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Determinants of possession of the ball in soccer 总被引：1，自引：0，他引：1
In research on the importance of the possession of the ball in soccer, little attention has been paid to its determinants. Using data from 170 matches of the 2003 - 2004 Spanish Soccer League, we explain why differences in the possession of the ball among teams are so great. In particular, four variables are examined: evolving match status (i.e. whether the team is winning, losing or drawing), venue (i.e. playing at home or away), and the identities of the team and the opponent in each match. Results of linear regression analysis show that these four variables are statistically significant and together explain most of the variance in possession. In short, home teams have more possession than away teams, teams have more possession when they are losing matches than when winning or drawing, and the identity of the opponent matters - the worse the opponent, the greater the possession of the ball. Combinations of these variables could be used to develop a model that predicts possession in soccer. 相似文献
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Alfredo Salerno Giampietro Lago Andrea Berti Francesco Calì Mario Mirisola Patrizia Carta Carmen Ferro Valentino Romano 《Journal of Cultural Heritage》2005,6(4):313-319
The sarcophagus containing the remains of Federico II, located in the Cathedral of Palermo (Sicily, Italy), was opened on 1998 to perform a multidisciplinary survey [1]. Next to the remains of Federico II and in close contact with them were laying two other skeletons belonging, according to historical records, to Pietro II di Aragona and to an anonymous person (“The Third Individual”), probably a woman. The bones appeared severely deteriorated. Chemical analysis performed on bone samples excluded that the bodies underwent some kind of embalming process. The analysis of mtDNA from bone samples taken from the three skeletons was successful in only one of the two labs involved. The HVR1-mtDNA sequence (region: from nt 16,035 to nt 16,395), obtained from the bone samples of Federico II and “The Third Individual” appear identical but bear double peaks at the same nucleotide positions, suggesting mixing (i.e. contamination) of different mtDNA types. The HVR1 sequence obtained from the bone sample of Pietro II di Aragona does not present double peaks and differ from the Cambridge Reference Sequence (CRS) at six nucleotide positions. Cloning experiment of the Federico II amplicon demonstrated that the mixed mtDNA types are only two: one identical to CRS, the other identical to the sequence of Pietro II di Aragona. A reconstruction of these data are proposed in the Discussion. Due to the problematic context in which this study was carried out (mixed and deteriorated biological material, failure to replicate results in two different labs), our results and reconstruction can only be offered on a tentative basis. It is hoped that the data presented in this study will reveal useful, for future comparison, if further molecular genetics research will be carried out on the royal dynasties that ruled Sicily in the early centuries of the past millennium. 相似文献
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Purificación Rodríguez M. Oliva Lago M. Lourdes Hernández Laura Jiménez Silvia Guerrero Sonia Caballero 《European Journal of Psychology of Education - EJPE》2009,24(4):529-543
Division-With-Remainder (DWR) problems are particularly complex, as suggested in many studies. The purpose of this work was to establish whether students’ difficulties in DWR problems came from an inadequate initial representation or from an inadequate final interpretation of the numerical answers, and whether remainders could be grouped into two blocks depending on the kind of answer, either directly matching the terms of the division or not. Forty-five Spanish secondary students, aged 12–13, were requested to solve two Types of Division Situations (i.e., Equal Groups and Comparison), each one involving four Types of Remainder (i.e., Remainder-Not-Divisible, Remainder-Divisible, Remainder-as-the-Result, and Readjusted-Quotient-by-Partial-Increments). Our data showed that: (a) the selection of the correct solution procedure depended on the Type of Division Situations, being easier in Equal Groups than in Comparison problems; (b) correct interpretations were higher than the percentages reported in other researches; and (c) success in problems whose answers were the quotient or the remainder was higher than in Readjusted-Quotient-by-Partial-Increments problems. The results obtained suggest that students’ difficulties originate in the initial representation of the DWR problems and that it would be more adequate to refer to the difficulty of Readjusted-Quotient-by-Partial-Increments problems in particular, rather than to the difficulty of DWR problems in general. 相似文献
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ResumenSe estudia la incidencia del nivel de abstracción y de la magnitud de los sumandos en la resolución de tareas aditivas elementales. Para ello, dos muestras de niños de 5 a 7 años pasaron diferentes pruebas. Los resultados muestran en general que los factores edad, modo de representación y el tamaño y posición de los sumandos son estadísticamente significativos. Más en conaeto, los niños pequeños son especialmente sensibles al grado de abstracción de los sumandos, mientras que el grupo de los mayores se ve afectado principalmente por el tercer factor. Por otra parte, el repertorio de estrategias empleado es pobre en los preescolares y variado en los escolares. 相似文献
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Ileana Enesco Purificación Rodríguez Mª Oliva Lago Cristina Dopico Ana Escudero 《European Journal of Psychology of Education - EJPE》2017,32(3):483-500
This study addresses the influence of schoolteachers’ testimonies on children’s conceptions about unconventional correct counts or pseudoerrors. A total of 158 kindergarteners and second graders were individually interviewed: Fifty children participated in the baseline group (to determine their judgments about pseudoerrors without the presence of informants), and 108 children participated in the experimental group. There were two sessions—2 weeks apart—for the experimental group: in session 1, children faced the conflicting claims provided by three teachers vs. a dissident teacher about the correctness of different pseudoerrors made by the characters of a computer game. The participants had to decide which of the informants was right, providing a rationale for their choice. In session 2, children evaluated the same types of pseudoerrors but in absence of informants (similar to the baseline group procedure). We assessed the relative influence of the majority, and whether the presentation of teachers’ controversial judgments improved children’s understanding of counting. The findings revealed that children’s own ideas prevailed over the pressure of the majority: at both ages, children tended to endorse claims that considered pseudoerrors as incorrect counts, regardless of the source of information (majority or dissenter), and their tendency to reject pseudoerrors remained firm in session 2. Overall, results from the experimental and the baseline groups suggest that children’s adherence to the conventional rules of counting is strong and little susceptible to influence and revision. We discuss the educational implications of these findings as well as the limitations of the experimental paradigm used in this and other studies in the field of testimony. 相似文献
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Lina Lago Helene Elvstrand 《Early Years: An International Journal of Research and Development》2019,39(2):163-174
This article focuses on how pupils’ everyday transitions constitute a condition for pupils’ activities and relationships, and how pupils understand and give meaning to their everyday transitions between different school settings (school and Leisure Time Centre). To examine this, we made participant observations in three different educational settings. The focus of these observations is on pupils in their everyday life in school and LTC, thereby gaining insight into the experiences of being a pupil in these settings. In regard to social relations, the changes brought about by daily transitions between educational settings create conditions for different activities and changes in the group. The changes in groups that occur in the different contexts of everyday transitions in school can be both an opportunity and an obstacle, depending on the situation and with whom pupils wish to engage in social interaction. Thus, it is clear that the transition from school to LTC often involves changes in the group, thereby changing the conditions of pupils’ opportunities to form relationships with each other. 相似文献
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Abstract In research on the importance of the possession of the ball in soccer, little attention has been paid to its determinants. Using data from 170 matches of the 2003 – 2004 Spanish Soccer League, we explain why differences in the possession of the ball among teams are so great. In particular, four variables are examined: evolving match status (i.e. whether the team is winning, losing or drawing), venue (i.e. playing at home or away), and the identities of the team and the opponent in each match. Results of linear regression analysis show that these four variables are statistically significant and together explain most of the variance in possession. In short, home teams have more possession than away teams, teams have more possession when they are losing matches than when winning or drawing, and the identity of the opponent matters – the worse the opponent, the greater the possession of the ball. Combinations of these variables could be used to develop a model that predicts possession in soccer. 相似文献
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