Vikings in the South: Voyages to Iberia and the Mediterranean     

Jamie Wood 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(1):110-111

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Exploring athletes’ perceptions of coach stress in elite sport environments     

Richard C. Thelwell  Christopher R. D. Wagstaff  Adam Rayner  Michael Chapman  Jamie Barker 《Journal of sports sciences》2017,35(1):44-55

The present study aimed to extend research that has focused on the identification of stressors associated with coaching practice by systematically evaluating how such stressors effect athletes, and more broadly, the coach–athlete relationship. A total of 13 professional- and national-level athletes were interviewed to address the three study aims: how they detect when a coach is encountering stressors, how coach experiences of stress effects them as an athlete, and how effective the coach is when experiencing stress. Following content analysis, the data suggested athletes were able to detect when a coach was experiencing stress and this was typically via a variety of verbal and behavioural cues. Despite some positive effects of the coach experiencing stress, the majority were negative and varied across a range of personal influences on the athlete, and effects on the general coaching environment. It was also the broad view of the athletes that coaches were less effective when stressed, and this was reflected in performance expectations, perceptions of competence, and lack of awareness. The findings are discussed in relation to the existing theory and with reference to their implications for applied practice, future research, and development of the coach–athlete relationship.  相似文献   

A humanist narrative less than the sum of its parts     

Jamie Morgan 《Metascience》2013,22(1):111-113

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The effects of physical contact type on the internal and external demands during a rugby league match simulation protocol     

Jonathan P. Norris  Jamie Highton  Stephen F. Hughes  Craig Twist 《Journal of sports sciences》2016,34(19):1859-1866

The aim of this study was to investigate how the type of contact influences physiological, perceptual and locomotive load during a simulated rugby league match. Eleven male university rugby league players performed two trials of the rugby league movement simulation protocol for interchange forwards with a traditional soft tackle bag and a weighted tackle sled to replicate contact demands. The interchange forward-specific simulation was chosen given the contact frequency is higher for this group of players compared to whole match players. Locomotive rate, sprint speed, tackle intensity, heart rate (HR) and rating of perceived exertion were analysed during the first and second bouts that replicated two ~23 min on-field passages. Countermovement jump (CMJ) was measured before and immediately after each trial. More time was spent in heart rate zone between 91 and 100% HR_peak during the first (effect size ± 90% confidence interval: 0.44 ± 0.49) and second bouts (0.44 ± 0.43), and larger (0.6 ± 0.69) decrements in CMJ performance were observed during the sled trial (5.9, s = 4.9%) compared to the bag trial (2.6, s = 5.4%). Changing the type of contact during the match simulation subtly altered both the internal and external loads on participants. Using a standard tackle bag results in faster sprint speed to contact, but lower overall high-intensity running. Conversely, a heavier tackle object increases the internal load and results in greater lower limb neuromuscular fatigue as reflected by the decrease in CMJ performance.  相似文献   

Competent Consultation: Developing Self-Efficacy for Process and Problem Aspects of Consultation     

Meaghan C. Guiney  Jamie Zibulsky 《Journal of educational and psychological consultation》2017,27(1):52-71

ABSTRACT

Using samples of novice and advanced consultants in training (CITs), this study explored the development of consultation self-efficacy (CSE) for both process-oriented and problem-oriented aspects of consultation. Regardless of experience level, self-efficacy in both domains increased with training. However, significantly greater gains were made by novice CITs as compared to their advanced counterparts. In addition, feedback collected from consultees was generally favorable, and consultants received high ratings on items that reflected both process- and problem-focused skills. Implications for consultation training are discussed.  相似文献   

Parent question use during shared reading time: How does training affect question type and frequency?     

Jamie Zibulsky  Christine Casbar  Tamar Blanchard  Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219

This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.  相似文献   

FrameEx: Classroom Exercise to Demonstrate Analytic Framework Value     

William J. Worthington  Jamie D. Collins  Christopher R. Reutzel 《Decision Sciences Journal of Innovative Education》2011,9(1):129-135

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Hop.Skip.Jump.Games: The effect of “principled” exergameplay on children's locomotor skill acquisition     

Jamie McGann  Johann Issartel  Lucy Hederman  Owen Conlan 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):798-816

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Does Fidelity of Implementation Account for Changes in Teacher–Child Interactions in a Randomized Controlled Trial of Banking Time?     

Jennifer LoCasale-Crouch  Amanda Williford  Jessica Whittaker  Jamie DeCoster  Pilar Alamos 《Journal of research on educational effectiveness》2018,11(1):35-55

This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher–child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher–child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher–child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher–child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes.  相似文献   

Intentionality as measured in the persistence and elaboration of communication by chimpanzees (Pan troglodytes)     

Leavens DA  Russell JL  Hopkins WD 《Child development》2005,76(1):291-306

In human infancy, 2 criteria for intentional communication are (a) persistence in and (b) elaboration of communication when initial attempts to communicate fail. Twenty-nine chimpanzees (Pan troglodytes) were presented with both desirable (a banana) and undesirable food (commercial primate chow). Three conditions were administered: (a) the banana was delivered (successful communication), (b) half of the banana was delivered (partially successful communication), and (c) the chow was delivered (failed communication). The chimpanzees exhibited persistence in and elaboration of their communication in every condition except when the banana was delivered. Thus, their communication was about a specific item, demonstrating that both intentionality and nonverbal reference are capacities shared by humans with our nearest living relatives, the great apes.  相似文献