Mental Rotation of Tactical Instruction Displays Affects Information Processing Demand and Execution Accuracy in Basketball     

Till Koopmann  Yvonne Steggemann-Weinrich  Jochen Baumeister 《Research quarterly for exercise and sport》2017,88(3):365-370

Purpose: In sports games, coaches often use tactic boards to present tactical instructions during time-outs (e.g., 20 s to 60 s in basketball). Instructions should be presented in a way that enables fast and errorless information processing for the players. The aim of this study was to test the effect of different orientations of visual tactical displays on observation time and execution performance. High affordances in visual-spatial transformation (e.g., mental rotation processes) might impede information processing and might decrease execution performance with regard to the instructed playing patterns. Method: In a within-subjects design with 1 factor, 10 novice students were instructed with visual tactical instructions of basketball playing patterns with different orientations either showing the playing pattern with low spatial disparity to the players’ on-court perspective (basket on top) or upside down (basket on bottom). Results: The self-chosen time for watching the pattern before execution was significantly shorter and spatial accuracy in pattern execution was significantly higher when the instructional perspective and the real perspective on the basketball court had a congruent orientation. Conclusion: The effects might be explained by interfering mental rotation processes that are necessary to transform the instructional perspective into the players’ actual perspective while standing on the court or imagining themselves standing on the court. According to these results, coaches should align their tactic boards to their players’ on-court viewing perspective.  相似文献   

Recreational angling tournaments: participants' expenditures     

John Curtis  Stephen Hynes  Paul O'Reilly  Benjamin Breen 《Journal of Sport Tourism》2017,21(3):201-221

Fishing tournaments are a common feature in recreational angling across a wide range of target species in both fresh and salt waters. Tournaments are organised for a number of purposes, including as commercial enterprises; as fund-raising initiatives for angling clubs; for economic development purposes (e.g. tourism); as well as improve participants' skill levels. Most tournaments are confined to geographically small areas and usually occur over a small number of days, which can mean a pulse of economically significant activity in the local area. This paper analyses the nature of expenditure associated with angling tournaments, including travel, food and accommodation, and angling-related expenditures as a function of socio-economic and angler characteristics. Analysis based on 106 tournaments across Ireland during 2013 finds a clear 80/20 segmentation between ‘high’- and ‘low’-spend anglers and that the segmentation occurs across all fish target species considered. The analysis also finds that British coarse anglers participating at Irish angling tournaments spend considerably more than other anglers irrespective of target species or angler country of origin.  相似文献   

The Effectiveness of a Brief Mindfulness-Based Intervention for College Freshmen Who Have Aged out of Foster Care     

Lori Gray  Sarah Font  Yvonne Unrau  Ann Dawson 《Innovative Higher Education》2018,43(5):339-352

This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n?=?16 experimental group, n?=?20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations.  相似文献   

Using Representations: Comprehension and Production of Actions with Imagined Objects     

Anne Watson O'Reilly 《Child development》1995,66(4):999-1010

Previous research suggests that young children have difficulty producing actions with imagined objects (pantomimes): They frequently substitute a body part to represent the object involved in the action. This response has also been observed in neurologically impaired adults. Study 1 examined the comprehension and production of pantomimes in 3- and 5-year-old children and normal adults to explore further this aspect of representational ability. Results indicate that young children not only have difficulty producing imaginary object representations in contrast to normal adults, they also have difficulty comprehending imaginary object representations and are better at comprehending pantomimes with a body part representation. The results from the pantomime comprehension task were replicated in Study 2 with 3- and 4-year-olds. These findings are discussed in the context of the development of representational ability as children demonstrate increasing independence from concrete environmental support in their knowledge about actions.  相似文献   

Translating Policy into Practice: the teaching and learning experience     

Yvonne Farr‐Wharton 《Assessment & Evaluation in Higher Education》1997,22(2):211-224

Student diversity has increased within Australian universities. This has changed the teaching and learning needs of students. The implementation of quality was aimed at enhancing the quality of the higher educational product. However, the policy, while providing an accountability framework at the institution level, failed to provide the structural mechanisms needed to achieve quality in the teaching and learning the students receive, that is the sub‐faculty level. Other factors, such as the potential growth of non‐government resources in the form of more international students have perhaps a greater chance of improving the quality of teaching and learning within the faculties, because they provide both the funds and an incentive for more funds as a reward for implementing quality assurance within the teaching and learning function of universities.  相似文献   

Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings     

Mark F. O'Reilly  Giulio Lancioni  Marianne Gardiner  Roisin Tiernan  Claire Lacy 《International Journal of Disability, Development & Education》2002,49(1):95-104

We examined the use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. She was receiving her education in regular classrooms at her local primary school. The student was taught the targeted skills in a resource room removed from the regular classroom. She successfully generalised the skills to regular classrooms. The problem-solving intervention was evaluated using a multiple baseline design across classrooms. Regular classroom teachers indicated that the student's behaviour significantly improved during the intervention.  相似文献   

Contingency Awareness in Infants and Children with Severe and Profound Learning Disabilities     

Yvonne O'Brien  Sheila Glenn  Cliff Cunningham 《International Journal of Disability, Development & Education》1994,41(3):231-243

Seven infants and children with severe, profound and multiple learning difficulties (CA 3 months to 4 years, MA 2 months to 12 months, mean MA 4.5 months) were presented with a contingency situation where they could control the onset of a visually and auditorily attractive toy. In this situation their responding increased and some positive emotional effects were seen. When they were subsequently unable to control stimulation, negative effects were seen on a range of emotional, motivational and self‐stimulation measures. These results suggest that from a mental age level of 2 months children are equipped to detect cause and effect relationships and build up a picture of their world based on expectancies about such relationships; and that violations of these expectancies can lead to negative effects.  相似文献   

Depressed skull fractures: a pattern of abusive head injury in three older children     

Lee AC  Ou Y  Fong D 《Child abuse & neglect》2003,27(11):1323-1329

OBJECTIVE: To describe a pattern of abusive head injury in a series of children older than 4 years of age. METHODS: A hospital chart review of abused children with skull fractures from 1999 to 2001 was carried out. The clinical features, social background, and subsequent outcome and management are described. RESULTS: An 11-year-old girl and a pair of brothers of ages 7 and 9 were identified. The girl was attacked with a hammer during sleep by her stepmother, who committed suicide shortly afterwards. After craniotomy and intensive care, the child survived her multiple depressed fractures, intracranial bleeding, and brain contusion. Two brothers from a second family were attacked from behind with a hammer by their biological father, who was subsequently found to have undiagnosed schizophrenia. A depressed occipital fracture, without intracranial injury, was found in each child. The elder brother also had metacarpal fractures. Both children recovered without surgical intervention. CONCLUSION: A pattern of abusive head injury was described in older children with depressed skull fractures from blunt injury. The abusing parents were seriously mentally disturbed, and the abusive acts closely resembled child homicide.  相似文献   

‘That's how it works here’: The place of religion in publicly managed second-level schools in Ireland     

O. McCormack  J. O'Flaherty  B. O'Reilly  J. Liston 《British Educational Research Journal》2019,45(1):161-180

This article problematises the place of religion within publicly managed Education and Training Board (ETB) schools in the Republic of Ireland. The study draws on interview data from 43 school personnel across 18 ETB second-level schools, as well as eight interviews with ETB Education/Chief Executive Officers. Having established the legal and historical contexts, the place of religion is explored from the perspective of school life and prescribed curriculum. Across the 18 schools, the prescribed curriculum for Religious Education did not take the form of ‘faith formation’. Rather, focus was placed on exploring all world religions. However, this compares with the role of religion within the life of the school; 14 of the 18 participating schools had religious dimensions as part of school life. Half of these schools (n = 7) were Designated Community Colleges, while the remainder were Non-Designated (n = 7). The religious dimension was always Catholic in nature. Bar a few exceptions, the role of religion within the life of the school remained largely unquestioned by school personnel. The article explores the findings in light of the legislative and historical contexts.  相似文献   

Developing ‘active citizens’: Arts Award,creativity and impact     

Yvonne Robinson  Anna Paraskevopoulou  Sumi Hollingworth 《British Educational Research Journal》2019,45(6):1203-1219

Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area.  相似文献