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Andrew Green Chloe Dafkin Samantha Kerr Warrick McKinon 《European Journal of Sport Science》2017,17(8):994-1003
Scrummaging is a major component of Rugby Union gameplay. Successful scrummaging is dependent on the coordination of the forward players and the strength of the eight individuals. The study aim was to determine whether individual scrummaging kinetics and other candidate factors associated with scrummaging performance discriminate team scrum performances. Sixteen club-level forwards (stature: 1.80?±?0.1?m; mass: 99.0?±?18.2?kg) were initially divided into two scrummaging packs. A total of 10 various scrum permutations were tested, where players were randomly swapped between the two packs. Winning scrums were determined by two observers on opposite sides of the scrum. Fatigue (100?mm visual analogue scale (VAS)) and scrummaging effort (6–20 rating of perceived exertion (RPE)) were assessed following each scrum contest. Individual scrummaging kinetics were acquired through an instrumented scrum ergometer and muscular power indicated through vertical jump heights. Student’s t-tests were used to differentiate between winning and losing scrum packs. VAS and RPE were assessed using repeated measures ANOVAs. Winning scrum packs had significantly larger combined force magnitudes (p?<?.002), regardless of the player contribution calculations. Additionally, winning packs had less individual movement (p?=?.033) and higher combined vertical jump heights (p?<?.001) but were not significantly heavier (p?=?.759) than losing scrum packs. While perceived VAS and RPE values progressively increased (p?<?.001), no differences in the individual scrum magnitudes were observed between the 1st and 10th scrum (p?=?.418). The results indicated that the combination of individual forces, variation in movement and factors related to scrummaging performance, such as vertical jump height, were associated with team scrummaging success. 相似文献
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A learning cycle approach to undergraduate instruction was implemented in a variety of subjects in the liberal arts and sciences. The students in the experimental program were typical representatives of an institution with liberal admissions policies. Significant gains were made in critical thinking and cognitive skill development by the experimental group. Additionally, retention of the experimental group was improved. Gains of this sort have the potential to rekindle hope in college faculties that some of the traditional goals of higher education that center on critical thinking and cognitive skill development need not be abandoned in institutions with liberal admissions policies. 相似文献
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Our initial study compared 15 normally- developing and 13 language- delayed four- and- five- year- olds on a range of phoneme awareness tasks differing in the degree of explicit linguistic analysis required. The language- delayed group performed more poorly than the normally- developing children, and there were significant group differences on several tasks. A significant interaction effect reflected the particular difficulty the language- delayed group had with the more explicit tasks. Follow- up testing suggests that group differences are maintained over time and that the language- delayed children perform more poorly than the normally- developing children on tests of decoding and spelling at the end of first grade. An intervention study, training phoneme awareness skills in language-delayed kindergarten children, was undertaken with a new group of subjects. Fourteen language- delayed children participated in 16 training sessions over eight weeks. Fourteen normal and 14 language- delayed children served as controls. Only the language- delayed training group made significant gains from pre- to posttraining measures. Following training, the language-delayed training group performed similarly to normal controls and significantly better than language- delayed controls whom they had matched before intervention. One year later, the language-delayed children who received training maintained their gains on phoneme analysis tasks and performed significantly better than the language-delayed controls on reading measures. Educational implications are discussed. 相似文献
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Summary Diapering and feeding are two vitally important routines in meeting basic needs of infants. Such routine times provide opportunities
for enhancing infants' development through interaction with others. Feeding and diapering times are ideal for one-to-one interaction
with infants. Caregivers are encouraged to speak directly with children, asking questions and responding to infant vocalizations
with verbal and nonverbal (e.g., smile, head nod) communications. Adults can also label infant body parts as well as the items
used in the process of feeding and diapering. Singing simple songs and reciting rhymes can also be incorporated into routine
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Early childhood professionals educating and caring for infants are encouraged to review the procedures used in diapering and
feeding. Assessing whether procedures assure safe and healthy conditions for infants is an important component of quality
care. 相似文献
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Tamara Clegg Carol Boston Jennifer Preece Elizabeth Warrick Daniel Pauw Jacqueline Cameron 《The Journal of environmental education》2020,51(1):55-71
AbstractThis article examines community-driven adult environmental learning in a volunteer watershed stewards program. We look for evidence of elements that portray steps toward “concientización”—the process of individuals and communities directing their own learning in nonhierarchical ways. Leveraging two theories from the learning sciences and community development research, affinity spaces and the Asset-Based Community Development model, we trace participants’ development toward concientización. Data collected through interviews with watershed stewards speaks to parts of these theories that in turn signal elements of concientización. Our findings point to the importance of providing communities with support that is flexible and easy to use for identifying and leveraging the resources in their community. We call for a new framework to understand how to help learners access community-driven environmental learning experiences and supporting resources at opportune times. 相似文献
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Although the characteristic morphology of rugby forwards playing different positions in the rugby scrum has been well documented, a complete picture of the force characteristics that different players produce has not been evaluated. This is especially true for the movement of the centre of pressure (CoP) elicited during scrummaging in a forward direction. An individual scrummaging ergometer was therefore developed to measure the CoP of an individual scrum action using conventional torque calculations. Calibration of the measurement system revealed measured force errors within 16.6 N of the actual force and errors of less than 3.96 mm for CoP location determination. Thirty-nine club level rugby union players (22 front rows, 11 locks and six back rows) scrummed against the ergometer on an outdoor rugby field. Differences between the three groups were tested using one-way ANOVAs. The maximum force for different players was 2253.6 ± 649.0 N over the entire subject group. There were no differences in the individual compressive force between the groups [front rows: 2404.0 ± 650.3 N; locks: 2185.6 ± 568.9 N; back rows: 1826.9 ± 670.2 N (p = 0.143)]. Individually, front rows started at a higher position than back rows (p = 0.009) and were at a higher vertical position than locks when producing maximum force (p = 0.028). Front rows had lower variation in the CoP (p = 0.044) and less movement to achieve their maximum force (p = 0.020) than locks. Front rows moved less overall than back rows (p = 0.028) during the scrum trial. The design and application of the individual scrum ergometer showed with good limits of agreement that differences in force magnitude and CoP exist within scrummaging players. Practically, the application of this ergometer may assist in the individual optimisation of scrummaging performance. 相似文献
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Warrick Wynne 《English in Education》2003,37(1):16-26
This article is an account of one Australian school's attempt to integrate interactive technology meaningfully into the Senior English curriculum through the use of purpose‐built intranet sites. The story of carrying out the project in the end also becomes a case study in teacher collaboration. 相似文献
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