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Al-Abood SA Bennett SJ Hernandez FM Ashford D Davids K 《Journal of sports sciences》2002,20(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
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Saleh Sayyad Delshad 《Journal of The Franklin Institute》2010,347(9):1795-1796
Based on Laplace transform theory, chaos synchronization of the fractional order unified system by using the one-way coupling method presented in Xiangjun et al. [Chaos in the fractional order unified system and its synchronization, Journal of the Franklin Institute 345 (2008) 392-401]. In this note, we present some points to the mentioned paper. 相似文献
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Faculty use of technology is a critical issue in higher education; administrators and students are expecting faculty instruction
to incorporate technology in classroom and distance education. Competition is demanding technologically proficient graduates
for schools and colleges. Research indicates that computer self-efficacy (CSE) may be one determinant of who uses technology
and who does not. A survey of education faculty at the Lebanese University in Beirut, Lebanon, conducted in 2006, revealed
varying degrees of CSE; of 127 respondents, 14 had low levels of CSE; 68 were at a moderate level, and 45 self-evaluated themselves
to have high CSE. Although other barriers may deter the implementation of technology in teaching, strategies and techniques
for increasing CSE should be developed. For those with low CSE, special attention must be given to enhancing their levels
of CSE.
相似文献
| Hanadi Kassem SalehEmail: |
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This article explores the mono-cultural milieu of counseling. There are four primary contributors to the cultural domination of counseling by the Western culture. They are as follows: (1) the deep historical and philosophical roots of counseling in Western culture; (2) the dominant theories, practices and approaches of counseling make the assumption that counseling will take place within a Western culture; (3) the bulk of research and literature pertaining to counseling concentrates on counseling within the West; (4) the emulation by non-Western nations of Western models of counseling. The concept of cultural dissonance is given to help in the understanding of the relation of culture to a counseling relationship at a given time between counselor and client. 相似文献
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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
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Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously grouped fourth-grade boys (n=164) were randomly assigned to a structured collaboration condition or an unconstrained comparison condition. Results indicated positive effects of structured collaboration on average-ability students’ achievement, motivation, and contribution to the group interaction. Another positive result was that structuring collaboration did not lower the scores of the high and low-ability students on these measures. 相似文献
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Mohammed A. El-Magd Ayman A. Saleh Abeer A. Nafeaa Shymaa M. El-Komy Mohamed A. Afifi 《Journal of Zhejiang University. Science. B》2017,18(12):1064-1074
The insulin-like growth factor 1 (IGF1) gene is a member of the group of somatotropin axis genes that play a significant role in cell proliferation and growth of muscles. Here, we searched for polymorphisms in buffalo IGF1 and found two novel single nucleotide polymorphisms (SNPs), G64A and G280A, in the noncoding sequences of exon 1 and exon 4, respectively. Statistical analysis of different genotypes showed that the individuals with GG genotypes had significantly (P<0.05) higher body weight (BW) and average daily gain (ADG) than those with other genotypes at ages of 3–6 months in G64A SNP and 6–9 months in G280A SNP. The combined genotypes of these two SNPs produced three haplotypes, GG/GG, AG/AG, and AA/AA, which were significantly associated (P<0.0001) with BW and ADG at an age from 3 to 12 months. Buffaloes with the homozygous GG/GG haplotype showed higher growth performance than other buffaloes. The two SNPs were correlated with mRNA levels of IGF1 and IGF1 receptor (IGF1R) in semitendinosus muscle as well as with the serum concentration level of IGF1. Also, buffaloes with GG/GG haplotype showed higher mRNA and serum concentration levels. The data revealed that these two SNPs could be valuable genetic markers for selection of Egyptian buffaloes for better performance in the population. 相似文献
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Maher M. Abu-Hilal Faisal A. Abdelfattah Saleh A. Alshumrani Adel S. Abduljabbar Herbert W. Marsh 《European Journal of Psychology of Education - EJPE》2013,28(4):1201-1220
The aims of this study are to: (a) assess if cognitive self-concept (competence) and affective self-concept in mathematics and science are different constructs, (b) evaluate the construct validity of self-concept in the context of conflation and separation, and (c) test if the relationships among cognitive and affective variables are invariant across gender. The data for this study were obtained from the Trends in International Mathematics and Science Study 2007 database. Data about 2,687 out of 4,099 eighth grade Saudi students were subject to various analyses. The variables used in this study were mathematics and science self-concepts, and mathematics and science subject value as part of the Students Background Questionnaire. The relationships among constructs were examined with the use of SPSS16 and the structural equation modeling software, AMOS16. The results demonstrated that subject value and self-concept were different constructs. Also, the results demonstrated that cognitive and affective self-concepts were independent, but strongly related constructs, and the structure of the construct was clearer when self-concept was separated into cognitive and affective components than when it was conflated. The relationships among cognitive, affective, and subject value in mathematics and science were invariant across gender. However, their relationships with achievement were not invariant across gender. 相似文献