ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Differential Learning and Traditional Learning Trainings on Technical Development of Football Players
Author: Bozkurt, Sinan
Date: 2018-04-00
Type: Journal Articles
Subjects: Athletes,Psychomotor Skills,Training,Skill Development,Drills (Practice),Conventional Instruction,Adolescents,Team Sports,Foreign Countries,Comparative Analysis,Teaching Methods,Pretests Posttests,Statistical Analysis

There are several different methods of learning motor skills, like traditional (linear) and differential (nonlinear) learning training. The traditional motor learning approach proposes that learners improve a skill just by repeating it. According to the teaching principles, exercises are selected along continua from easy to hard and from simple to complex. The differential learning approach is mainly characterized by taking advantage, for the purpose of learning, of fluctuations that occur, without movement repetitions and without corrections during the skill acquisition process. The purpose of this study is to examine the effects of differential and traditional training on technical development of 15-year-old football players who have been continuing football education. Twelve (12) football players who were 15 years old from the youth football team (Under 15) of Istanbul Kavacik Club were tested voluntarily in this study. In this study, the Mor-Christian soccer passing test, German Football Association agility/dribbling test, and feet-juggling test were applied on the football field with synthetic grass of the Istanbul Kavacik Sports Club in 2016. The Mann-Whitney U test for paired comparison of the groups and the Wilcoxon test for the comparison of pre- and post-tests of the groups were used for statistical analyses. In conclusion, the findings suggest that the results of the technique tests for groups offer no clear evidence for the superiority of the differential learning approach in comparison to the classical training approach. However, participants of the Differential Group (DG) were able to improve their performance in all tests and techniques compared to those of the Classical Group (CG). These findings may be useful for trainers and physical education teachers in the selection process of players and in preparing football training programs.
The Effects of Whole Body Vibration Training on Some Biochemical Values in Terms of Osteoporosis Risk in Premenopausal Women
Author: Demirel, Nurcan
Date: 2018-04-00
Type: Journal Articles
Subjects: Human Body,Physiology,Training,Biochemistry,At Risk Persons,Females,Adults,Exercise Physiology,Control Groups,Experimental Groups,Motion,Comparative Analysis,Pretests Posttests,Statistical Analysis

The main purpose of the present study is to comparatively examine the effects of Whole body vibration (WBV) trainings on some biochemical bone-turnover markers (Beta-CTx, Osteocalcin) in terms of osteoporosis. Twenty-four sedentary women (mean age = 37.12 ± 1.84 years) participated in the study. The participants were randomly divided to 3 groups: whole body vibration exercise group (WBV, n = 8), classical resistance exercise group (CR, n = 8), and control group (CO, n = 8). Vibration trainings and classical resistance trainings were applied in similar exercise models for major muscle groups three days a week for eight weeks, not on consecutive days but in the same contexts. Of biochemical values, Beta-CTx and Osteocalcin were analysed by using Cobas e 411 ECLIA (Electro Chem. Luminance Immune Assay) method before and after the eight-week exercise period. For intra-group comparisons paired-samples t-test, for inter-group comparisons one way ANOVA, and for multi-comparisons Tukey test were used. While a statistically significant difference was found between pretest posttest of Beta-CTx and Osteocalcin values of CR (p&lt;0.05), there was not a significant difference in WBV and CO groups (p&gt;0.05). A statistically significant difference was found between the groups in terms of pretest posttest biochemical value changes (Beta-CTx, Osteocalsin) of the participants (p&lt;0.05). As a result, eight-week WBV training in premenopausal women can be considered as safe in terms of biochemical values' (Beta-CTx, Osteocalcin) remaining unchanged. On the other hand, CR training made significant changes on the values in question. Whether this change is an acute effect or not has become a raising question. This case can be studied in premenopausal women in further research.
Prediction of Elite Male Trampolines&apos; Performance Based on the Selected Psychological Capabilities
Author: Ercis, Sertaç
Date: 2018-04-00
Type: Journal Articles
Subjects: Males,Athletes,Athletics,Body Composition,Body Height,Body Weight,Competition,Correlation,Exercise Physiology,Predictor Variables,Questionnaires,Physical Activity Level,Adolescents,Multiple Regression Analysis,Children,Adults,Cognitive Ability,Self Esteem,Attention,Psychology,Statistical Analysis

Main purpose of this study was prediction of elite male trampolines' performance based on the selected physical and psychological capabilities in different age categories. To this aim, 45 male athletes, athletic experience and competitive experience, who participated in the national trampoline team's preparation camps for participation at the 2014 Asian Games in four age categories included Children (ages 11 and 12 yrs), Juniors (ages 13 and 14 yrs), Adolescents (ages 15 to 17 yrs), and Seniors (ages 18 yrs &lt;), were selected using targeted sampling as subjects. Variables of study included 16 variables related to mental skills which were measured using standard procedures and instruments. Data were analyzed using Pearson correlation coefficient and multiple regression models at the 0.05 significance level. Results of study showed that, among all relationships between variables, self-confidence (r = 0.359), concentration (r = 0.316), concentration recovery (r = 0.394), average of psycho-cognitive skills (r = 0.304), and total average of mental skills (r = 0.307) with performance are statistically significant. Results of regression analysis showed that self-confidence (ß = 0.522) and concentration recovery (ß = 0.377) are significant determinants of performance which explain totally 26.7 percent of the elite male trampolines' competitive performance. Findings of this study suggest that, in the high competitive level of trampoline, psychological factors (i.e., self-confidence and concentration recovery) have more predictive role which must be considered in preparation programs of elite male trampolines.
The Performance Prediction of Elite Male Trampolines Based on Physical Fitness Factors
Author: Uçan, Izzet
Date: 2018-04-00
Type: Journal Articles
Subjects: Physical Fitness,Athletes,Multiple Regression Analysis,Correlation,Age Differences,Competition,Athletics,Children,Adolescents,Sampling,Measurement,Muscular Strength,Equipment,Prediction,Males,Physiology,Foreign Countries

The main purpose of this study was prediction of elite male trampolines performance based on the selected physical capabilities in different age categories. To this aim, 45 male athletes (age 14.17 ± 2.86 yrs, athletic experience 7.22 ± 3.64 yrs and competitive experience 3.31 ± 2.44 yrs), who participated in the national trampoline team's preparation camps for participation at the 2014 Asian Games in four age categories included children (ages 11 and 12 yrs), juniors (ages 13 and 14 yrs), adolescents (ages 15 to 17 yrs), and seniors (ages 18 yrs &lt;), were selected using targeted sampling. Variables of study included 20 physical fitness factors which were measured using standard procedures and instruments. Data were analyzed using Pearson correlation coefficient and multiple regression models at the 0.05 significance level. Results of study showed that only the relationships of the shoulder belt muscle strength (r = 0.294), aerobic power (r = 0.351), relative minimum anaerobic power (r = 0.256), with performance are statistically significant and in other cases, observed relationships were not statistically significant (p&gt;0.05). Findings of this study suggest that, in the high competitive level of trampoline, physical factors have predictive role in preparation programs of elite male trampolines.
No Significant Difference--Unless You Are a Jumper
Author: Fendler, Richard J.
Date: 2018-03-00
Type: Journal Articles
Subjects: Outcomes of Education,Online Courses,Grades (Scholastic),Conventional Instruction,Decision Making,Academic Advising,Academic Achievement,Comparative Analysis,Student Characteristics,Risk,Regression (Statistics),Undergraduate Students,Finance Occupations,Prediction,Cognitive Style,Least Squares Statistics,Statistical Analysis

Much of the e-education literature suggests that no significant difference exists in aggregate student learning outcomes between online and face-to-face instruction. In this study, an empirical model is developed to forecast the grade that individual students would have most likely earned in the alternate class setting. Students for whom the difference between the actual grade received in one class format (for example, online) and the forecasted grade in the other class setting (for example, face-to-face) is one full letter grade or higher are called &quot;jumpers.&quot; The findings reported in this study indicate that while about half of the students in the sample would have received essentially the same grade in either setting, as many as 42 percent are jumpers (meaning a positive or negative potential change of at least one full letter grade). This discovery has important implications for student choice and advisement in universities where students are free to choose between taking a particular course either online or face-to-face.
Educational Values of an External School Project
Author: Nygren-Landgärds, Christina
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Adults,Interviews,School Community Programs,Program Effectiveness,Relevance (Education),Participant Satisfaction,Program Evaluation,Learning Motivation,Educational Benefits,Partnerships in Education,Attitude Change,Decision Making,Foreign Countries,Content Analysis

External organizations offer schools projects with different content, so-called external school projects. This type of external projects is mainly implemented by people or an organization outside of the school. The projects may be within the framework of a nation's political aspirations. The educational goals of the projects are often far-reaching, focusing on personality or attitudes. This article questions whether external school projects can achieve such far-reaching goals. The aim of the research is to explore the views of young adults regarding how participating in an external project influenced them. In-depth interviewing were used when eleven young adults, at the time 25 years old, were asked about their opinions of an external project in entrepreneurship, implemented as an optional course, ten years after taking part. They were asked how they considered the course have influenced them, their choices and their attitudes. The statements of the informants show that the project had some long-term impact. The results of the research provide insight into whether an external temporary school project may have long-term educational values.
The Opinions of Teachers about the Innovation Level of Their Schools
Author: Aslan, Hüseyin
Date: 2018-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Opinions,Foreign Countries,Elementary School Teachers,Secondary School Students,Transformational Leadership,Educational Innovation,Statistical Analysis,Teacher Surveys,Likert Scales,Goodness of Fit

This study aims to determine the opinions of teachers about the innovation level of their schools. The sample of this research includes 471 teachers working in primary and secondary schools in Sinop, a city in Turkey. &quot;Innovative School Scale&quot; developed by Aslan and Kesik (2017) was used in order to collect data in this study. Percentage, frequency, mean, standard deviation, T-test and one-way ANOVA were performed to determine teachers' opinions about the innovation level of their schools according to the demographic variables. The findings show that the opinions of teachers about the innovation level of their schools are quite high with a level of &quot;often&quot; in the dimensions of innovative atmosphere, administrative support and the overall scale and with a level of &quot;sometimes&quot; in the organizational impediments. While the teachers' opinions indicate no significant differences regarding their genders, they show significant differences regarding their subject areas, years of teaching experience and teaching level of school. According to findings, branch teachers, teachers working in secondary schools and teachers having 21 or more years of teaching experience were found to have a higher level of opinions about the innovation level of their schools. The findings and suggestions obtained by the results are expected to contribute to the discussions and literature about increasing innovation level of schools.
The Level of Awareness of Safety Measures Practiced in School Laboratories among Pre-Service Science Teachers at Najran University
Author: Fagihi, Yahea Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Knowledge Level,Laboratory Safety,Science Laboratories,Laboratory Training,Statistical Significance,Grades (Scholastic),Information Sources,Undergraduate Students,Preservice Teacher Education,First Aid

This study is an attempt to identify the level of awareness of safety measures practiced in school laboratories among pre-service Science teachers at Najran University. It also aims to identify the sources of safety measures awareness and the statistically significant differences among the sample responses due to specialization and grade variables. To achieve the study objectives, a scale of (43) questions prepared and applied to a sample of (49) students. The scale covers the following aspects: Laboratory risk management, proper laboratory practices and first aid for laboratory injuries, in addition to a question about the sources of safety measures awareness. Results concluded that the awareness level of safety measures among pre-service Science teachers was low. There were statistically significant differences among the sample responses due to specialization, in favor of chemistry, and grade in favor of higher grades. The sources of safety measures awareness include undergraduate courses, faculty members, the laboratory safety manual, and websites.
The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students
Author: Kennan, Shannon
Date: 2018-03-00
Type: Journal Articles
Subjects: Online Courses,Educational Environment,Educational Technology,Technology Uses in Education,Self Determination,Adult Learning,Student Attitudes,Adult Students,Teacher Behavior,Success,Age Differences,Independent Study,Student Surveys,Instructional Program Divisions,College Students

This study contributes to the growing body of literature about what makes a successful online learning environment. Specifically, it addresses assumptions made about online learning environments--regarding self-determination and adult learners--by measuring students' perceptions and preferences for teaching behaviors that they believe help them succeed in online classrooms. Using two waves of survey data, only seven teaching behaviors were consistently related to online learners' preferences based on differences in age and class standing among students, and those behaviors do not fit neatly within the assumptions typically made about adult learners. These findings should begin to raise questions about whether the assumptions made about adult learners actually manifest in online learning environments. This study reveals evidence of a more pragmatically minded group of adult learners, particularly when considering the impact of age and class standing for online students, and provides insight as we look for ways to help online learners be more successful.
Online Student Use of a Proximate Community of Engagement in an Independent Study Program
Author: Oviatt, Darin R.
Date: 2018-03-00
Type: Journal Articles
Subjects: Independent Study,Electronic Learning,Communities of Practice,Learner Engagement,Student Surveys,Online Courses,Adolescents,Followup Studies,Mixed Methods Research,Distance Education,Phenomenology,Semi Structured Interviews,Enrollment,Elementary Secondary Education

Research has suggested that independent study students in online courses may benefit from engaging with a proximate community of engagement (PCE) and that students perceive that such engagement will help them succeed. Independent Study students were surveyed at the completion of their course to assess the level at which they actually interacted with a PCE. Survey findings were confirmed with follow-up interviews with students and their parents to triangulate survey data. Findings revealed that students in the study interacted with a PCE when completing the course. The percentage of students actually engaged with a PCE was lower than the percentages of students from a previous study who perceived that such engagement would be helpful. The research suggests that students made aware of the benefits of a PCE at the beginning of the course, and who receive coaching to curate that community as an assignment in the course, will be more likely to receive the learning benefits of community engagement. Future research to confirm the value of engaging with a proximate community, identifying most helpful and effective interactions, and helping students curate such a community are proposed.
&quot;L2 Motivational Self System&quot; and Learning German in Iran
Author: Haghani, Nader
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,German,Second Language Learning,Learning Motivation,Questionnaires,Learning Experience,Correlation,Student Educational Objectives,Attribution Theory,Statistical Analysis

Examining the reasons for the increasing number of Iranians learning German and creating of a first theoretical basis for that is the subject of this paper. In this regard, 370 Iranian learners of German from the German Language Institute in Tehran were questioned and their motivations were studied mainly based on the theory of &quot;L2 Motivational Self System&quot; (L2MSS). Investigating this research related to the psychological concept of &quot;possible selves&quot; and comparing it with the results of research conducted in the learning of English indicates that the motivation for learning German has a significant relationship with the components of the L2MSS, namely, &quot;L2 Ideal Self,&quot; &quot;L2 Ought-to Self,&quot; and &quot;L2 Learning Experiences.&quot; The achievement of this research can be effective in adopting foreign language policies in formal and informal educational areas in Iranian learning context.
The Relationship between Instructor Servant Leadership Behaviors and Satisfaction with Instructors in an Online Setting
Author: Sahawneh, Faris George
Date: 2018-03-00
Type: Journal Articles
Subjects: Student Satisfaction,Statistical Analysis,Correlation,Leadership Styles,Multiple Regression Analysis,Case Studies,Leadership Qualities,Questionnaires,Empathy,Altruism,Electronic Learning,Online Courses,Student Attitudes,Adult Students,Two Year College Students,Community Colleges,Online Surveys

Servant leadership has the potential to improve student satisfaction within online learning. However, the relationship between servant leadership and student satisfaction in an online environment had not yet been understood at the level of the individual instructor. The purpose of this quantitative, correlational study was to evaluate the relationship between online students' perception of their instructor's servant leadership style and the student's satisfaction with the online instructor. We selected 155 online students at a major community college in the south-central United States to complete the Servant Leadership Questionnaire (SLQ) and the Student Evaluation of Teaching (SET) survey online. We examined the relationships between each of the five facets of perceived servant leadership style (altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship) and student satisfaction. The results of the Spearman's correlations showed a strong positive correlation between all servant leadership behaviors and student satisfaction, p &lt; 0.001. A multiple linear regression analysis showed that the combination of altruistic calling, persuasive mapping, and wisdom strongly predicted student satisfaction with the instructor, F(3, 151) = 83.8, p &lt; 0.001, R[superscript 2] = 0.63. The results of this study have filled a gap in the literature on the relationship between online student satisfaction and individual servant leadership behaviors. We recommend future research to investigate servant leadership in relationship to online learning at 4-year public, for-profit, and private institutions.
Examining the Reliability and Validity of a Turkish Version of the Community of Inquiry Survey
Author: Olpak, Yusuf Ziya
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Test Reliability,Test Validity,Student Surveys,Communities of Practice,Inquiry,Online Courses,College Students,Factor Analysis,Factor Structure,Electronic Learning,Likert Scales,Test Items,Item Analysis,Statistical Analysis

The aim of this study was to describe the validity and reliability of a Turkish language version of the CoI survey developed by Arbaugh et al. (2008). Data were obtained from 1150 students enrolled in online courses in various departments in three Turkish state universities. The data were randomly divided into two parts: the first part was subjected to exploratory factor analysis; the second part underwent confirmatory factor analysis. A three-factor structure of the CoI framework explained 75.28% of the variance in the pattern of relationships among the items using the first split-half sample. All three presences had high reliabilities (teaching presence = 0.965, social presence = 0.953, and cognitive presence = 0.972). The three-factor structure of the CoI framework with teaching, social, and cognitive presences confirmed the validity of the Turkish version of the CoI survey.
Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance
Author: Sharp, Laurie A.
Date: 2018-03-00
Type: Journal Articles
Subjects: Mathematics Achievement,Educational Researchers,Electronic Libraries,Electronic Learning,Web Based Instruction,Supplementary Reading Materials,Statistical Analysis,Standardized Tests,Mathematics Tests,Multiple Regression Analysis,Statistical Significance,Algebra,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Instructional Effectiveness

Much literature has presented evidence that supplemental digital resources enhance student performance with mathematics. The purpose of this study was to explore the impact of a web-adaptive digital resource, Think Through Math©, on student performance with state-mandated annual standardized mathematics assessments. This study utilized a quantitative research design and conducted multiple regression analyses among 723 students from a north Texas school district that showed high-levels of use with Think Through Math© during the 2015-2016 school year. Data from Think Through Math© reports and annual standardized mathematics assessments were collected and analyzed from elementary, intermediate, junior high, and high school campus levels. Results of the multiple regression analyses were reported for each campus level, as well as several statistically significant and positive associations.