Hot hands,cold feet? Investigating effects of interacting constraints on place kicking performance at the 2015 Rugby Union World Cup     

Chris Pocock  Neil E. Bezodis  Keith Davids  Jamie S. North 《European Journal of Sport Science》2018,18(10):1309-1316

Place kicks in Rugby Union present valuable opportunities to score points outside the spatiotemporal dynamics of open play but are executed under varying performance constraints. We analysed effects of specific task constraints and relevant contextual factors on place kick performance in the 2015 Rugby Union World Cup. Data were collected from television broadcasts for each place kick. In addition to kick outcomes, contextual factors, including time of the kick in the match, score margin at the time of the kick, and outcome of the kicker’s previous kick, were recorded. Effects of spatial task constraints were analysed for each kick, using distance (m) and angle (°) of the kick to the goalposts. A binomial logistic regression model revealed that distance from, and angle to, the goalposts were significant predictors of place kick outcome. Furthermore, the success percentage of kickers who missed their previous kick was 7% lower than those who scored their previous kick. Place kick success percentage in the 10 minutes before half-time was 8% lower than the mean tournament success percentage, which was 75% (95% CI 71–78%). The highest kick success percentage was recorded when scores were level (83%; 95% CI 72–91%). Our data highlighted how subtle changes in task constraints and contextual factors can influence performance outcomes in elite performers in international competition. Fluctuations in place kick success suggested that individual constraints, such as thoughts, emotions and fatigue, induced during competition, could interact with perceptions to influence emergent performance behaviours.  相似文献   

Psychological support for sport coaches: an exploration of practitioner psychologist perspectives     

Sarah Kelly  Richard Thelwell  Jamie B. Barker  Chris G. Harwood 《Journal of sports sciences》2018,36(16):1852-1859

In the present study we add to the literature by exploring the degree to which UK practitioner psychologists perceive themselves able to support sport coaches, and how professional training prepares psychologists for coach work across performance domains. Ten participants comprising seven sport and exercise psychologists with Health Care Professions Council (HCPC) practitioner psychologist status and three trainee psychologists studying towards the British Psychological Society (BPS) qualification in sport and exercise psychology (QSEP) were individually interviewed. All participants reported prior experience of working with coaches across all performance domains. We explored: practitioner’s understanding of the challenges coaches face within their job; practitioner’s experiences of coach work; perspectives about the ways in which practitioners could and should support coaches; and, the degree to which professional training prepares practitioners for coach work. Using recommended procedures of Connelly and Peltzer, content analysis revealed practitioners perceived the challenges faced by coaches are different at grassroots level compared to those working with elite athletes, and that practitioners require skills to provide one-to-one coach support and group-based interventions. All practitioners perceived that training programmes do not adequately equip trainees with skills required for coach work. We discuss the implications for enhancing practitioner training in the UK.  相似文献   

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom     

Jamie L. Jensen  Emily A. Holt  Jacob B. Sowards  T. Heath Ogden  Richard E. West 《Journal of Science Education and Technology》2018,27(6):523-535

In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.  相似文献   

Sixth-Grade Physical Education: An Acculturation of Bullying and Fear     

Jamie A. O'Connor  Kim C. Graber 《Research quarterly for exercise and sport》2013,84(3):398-408

Purpose: Although bullying is recognized as a serious problem among adolescents, more information is needed regarding bullying within the context of physical education. Grounded in a social-ecological framework, the purpose of this investigation was to discover the perceptions students and teachers have about bullying in physical education and about peer and adult support. Method: Data collection included formal and informal interviews with 24 students and 4 teachers and 20 observations of 6th-grade physical education classes in 1 Midwestern school. Data were analyzed using a constant-comparative process. Results: The results indicate that adults acculturate students to support a bullying climate by providing mixed information regarding social interactions, ignoring nonphysical instances of bullying, and promoting inappropriate curricular selections. Participants also report that perceived differences such as appearance, body size, physical ability, and personal attire ignite most episodes of harassment in physical education. Further, students perceive that fear prevents many from (a) reporting instances of bullying to those in authority, (b) assisting bullied friends, and (c) feeling safe in certain physical education locations. Finally, students and teachers report that bullying impacts students' desire to participate in physical education. Conclusions: Overall, evidence from this investigation suggests that an efficacious support system does not exist for addressing the magnitude of the bullying problem. Although this study provided an initial step toward understanding the social-ecological factors affecting peer harassment in physical education, additional research is warranted.  相似文献   

Identifying the Critical Time Period for Information Extraction When Recognizing Sequences of Play     

Jamie S. North  Mark A. Williams 《Research quarterly for exercise and sport》2013,84(2):268-273

We analyzed the effect of an 8-week strength training (ST) program on the rate of force development (RFD) and electromyographic activity (EMG) in older women. Seventeen women (M age = 63.4 years, SD = 4.9) without previous ST experience were randomly assigned to either a control (n = 7) or training (n = 10) group. A leg-press isometric test was used for assessment. ST (three sessions/ week, three sets of 10–12 repetition maximum, five different exercises) induced significant increases (p < .05) on peak RFD (48.4%) and on RFD and EMG of vastus medialis at time intervals of 0–50, 0–100, 0–150, and 0–200 ms (41.1–69.2% and 43.8– 64.3%, respectively). Therefore, ST resulted in favorable changes in neuromuscular responses in older women.  相似文献   

A cross-sectional examination of the physical fitness and selected health attributes of recreational all-terrain vehicle riders and off-road motorcyclists     

Jamie F. Burr  Veronica Jamnik  Norman Gledhill 《Journal of sports sciences》2013,31(13):1423-1433

Abstract

The aims of this study were: (1) to characterize selected fitness and health attributes of two types of habitual recreational off-road vehicle riders – off-road motorcyclists and all-terrain vehicle riders; (2) to explore differences among riders in terms of vehicle type, age, and gender; and (3) to compare the fitness and health of riders to population norms and clinical health standards. Canadian off-road riders (n = 141) of both sexes aged 16 years and over were recruited through local and national off-road riding organizations. Anthropometry, fitness, and health measures of off-road motorcycle and all-terrain vehicle riders were compared with population norms, health standards, and physical activity guidelines. Off-road motorcycle riders had above average aerobic fitness (79th percentile), while all-terrain vehicle riders were lower than average (40th percentile). All riders had a healthy blood lipid profile and a low incidence of the metabolic syndrome (12.9%) compared with members of the general population. Off-road motorcycle riders had healthier body composition and fitness than all-terrain vehicle riders; however, the body composition of off-road motorcycle riders was no healthier than that of the general population and all-terrain vehicle riders were worse than the general population. Off-road motorcycle riders had healthier anthropometry and fitness than all-terrain vehicle riders and thus fewer health risk factors for future disease, demonstrating that the physiological profiles of off-road riders are dependent on vehicle type.  相似文献   

Impacts of an Early Childhood Mathematics and Science Intervention on Teaching Practices and Child Outcomes     

Jessica V. Whittaker  Mable B. Kinzie  Virginia Vitiello  Jamie DeCoster  Christina Mulcahy  Emily A. Barton 《Journal of research on educational effectiveness》2020,13(2):177-212

abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.  相似文献   

Using Virtual Field Trips to Connect Students with University Scientists: Core Elements and Evaluation of zipTrips?   总被引：1，自引：1，他引：0  

Omolola A. Adedokun  Kristin Hetzel  Loran Carleton Parker  Jamie Loizzo  Wilella D. Burgess  J. Paul Robinson 《Journal of Science Education and Technology》2012,21(5):607-618

Physical field trips to scientists?? work places have been shown to enhance student perceptions of science, scientists and science careers. Although virtual field trips (VFTs) have emerged as viable alternatives (or supplements) to traditional physical fieldtrips, little is known about the potential of virtual field trips to provide the same or similar science career exploration advantages as physical field trips. The overarching goal of this paper is to describe a VFT, zipTrips?, designed to provide middle school students, especially those in resource limited rural areas, with access to university scientists. Using zipTrips as a case example, the paper identifies and describes some of the core characteristics and elements of high quality authentic VFTs that foster student-scientist interactions. In addition, the paper uses program evaluation data to examine the impact of zipTrips on student perceptions of scientists.  相似文献   

Using a wiki to facilitate an online professional learning community for induction and mentoring teachers     

Amy Hutchison  Jamie Colwell 《Education and Information Technologies》2012,17(3):273-289

The purpose of this case study was to report on the use of a wiki as a tool for conducting online professional learning communities (OLCs) with 26 induction and mentor teachers. Data sources include teachers’ wiki postings and teacher interviews. Results indicate that: (a) Web 2.0 tools may be most effective in OLCs when the social features are utilized in addition to the features that enable task completion; (b) Using Web 2.0 tools restrictively, and without consideration of their affordances, may inhibit the success of OLCs; (c) Online learning communities for induction teachers may be most effective when supplemented with face-to-face discussion; and (d) A task-driven environment in OLCs can encourage professional dialogue and reflection, but may make induction teachers feel isolated and unsupported.  相似文献   

Strategic Alliance Poker: Demonstrating the Importance of Complementary Resources and Trust in Strategic Alliance Management     

Christopher R. Reutzel  William J. Worthington  Jamie D. Collins 《Decision Sciences Journal of Innovative Education》2012,10(1):109-115

Strategic Alliance Poker (SAP) provides instructors with an opportunity to integrate the resource based view with their discussion of strategic alliances in undergraduate Strategic Management courses. Specifically, SAP provides Strategic Management instructors with an experiential exercise that can be used to illustrate the value creation potential of complementary resources and the role of trust in fostering resource sharing in strategic alliances. A discussion of the theoretical background, implementation, implications, and results of SAP is provided in this paper.  相似文献