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1.
Jennifer Kavanagh Kieran Moran Johann Issartel 《Physical Education & Sport Pedagogy》2020,25(2):174-187
ABSTRACTBackground: Cycling has gained more attention as an important lifelong physical activity. Learning to cycle independently without assistance is a milestone for most children that requires time and practice to master. Cycling was recently added to the motor development model and so a valid and reliable measure of cycling ability is required to allow accurate assessment of the skill. Cycling has many health benefits along with being a commonly reported physical activity globally and therefore is an important skill to promote in early childhood and throughout life. To date, there are no measurement tools examining the developmental process to independent cycling in the early childhood years. The current study aimed to develop and assess the inter-rater and test-retest reliability of the ‘KIM Cycling Scale’.Methods: Development of the scale occurred in four phases: (1) development of criteria and stages, which used observation of children when learning to cycle and expert panels to develop the initial developmental stages, (2) review of instructions and criteria and pilot inter-rater and test-retest reliability, to ensure that the scale could be used as a standalone scale without requiring further instructions (3) cycling intervention, which allowed assessment of the developmental nature of children along the scale as they learn to cycle independently and to assess typical and alternate routes to independent cycling and (4) inter-rater and test-retest reliability.Results: Ninety children took part in phase 1, thirty-six children took part in phase 2, seventy-four children took part in phase 3 and one hundred and forty-nine children took part in phase 4. All three hundred and forty-nine children were between 2 and 6 years. The developed scale included eight stages in total. The scale was found to have excellent inter-rater reliability (ICC?=?0.97, 95% CI?=?0.96–0.98) and good to excellent test-retest reliability [(ICC?=?0.91, 95% CI?=?0.87–0.94) & (ICC?=?0.90, 95% CI?=?0.85–0.93)]. Typical routes to independent cycling along the scale were examined and reported as being step-wise on all occasions except one where a two stage jump was as common as the step-wise route. Alternate routes were also reported.Conclusion: The current study developed a reliable measurement tool for assessing children between 2 and 6 years of age on the developmental process to independent cycling. Having a cycling scale will allow teachers and practitioners to assess competence in cycling and moreover, track changes in skill development. Furthermore, parents could also use the scale to better understand and better asses their child’s progression when learning to cycle. 相似文献
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Matthew B. Rhudy Scott B. Dreisbach Matthew D. Moran Marissa J. Ruggiero Praveen Veerabhadrappa 《Journal of sports sciences》2020,38(5):503-510
ABSTRACTAccelerometer cut points are an important consideration for distinguishing the intensity of activity into categories such as moderate and vigorous. It is well-established in the literature that these cut points depend on a variety of factors, including age group, device, and wear location. The Actigraph GT9X is a newer model accelerometer that is used for physical activity research, but existing cut points for this device are limited since it is a newer device. Furthermore, there is not existing data on cut points for the GT9X at the ankle or foot locations, which offers some potential benefit for activities that do not involve arm and/or core motion. A total of N = 44 adults completed a four-stage treadmill protocol while wearing Actigraph GT9X sensors at four different locations: foot, ankle, wrist, and hip. Metabolic Equivalent of Task (MET) levels assessed by indirect calorimetry along with Receiver Operating Characteristic (ROC) curves were used to establish cut points for moderate and vigorous intensity for each wear location of the GT9X. Area under the ROC curves indicated high discrimination accuracy for each case. 相似文献
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The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped‐classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared. 相似文献
7.
Amber S. Moran H. Lee Swanson Michael M. Gerber Wenson Fung 《Learning disabilities research & practice》2014,29(3):97-105
The purpose of this study was to examine effectiveness of paraphrasing interventions on mathematics word problem‐solving accuracy in third grade children (N = 72) at risk for mathematics disabilities (MD). Three instructional conditions directed students’ attention through paraphrasing, via writing, to different propositions within word problems. Students were randomly assigned to one of four intervention conditions: paraphrase question propositions (restate), paraphrase relevant propositions (relevant) and paraphrase all propositions (complete) or an untreated control. A mixed ANCOVA indicated that paraphrasing relevant and complete propositions significantly increased posttest accuracy when compared to the control and restate condition. Results from the study provide support for the effectiveness of paraphrasing interventions that directs students to restate/paraphrase propositions of mathematics word problems relative to the control condition. 相似文献
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Jason Moran Gavin R. H. Sandercock Rodrigo Ramírez-Campillo César Meylan Jay Collison Dave A. Parry 《Journal of sports sciences》2017,35(11):1041-1051
This meta-analysis investigated the maturation-related pattern of adaptations to resistance training in boy athletes. We included studies examining the effects of 4–16-week resistance training programmes in healthy boy athletes aged 10–18 years. Pooled estimates of effect size for change in strength across all studies (n = 19) were calculated using the inverse–variance random effects model for meta-analyses. Estimates were also calculated for groups based on likely biological maturity status (“before”, “during” and “after” peak height velocity). Using the standardised mean difference, resistance training increased strength across all groups (effect size = 0.98, [CI: 0.70–1.27]). Strength gains were larger during (1.11 [0.67–1.54]) and after (1.01 [0.56–1.46]) peak height velocity than before (0.5 [?0.06–1.07]). Adaptations to resistance training are greater in adolescent boys during or after peak height velocity. These findings should help coaches to optimise the timing of training programmes that are designed to improve strength in boy athletes. 相似文献
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