Title: Development of tennis technique Objectives: The main object of this thesis is to analyse the fundamental factors that affect the development of tennis technique. Furthermore, this thesis presents the most common deviations from the optimal tennis technique, including their possible causes, and consequently suggests possible corrections that would help optimise the technique. Methods: Based on the analysis of documents, are present the fundamental factors that influence tennis technique. Specific selected deviations are develop from the optimal tennis technique on the parts of the basic strokes, in which the specific deviations, its description and the causes are stated. Furthermore, methods of correction to eliminate the mentioned technical deviations are proposed. This methods are based on the analysis of documents and observations from our own past experience. Results: The result is a detailed analysis of factors that affect the development of tennis technique. Furthermore, a list of deviations from the optimal technique with possible causes and proposed methods of their possible correction. The theoretical basis of the work deals with tennis technique as a fundamental factor influencing sports performance in tennis. Keywords: Biomechanics, exercises, correction, deviation, stroke

Exposure therapy is considered to be a first line treatment for a variety of anxiety disorders as supported by several review studies. However, there is no clear understanding of how it works. The present study examined how framing exposure exercises impacted outcomes in socially anxious individuals. We conducted a brief two-session exposure-based intervention, including experiential exercises from each therapeutic rationale, with homework assigned between sessions. We were specifically interested in the efficacy of four brief skills interventions: (a) fear reduction, (b) psychological flexibility, (c) values rationale, and (d) control for reducing public speaking anxiety from first to second exposure session. By combining participants at Utah State University and the University of Colorado Boulder, 81 individuals were randomized to participate in the study. Consistent with our prediction, individuals receiving an active intervention improved to a greater extent on major outcome measures of social anxiety compared to the control group. No significant differences were found between active interventions. Results showed no significant group differences in SUDs change at session 1 or session 2. Additionally, at session 1 those who received an active intervention displayed more within-session exposure engagement than individuals in the control condition. Importantly, there was no difference in between-session exposure engagement (number of exposures attempted) between groups. Overall, the results from this study suggest that there may not be one right way to implement exposure. Furthermore, there may be an overarching mechanism by which exposure works.

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The problem of this study was to determine if a difference in core body temperature and degree of dehydration exists between able-bodied athletes and wheelchair athletes in response to prolonged aerobic exercise while under thermal stress. Eight subjects, four able-bodied and four wheelchair athletes, volunteered to take part in the study. All subjects performed a 60-minute bout of upper body exercise while subjected to a temperature of 33- 34·c. Core body temperature, heart rate and degree of dehydration were all measured during and after testing, providing three dependent variables: the time that it took to achieve a maximum core body temperature (Time to Max Temp.), the difference between pre-weight and post-weight after the 60 minute bout of exercise (Weight Diff.) and the maximum temperature achieved during the 60 minute bout of exercise (Temp. Diff.). A multivariate factorial design (MANOVA) was used to examine group differences across all dependent variables simultaneously. No significant differences were observed between groups (p>.05). The results of this study may indicate that wheelchair athletes are no more susceptible to elevated core body temperatures or dehydration during aerobic exercise than able-bodled athletes. If this is the case, wheelchair athletes may need only to take the same precautions during aerobic exercise while under thermal stress as their able-bodied counterparts.

The Seminaries of the Church of Jesus Christ of Latter-day Saints were organized to provide religious education for high school and junior high school students. Inspirational devotional programs are a part of the class procedure in the Seminaries designed to create a spiritual tone in this religious education. Objectives of these devotional periods are:1. To encourage students to reflect and meditate on spiritual subjects.2. To provide opportunities and experiences for student participation in planning and presenting inspirational devotional programs.3. To establish in the classroom an atmosphere or setting which will stimulate the study of scripture and sacred history, thus serving as a lead into lesson work.This project involves a discussion of techniques of planning and producing inspirational devotional programs in the Seminary. In it outlines are given for fifty-nine devotional programs to accompany the fifty-nine lessons outlined in the Teacher Manual which was published in 1961 by the Department of Education of the Church of Jesus Christ of Latter-day Saints for the Seminary course in Church History and Doctrine.While these devotional programs do no satisfy the daily needs for the entire year, they do serve as an outline for a minimal devotional activity and provide a pattern for further planning by teachers and students.

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In this essay I will be exploring the work of five significant jazz trumpet players of the 20thcentury: Miles Davis, Clifford Brown, Lee Morgan, Freddie Hubbard and Woody Shaw. I will be delving deeper into the styles of these five trumpeters to find some characteristics of their improvisation. After that I will implement them into my own jazz improvisation vocabulary. By studying transcriptions of their solos, reading articles and watching videos about these trumpeters and their playing style, I intend to create exercises in order to add these aspects of their playing into my own improvisation. I will also explore the mental aspect of playing specifically jazz trumpet, and how the mindset can help develop my playing by studying how the aforementioned players’ mindset and attitude appears in their playing. The results will be a host of exercises which I created on my own, or acquired from other musicians, and different ways of approaching jazz improvisation on the trumpet.

No description available.

In this essay I will be exploring the work of five significant jazz trumpet players of the 20th century: Miles Davis, Clifford Brown, Lee Morgan, Freddie Hubbard and Woody Shaw. I will be delving deeper into the styles of these five trumpeters to find some characteristics of their improvisation. After that I will implement them into my own jazz improvisation vocabulary. By studying transcriptions of their solos, reading articles and watching videos about these trumpeters and their playing style, I intend to create exercises in order to add these aspects of their playing into my own improvisation. I will also explore the mental aspect of playing specifically jazz trumpet, and how the mindset can help develop my playing by studying how the aforementioned players’ mindset and attitude appears in their playing. The results will be a host of exercises which I created on my own, or acquired from other musicians, and different ways of approaching jazz improvisation on the trumpet. / <p>My examenskonsert was 25th of February, 2022</p>

I detta utvecklingsarbete har jag identifierat tre “nycklar” i musikaliskt samspel – att lyssna, leda och forma. Dessa “nycklar” baseras på mina tidigare erfarenheter av att musicera i ensemble. Utifrån dessa “nycklar” har jag utformat tre samspelsövningar – LYSSNA, LEDA och FORMA. Med syftet att undersöka hur samspelsövningarna kan påverka elevers samspel i ensemble har jag tittat närmare på hur elevers sätt att lyssna, leda och forma kan påverkas av att de jobbar med samspelsövningarna. Denna studie är kvalitativ, och i genomförandet av lektionsserien har data samlats in via enkäter (en i början av studien och en i slutet), exit tickets samt trippellogg. Varje samspelsövning tillämpades två gånger under lektionsserien. Resultatet visade att samspelsövningarna LYSSNA, LEDA och FORMA kan påverka elevers sätt att lyssna, leda och forma avseende samspel i ensemble, på flera sätt. Denna studies resultat kan ses som ett komplement till den musikundervisning på gymnasiet som fokuserar på just samspel i ensemble. / In this study I have identified three "keys" in musical interaction – listening, leading and shaping. These "keys" are based on my previous experiences of playing music in an ensemble. Based on these "keys", I have designed three interaction exercises – LISTENING, LEADING and SHAPING. With the aim of investigating how the interaction exercises can affect students' interaction in an ensemble, I have taken a closer look at how students' way of listening, leading and shaping can be affected by working with the interaction exercises. This study is qualitative, and in the implementation of the lesson series, data has been collected via questionnaires (one at the beginning of the study and one at the end), exit tickets and triple log. Each interaction exercise is applied twice during the lesson series. The results showed that the interaction exercises LISTENING, LEADING and SHAPING can affect students' way of listening, leading and shaping with regard to ensemble interaction, in several ways. This study's result can be seen as a complement to music teaching at the high school/upper secondary school which focuses on interaction in an ensemble.