Effects of a contrast training programme on jumping,sprinting and agility performance of prepubertal basketball players     

Pedro Ángel Latorre Román  Francisco Javier Villar Macias  Felipe García Pinillos 《Journal of sports sciences》2018,36(7):802-808

The purpose of this study was to examine the effects of a 10 week contrast training (CT) programme (isometric + plyometric) on jumping, sprinting abilities and agility performance in prepubertal basketball players. Fifty-eight children from a basketball academy (age: 8.72 ± 0.97 years; body mass index: 17.22 ± 2.48 kg/m²) successfully completed the study. Participants were randomly assigned to experimental groups (EG, n = 30) and control groups (CG, n = 28). The CT programme was included in the experimental group’s training sessions – twice a week – as part of their usual weekly training regime. This programme included 3 exercises: 1 isometric and 2 plyometric. Jumping, sprinting and agility performance were assessed before and after the training programme. Significant differences were found in posttest between EG and CG in sprint and T-test: EG showed better results than CG. Furthermore, there were significant differences in posttest-pretest between EG and CG in squat jump, countermovement jump, drop jump, sprint and T-test with the EG showing better results than CG. The CT programme led to increases in vertical jump, sprint and agility levels, so that the authors suggest that prepubertal children exhibit high muscular strength trainability.  相似文献   

Effect of verbal instructions and image size on visual search strategies in basketball free throw shooting     

Saleh A. Al-Abood  Simon J. Bennett  Francisco Moreno Hernandez  Derek Ashford  Keith Davids 《Journal of sports sciences》2013,31(3):271-278

We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices ( n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability ( n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics.  相似文献   

Reliability and validity of different methods of estimating the one-repetition maximum during the free-weight prone bench pull exercise     

Amador García-Ramos  Paola Barboza-González  David Ulloa-Díaz  Angela Rodriguez-Perea  Darío Martinez-Garcia  Francisco Guede-Rojas 《Journal of sports sciences》2013,31(19):2205-2212

ABSTRACT

This study examined the reliability and validity of three methods of estimating the one-repetition maximum (1RM) during the free-weight prone bench pull exercise. Twenty-six men (22 rowers and four weightlifters) performed an incremental loading test until reaching their 1RM, followed by a set of repetitions-to-failure. Eighteen participants were re-tested to conduct the reliability analysis. The 1RM was estimated through the lifts-to-failure equations proposed by Lombardi and O’Connor, general load-velocity (L-V) relationships proposed by Sánchez-Medina and Loturco and the individual L-V relationships modelled using four (multiple-point method) or only two loads (two-point method). The direct method provided the highest reliability (coefficient of variation [CV] = 2.45% and intraclass correlation coefficient [ICC] = 0.97), followed by the Lombardi’s equation (CV = 3.44% and ICC = 0.94), and no meaningful differences were observed between the remaining methods (CV range = 4.95–6.89% and ICC range = 0.81–0.91). The lifts-to-failure equations overestimated the 1RM (3.43–4.08%), the general L-V relationship proposed by Sánchez-Medina underestimated the 1RM (?3.77%), and no significant differences were observed for the remaining prediction methods (?0.40–0.86%). The individual L-V relationship could be recommended as the most accurate method for predicting the 1RM during the free-weight prone bench pull exercise.  相似文献   

Effect of the 3-Point Line Change on the Game Dynamics in Girls' Minibasketball     

José L. Arias  Francisco M. Argudo  José I. Alonso 《Research quarterly for exercise and sport》2013,84(3):502-509

We examined the game dynamics in minibasketball when comparing two different forms of the 3-point line. During the first competition, participants used a 3-point line delimited by the free-throw lane, and 1,642 ball possessions were recorded. During the second competition, participants played with a 3-point line delimited by a rectangular area, and 1,669 ball possessions were recorded. Results from the Mann-Whitney U Test show that when playing with a 3-point line delimited by the free-throw lane, higher average values were achieved in terms of points scored, number of players taking part in the ball possessions, number of passes, and one-on-one situations.  相似文献   

Variable training: effects on velocity and accuracy in the tennis serve     

Hector Hernández-Davo  Tomás Urbán  Jose Manuel Sarabia  Casto Juan-Recio  Francisco Javier Moreno 《Journal of sports sciences》2013,31(14):1383-1388

Abstract

Variable practice has been shown to be an effective strategy to improve open motor skills. However, the usefulness of this procedure in closed motor skills remains controversial. The following study has the objective of analysing the effects of variability practice in the improvement of a closed skill. The skill studied has been the tennis serve. Thirty young tennis players (13 ± 1.52 years), divided in two groups, took part in this study. One group practiced in variable conditions and the other group in consistency conditions. Both groups performed 12 training sessions (60 serves/session). The variable practice group improved their accuracy significantly compared with the consistency group (F_3.25 = 3.078; P = 0.035). The velocity of serve increased after training in both groups (F_3.25 = 15.890; P = 0.001). The practice in variable conditions seems to be effective in improving the performance of the tennis serve.  相似文献   

Providing metrics and automatic enhancement for hierarchical taxonomies     

Ghassan Beydoun  Francisco García-Sánchez  Cristin M. Vincent-Torres  Antonio A. Lopez-Lorca  Rodrigo Martínez-Béjar 《Information processing & management》2013

Taxonomies enable organising information in a human–machine understandable form, but constructing them for reuse and maintainability remains difficult. The paper presents a formal underpinning to provide quality metrics for a taxonomy under development. It proposes a methodology for semi-automatic building of maintainable taxonomies and outlines key features of the knowledge engineering context where the metrics and methodology are most suitable. The strength of the approach presented is that it is applied during the actual construction of the taxonomy. Users provide terms to describe different domain elements, as well as their attributes, and methodology uses metrics to assess the quality of this input. Changes according to given quality constraints are then proposed during the actual development of the taxonomy.  相似文献   

Becoming a teacher: the thoughts of undergraduates training to work in Primary Education and ideas for their university education     

Francisco Esteban Bara  Teodor Mellén Vinagre 《Educational studies》2019,45(5):633-645

ABSTRACT

What makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all. This study focuses on those who are currently training to become teachers, more specifically undergraduates studying a degree in Primary Education in the universities of Catalonia. It adopts a quantitative methodology based on a self-administered questionnaire conducted with a representative sample. Participants’ open-ended responses are recorded and codified. Three main categories are constructed: personal, authentic teacher; the teacher as story teller; and, the teacher as motivator of learning. Results highlight important differences between these categories, extolling above all the authentic, personal teacher, who leaves a mark thanks to their character and way of being. This, together with other findings, raises various considerations for the university training of future teachers.  相似文献   

Teaching emotion understanding     

Francisco Pons  Paul L. Harris  Pierre-André Doudin 《European Journal of Psychology of Education - EJPE》2002,17(3):293-304

The main goal of this research was to assess whether it is possible to help children develop their general understanding of emotions. Thirty-six nine-year-old children divided in two groups were examined using a pre-test/train/post-test design. The emotion understanding of the two groups was measured in the pre- and post-test phases using the Test of Emotion Comprehension (TEC). The experimental group received a teaching program about emotions during the training phase: School Matters In Lifeskills Education (SMILE). The control group received no special teaching about emotion during this phase. Results showed that the level of emotion understanding in the experimental group improved significantly between the pre- and post-test whereas no such change occurred in the control group. The theoretical and practical implications of the findings are discussed.  相似文献   

The Sources of Error in Spanish Writing (Research Note)     

Fernando Justicia  Sylvia Defior  Santiago Pelegrina  Francisco J. Martos 《Journal of Research in Reading》1999,22(2):198-202

The main aim of this study was to determine the pattern of errors in Spanish spelling. Specifically, we were interested in discovering if all Spanish words have similar levels of spelling difficulty or whether there are types of words that cause a high percentage of spelling errors. 972 children aged between 8 to 10 years were requested to write a short spontaneous story. Our objective was to analyse and to propose a classification system for the errors made by children in the initial stages of the acquisition of spelling skills. The results indicate (a) that the diverse forms of only 20 Spanish words produce 36 per cent of the spelling errors in Spanish, and (b) that substitution is the most frequent type of error (68 per cent of total errors), which occurs as a consequence of an inadequate knowledge of the rules of phoneme-grapheme correspondence. These findings have relevance for the teaching of writing in Spanish.  相似文献   

Integrating Genomics Research throughout the Undergraduate Curriculum: A Collection of Inquiry-Based Genomics Lab Modules     

LM Banta  EJ Crespi  RH Nehm  JA Schwarz  S Singer  CA Manduca  EC Bush  E Collins  CM Constance  D Dean  D Esteban  S Fox  J McDaris  CA Paul  G Quinan  KM Raley-Susman  ML Smith  CS Wallace  GS Withers  L Caporale 《CBE life sciences education》2012,11(3):203-208

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