Quantifying the offensive sequences that result in goals in elite futsal matches     

Hugo Sarmento  Paul Bradley  M. Teresa Anguera  Tiago Polido  Rui Resende  Jorge Campaniço 《Journal of sports sciences》2016,34(7):621-629

The aim of this study was to quantify the type of offensive sequences that result in goals in elite futsal. Thirty competitive games in the Spanish Primera Division de Sala were analysed using computerised notation analysis for patterns of play that resulted in goals. More goals were scored in positional attack (42%) and from set pieces (27%) compared to other activities. The number of defence to offense “transitions” (n = 45) and the start of offensive plays due to the rules of the game (n = 45) were the most common type of sequences that resulted in goals compared to other patterns of play. The central offensive zonal areas were the most common for shots on goal, with 73% of all goals scored from these areas of the pitch compared to defensive and wide zones. The foot was the main part of the body involved in scoring (n = 114). T-pattern analysis of offensive sequences revealed regular patterns of play, which are common in goal scoring opportunities in futsal and are typical movement patterns in this sport. The data demonstrate common offensive sequences and movement patterns related to goals in elite futsal and this could provide important information for the development of physical and technical training drills that replicate important game situations.  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   

Humanitas Emptor: Reconsidering Recent Trends and Policy in Science Teacher Education     

Dana L. Zeidler  Benjamin C. Herman  Michael P. Clough  Joanne K. Olson  Sami Kahn  Mark Newton 《Journal of Science Teacher Education》2016,27(5):465-476

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Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers     

Katharine Pace Miles  Mark D. Lauterbach  Dana M. Murano  Ginny A. Dembek 《The Journal of educational research》2019,112(2):255-269

The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?ps?d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?2007 Ehri, L. C., Dreyer, L. G., Flugman, B., &; Gross, A. (2007). Reading rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. American Educational Research Journal, 44(2), 414–448.[Crossref], [Web of Science ®] , [Google Scholar]) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools.  相似文献   

The Impact of the Home Instructional Program for Preschool Youngsters (HIPPY) on School Performance in 3rd and 6th Grades     

Robert H. Bradley  Barbara Gilkey 《Early education and development》2002,13(3):301-312

A post hoc matching design was used to compare children who participated in the Home Instructional Program for Preschool Youngsters (HIPPY) throughout Arkansas to children from the same classrooms who had no preschool experience and children who had other preschool experiences in the third and sixth grades. The program showed modest positive impact on school suspensions, grades, classroom behavior, and achievement test scores at both grade levels.  相似文献   

When curriculum-based, technology-enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change?     

Kara Dawson  Nancy Fichtman Dana 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):656-667

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The effects of college grade adjustments on the predictive validity and utility of SAT scores     

Dana Keller  James Crouse  Dale Trusheim 《Research in higher education》1994,35(2):195-208

Regressing adjusted grade-point averages on freshman SAT scores and high school grade-point averages results in large increases in the incremental predictive validity of the SAT. Even so, the SAT still changes no more than a small proportion of admissions decisions and does not result in substantively important increases in freshman grades. The test does, however, change the composition of the freshman class by altering acceptances to some major areas of study and by limiting the access of women and blacks.  相似文献   

The data collection matrix model: A tool for functional area and program evaluation     

Dr. Dana Rosenberg Coker  Janice Nahra Friedel 《Research in higher education》1991,32(1):71-81

The management and utilization of collected data is crucial in evaluating programs and functional area effectiveness. Various assessment instruments may address similar functional areas of the college, yet we often fail to compile these data for comprehensive evaluation. The data collection matrix makes possible the integration of functional area data from numerous assessment sources and presentation of the information in a unified composite report. The matrix model will be discussed in relation to the various assessment instruments and the evaluation of functional areas and programs. This paper is directed toward institutional researchers who may wish to adapt the model to their own institution.Presented at the Annual Forum of the Association for Institutional Research, Louisville, KY, May 13–16, 1990.  相似文献   

II. GENDER IN LOW- AND MIDDLE-INCOME COUNTRIES: GENERAL METHODS     

Marc H. Bornstein  Diane L. Putnick  Robert H. Bradley  Kirby Deater-Deckard  Jennifer E. Lansford  Yumiko Ota 《Monographs of the Society for Research in Child Development》2016,81(1):24-32

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Bringing Inquiry to the First Two Years of College Mathematics     

Dana C. Ernst  Theron Hitchman  Angie Hodge 《PRIMUS》2017,27(7):641-645

Abstract

In this editorial, we provide an introduction to the special issue on Inquiry-Based Learning in First and Second Year Courses. We also discuss the essential features of inquiry-based learning and provide a brief overview of the literature and evidence for its effectiveness.  相似文献