were most accurate when instructed to use an explanation strategy and when estimates were made immediately. These results are described in the context of the increased processing hypothesis, which contends that more effortful processing during reading augments the availability of text concepts and, in turn, enhances absolute monitoring accuracy.  相似文献   

Online Student Collaboration and FERPA Considerations     

Alexander R. Schrameyer  Tracy M. Graves  David M. Hua  Nile C. Brandt 《TechTrends》2016,60(6):540-548

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Empowerment and transformation: Integrating teacher identity,activism, and criticality across three teacher education programs     

Tracy Quan  Christian A. Bracho  Michelle Wilkerson  Monica Clark 《Review of Education, Pedagogy & Cultural Studies》2019,41(4-5):218-251

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Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer          下载免费PDF全文

Douglas Fuchs  Emma Hendricks  Meagan E. Walsh  Lynn S. Fuchs  Jennifer K. Gilbert  Wen Zhang Tracy  Samuel Patton III  Nicole Davis‐Perkins  Wooliya Kim  Amy M. Elleman  Peng Peng 《Learning disabilities research & practice》2018,33(1):11-23

We conducted a 14‐week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near‐transfer but not far‐transfer measures of RC. This differential pattern of program effects for near‐ versus far‐transfer measures raises questions about how tests of near‐transfer and far‐transfer are conventionally understood.  相似文献   

Application of principles of progressive education to the teaching of radio speech     

Tracy F. Tyler 《Quarterly Journal of Speech》2013,99(4):630-634

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IDEALS AND METHODS OF RELIGIOUS EDUCATION FOR THE COMING WORLD ORDER∗     

Frederick Tracy.†  Francis Greenwood Peabody§  J. W. F. Davies∗  Henry Churchill King†  Herbert Wright Gates∗  Kenyon L. Butterfield∗ 《Religious education (Chicago, Ill.)》2013,108(3):181-195

This article brings to bear on our understanding of learning many insights from the field of psychology

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From the editor's desk     

Tracy L. Cross Editor Ph. D. 《Roeper Review》2013,35(2):57-58

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