Effects of integrating video-based feedback into a Teaching Games for Understanding soccer unit

The integration of video-based feedback within physical education lessons focused on Game-Centered Approaches (GCAs) may assist pupils development of game performance. Year 8 pupils (n=34; aged 13-14 years) from a middle school in Eastern England were assigned to three teaching groups and taught a 6-lesson GCA unit of soccer. An A (treatment)-B (no treatment) crossover design was employed to examine the effects of video-based feedback on three game performance scores (GPS) from the Team Sport Assessment Procedure (TSAP; Gréhaigne, Richard, & Griffin, 2005). Group 1 (n=12) received video-based feedback for the first 3 weeks then had it removed; group 2 (n=12) had video feedback added in weeks 4 to 6 and group 3 (n=10) acted as a control group. During each lesson, teams participated in situated GCA practices, followed by a debate of ideas with or without the video-based feedback. Lessons concluded with a small-sided game from which GPS data were collected. Significant interactions for condition-by-time in GPS were assessed using a two-way repeated measures ANOVA. Significant improvements were observed for groups 1 and 2 in all GPS during treatment. Group 3 displayed no significant changes. These findings demonstrate the efficacy of using video-based technology to improve game performance within a GCA unit of soccer.La integración del feddbacks mediante vídeo en clases de Educación Física diseñadas a partir de enfoques basados en el juego (EBJ), puede ayudar a los alumnos a mejorar su rendimiento de juego. Alumnos de octavo curso (n= 34; años: 13-14) de un colegio de secundaria de Eastern England fueron distribuidos en tres grupos a los que se les impartió una unidad didáctica de fútbol de 6 sesiones basa en EBJ. Se empleó un diseño cruzado A (tratamiento)-B (no tratamiento) para valorar los efectos del feedback basado en vídeo sobre tres Puntuaciones del Rendimiento en el Juego (PRJ) tomadas mediante el Team Sport Assessment Procedure (TSAP, Gréhaigne, Richard & Griffin, 2005). El grupo 1 (n=12) recibió el feedback sólo durante las 3 primeras semanas; el grupo 2 (n=12) recibió el feedback dos semanas más, entre la 4ª y la 6ª; y el grupo 3 (n=10) actuó como grupo control. Durante cada sesión, los equipos participaron en situaciones prácticas EBJ, seguidas de un debate de ideas con o sin vídeo-feedback. Las sesiones concluían con un pequeño juego modificado en el que se recogieron las PRJ. Se analizaron las interacciones significativas en función del momento de la evaluación en las PRJ, las cuales fueron evaluadas usando ANOVA de dos factores con medidas repetidas. Se observaron mejoras significativas en los grupos 1 y 2 en todas las PRJ. El grupo 3 no mostró cambios significativos. Estos resultados muestran la eficacia del uso de la tecnología descrita para aumentar el rendimiento de juego en una unidad didáctica EBJ de fútbol

Electronic structure and electronic-vibrational energy exchange in Rydberg states of calcium monofluoride

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Chemistry, 1995.Includes bibliographical references.by Christopher M. Gittins.Ph.D

Automated algorithm for breast tissue differentiation in optical coherence tomography

Abstract. An automated algorithm for differentiating breast tissue types based on optical coherence tomography ͑OCT͒ data is presented. Eight parameters are derived from the OCT reflectivity profiles and their means and covariance matrices are calculated for each tissue type from a training set ͑48 samples͒ selected based on histological examination. A quadratic discrimination score is then used to assess the samples from a validation set. The algorithm results for a set of 89 breast tissue samples were correlated with the histological findings, yielding specificity and sensitivity of 0.88. If further perfected to work in real time and yield even higher sensitivity and specificity, this algorithm would be a valuable tool for biopsy guidance and could significantly increase procedure reliability by reducing both the number of nondiagnostic aspirates and the number of false negatives

Ágora para la educación física y el deporte

Resumen tomado de la publicaciónMonográfico con el título "Teoría y práctica de los enfoques tácticos de en la enseñanza del deporte en el ámbito escolar", coordinado por Luis Miguel García López y David Gutierrez Díaz del CampoTítulo, resumen y palabras clave también en inglésLa integración del feedbacks mediante vídeo en clases de Educación Física diseñadas a partir de enfoques basados en el juego (EBJ), puede ayudar a los alumnos a mejorar su rendimiento de juego. Alumnos de octavo curso (n= 34; años: 13-14) de un colegio de secundaria de Eastern England fueron distribuidos en tres grupos a los que se les impartió una unidad didáctica de fútbol de 6 sesiones basa en EBJ. Se empleó un diseño cruzado A (tratamiento)-B (no tratamiento) para valorar los efectos del feedback basado en vídeo sobre tres Puntuaciones del Rendimiento en el Juego (PRJ) tomadas mediante el Team Sport Assessment Procedure (TSAP, Gréhaigne, Richard & Griffin, 2005). El grupo 1 (n=12) recibió el feedback sólo durante las 3 primeras semanas; el grupo 2 (n=12) recibió el feedback dos semanas más, entre la 4ª y la 6ª; y el grupo 3 (n=10) actuó como grupo control. Durante cada sesión, los equipos participaron en situaciones prácticas EBJ, seguidas de un “debate de ideas” con o sin vídeofeedback. Las sesiones concluían con un pequeño juego modificado en el que se recogieron las PRJ. Se analizaron las interacciones significativas en función del momento de la evaluación en las PRJ, las cuales fueron evaluadas usando ANOVA de dos factores con medidas repetidas. Se observaron mejoras significativas en los grupos 1 y 2 en todas las PRJ. El grupo 3 no mostró cambios significativos. Estos resultados muestran la eficacia del uso de la tecnología descrita para aumentar el rendimiento de juego en una unidad didáctica EBJ de fútbol.ES

The reliability of the clinical tests and questions recommended in international guidelines for low back pain

Study Design. An intertester reliability study of the questions and tests recommended in guidelines for the management of low back pain (LBP). Objective. This study undertook a reliability study to evaluate the reliability of the items of the LBP clinical examination with a large sample of LBP patients. Summary of Background Data. A crucial part of the diagnostic triage process, recommended by many national and international guidelines for the management of LBP, is the clinical examination. The questions and tests used in this process have never been rigorously evaluated for their intertester reliability in first contact clinicians who are not medically trained. Methods. Patients, referred to physiotherapy departments across the United Kingdom with LBP (n = 301) were recruited in a sample of convenience. The 50 questions and physical tests were administered by a physiotherapist and then repeated by another physiotherapist within the same day. Data were analyzed using kappa and weighted kappa correlation coefficients (k). Confidence intervals (95% CIs) were calculated. Results. Eighty-six percent (n = 43) of the questions and test demonstrated k of 0.41 (fair agreement) or above. Five questions and 2 physical tests (prone knee bend and myotomal assessment) demonstrated agreement of only slight levels. CIs were generally narrow and the uncertainty regarding the kappa coefficients demonstrated correspondingly low. Conclusions. This study has rigorously evaluated the intertester reliability of the clinical examination process of the diagnostic triage. These clinicians generally demonstrated fair agreement when testing features of the "nerve root," "yellow" and " red flag" presentations recommended in international guidelines for the management of LBP and nonspecific LBP. However, reliance on single tests with only fair levels of agreement may be unwise. Further work is required to investigate the validity of the tests

Rational engineering of photosynthetic electron flux enhances light-powered cytochrome P450 activity

In this study we exploited a modified photosynthetic electron-transfer chain (PET) in the model cyanobacterium Synechococcus PCC 7002, where electrons derived from water-splitting are used to power reactions catalyzed by a heterologous cytochrome P450 (CYP1A1). A simple in vivo fluorescent assay for CYP1A1 activity was employed to determine the impact of rationally engineering of photosynthetic electron flow. This showed that knocking out a subunit of the type I NADH dehydrogenase complex (NDH-1), suggested to be involved in cyclic photosynthetic electron flow (ΔndhD2), can double the activity of CYP1A1, with a concomitant increase in the flux of electrons from photosynthesis. This also resulted in an increase in cellular ATP and the ATP/NADPH ratio, suggesting that expression of a heterologous electron sink in photosynthetic organisms can be used to modify the bioenergetic landscape of the cell. We therefore demonstrate that CYP1A1 is limited by electron supply and that photosynthesis can be re-engineered to increase heterologous P450 activity for the production of high-value bioproducts. The increase in cellular ATP achieved could be harnessed to support metabolically demanding heterologous processes. Furthermore, this experimental system could provide valuable insights into the mechanisms of photosynthesis