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Jaymee R. Shell Shawn M. K. Robbins Philippe C. Dixon Philippe J. Renaud René A. Turcotte Tom Wu 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(3):313-324
The forward skating start is a fundamental skill for male and female ice hockey players. However, performance differences by athlete’s sex cannot be fully explained by physiological variables; hence, other factors such as skating technique warrant examination. Therefore, the purpose of this study was to evaluate the body movement kinematics of ice hockey skating starts between elite male and female ice hockey participants. Male (n = 9) and female (n = 10) elite ice hockey players performed five forward skating start accelerations. An 18-camera motion capture system placed on the arena ice surface captured full-body kinematics during the first seven skating start steps within 15 meters. Males’ maximum skating speeds were greater than females. Skating technique sex differences were noted: in particular, females presented ~10° lower hip abduction throughout skating stance as well as ~10° greater knee extension at initial ice stance contact, conspicuously followed by a brief cessation in knee extension at the moment of ice contact, not evident in male skaters. Further study is warranted to explain why these skating technique differences exist in relation to factors such as differences in training, equipment, performance level, and anthropometrics. 相似文献
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Working memory is where we “think” as we learn. A notion that emerges as a synthesis from several threads in the research
literatures of cognition, motivation, and connectionism is that motivation in learning is the process whereby working memory
resource allocation is instigated and sustained. This paper reviews much literature on motivation and working memory, and
concludes that the apparent novelty of the proposal offered to describe motivation in terms of working memory results from
the apparent lack of cross-channel exchange among these research traditions. The relation between working memory and motivation
is explored in the context of the interactive compensatory model of learning (ICML) in which learning is considered to result
from the interaction of ability, motivation, and prior learning. The ICML is recast in light of the revised definition of
motivation offered here. This paper goes on to suggest ways in which a range of teaching and learning issues and activities
may be reconceptualized in the context of a model emphasizing a learner's working memory that makes use of chunks of previously
acquired knowledge. 相似文献
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Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education
Kimberly J. Vannest Benjamin A. Mason Leanne Brown Nicole Dyer Shell Maney Tufan Adiguzel 《Journal of Science Teacher Education》2009,20(4):353-363
Finding appropriate instructional settings in science for students with disabilities is challenging, and the range of services
or placements used is currently unknown. This study identifies administrative structures, instructional settings, and special/general
education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education
coordinators of fifth graders in 137 districts in Texas. Survey data indicated that while nearly all districts reported special
education settings for the instruction of science for students with disabilities, some districts provided only general education
settings. Theoretical and practical implications for teacher preparation are discussed. 相似文献
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Leslee B. Shell Jennifer Duvernay Ann Dutton Ewbank Phil Konomos Allison Leaming Ginny Sylvester 《图书馆管理杂志》2013,53(7-8):951-971
ABSTRACT Acknowledging Arizona State University's (ASU) long-term goal of 100,000 students in online degree programs and recognizing the 8 new 100% online undergraduate programs slated to come online in 2010, ASU Libraries is planning for the continued integration and relevance of the library to online students and programs. During the summer and fall of 2009, the ASU Libraries Task Force for Online and Extended Education met to develop the elements of a Comprehensive Plan for Library Support of Online Programs. The plan includes: (1) guiding principles for library support of online and extended education; (2) a needs assessment and environmental scan; and (3) a sustainable and scalable plan for library support of the online programs. This article discusses the process of developing the comprehensive plan. 相似文献
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Human's ability to consider the future, willingness to make sacrifices in the present to obtain something better in the future has been a significant part of our success as a species (Suddendorf, T., & Corballis, M. C. (1997). Mental time travel and the evolution of the human mind. Genetic, social, and general psychology monographs 123, 133–167.). Although the importance of thinking about the future is apparent to many educators it has only begun to gain prominence within educational research (Kauffman, D. & Husman, J. (2004). Effects of time perspective on student motivation: Introduction to a special issue. Educational Psychology Review, 16, 1–7.). So that educational researchers may continue to consider some of the many dimensions of “future thinking” more fully, this article discusses Future Time Perspective Theory and presents some evidence for the validity of four constructs within FTPT. Over the course of three studies four subscales consistently emerged: Extension, Speed, Connectedness, and Value. 相似文献
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Philippe J. Renaud Shawn M. K. Robbins Philippe C. Dixon Jaymee R. Shell René A. Turcotte David J. Pearsall 《Sports Engineering》2017,20(4):255-266
The forward skating start is a fundamental skill for ice hockey players, yet extremely challenging given the low traction of the ice surface. The technique for maximum skating acceleration of the body is not well understood. The aim of this study was to evaluate kinematic ice hockey skating start movement technique in relation to a skater’s skill level. A 10-camera motion capture system placed on the ice surface recorded “hybrid-V” skate start movement patterns of high and low calibre male ice hockey players (n = 7, 8, respectively). Participants’ lower body kinematics and estimated body centre of mass (CoM) movement during the first four steps were calculated. Both skate groups had similar lower body strength profiles, yet high calibre skaters achieved greater velocity; skating technique differences most likely explained the performance differences between the groups. Unlike over ground sprint start technique, skating starts showed greater concurrent hip abduction, external rotation and extension, presumably for ideal blade-to-ice push-off orientation for propulsion. Initial analysis revealed similar hip, knee and ankle joint gross movement patterns across skaters, however, further scrutiny of the data revealed that high calibre skaters achieved greater vertical CoM acceleration during each step that in turn allowed greater horizontal traction, forward propulsion, lower double-support times and, accordingly, faster starts with higher stride rates. 相似文献
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The Multivariate Dimensionality of Personal Control and Future Time Perspective Beliefs in Achievement and Self-Regulation 总被引：1，自引：0，他引：1
We examined the relations between college students' control beliefs and future time perspective (FTP) and their academic achievement and studying using canonical correlation. We identified two statistically significant canonical correlations. One associated primarily competency belief, as reflected by self-efficacy, and FTP connectedness with grades. The other associated primarily contingency beliefs, as reflected by locus of control and causal attributions, and FTP connectedness and valence with studying. Results support a distinction between competency and contingency in personal control beliefs and suggest that these have somewhat different motivational consequences. Results also indicate that future time perspective beliefs play a role in motivating achievement and studying. 相似文献