Title: Comparison of fitness abilities of tennis players in different performance catego ries in the junior category. Objectives: The main objective of this work was to compare and evaluate the results that we obtained by measuring the three groups of probands in different performance categories. As a secondary goal, we have compiled a fitness test battery, which was specific for tennis game for its content . Methods: In our study we used the method of comparative analysis. This method was applied in the comparison of individual tests and procedures. We compared the mean values between groups and individual performance tested. Results: We found out that the average performance in each group (except the test of explosive power of the lower limbs) corresponded with their level of game performance. Individual performances of the first group, however, did not reflect the position in the national ranking. All measurements are graphically elaborated in the results section of the work. Keywords: testing, fitness abilities, tennis

Title: Evaluation of strength development during the hockey season in category of younger cadets Objectives: The main objective is to determine the effectiveness of the two months weight training program in the racing season 2014/2015 with a younger junior category players in ice hockey. Based on the results of motor tests before and after the intervention to assess the effectiveness of strength training, respectively. ineffectiveness of strength training. Another goal is to perform a literature search of titles that deal with issues of youth strength training. Methods: This research work was realized with the help of motor testing method. Results: In both monitored file has been changed levels of power capabilities. The research group was divided into two sets. A set of graduated strength program, file B is not. In individuals from Group B were major changes of power capabilities, although weight training did not pass. Individuals who, have at least the first measuring points is compared to the last testing improved the most. For individuals who have the most points in the first measurement occurred against the last test for such a big change. Keywords: Strength Training, Ice Hockey, Young adolescents, fitness program, season

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The aim of this diploma thesis is to find out the level of motoric abilities in sports and non- sporting children at the 2nd level of elementary school. Based on eight selected standardized tests, we find the required level of motor skills and, above all, the real difference between sports and non-sporting children. In the theoretical part I deal with the characteristics of individual motor abilities, sports and non-sporting children at present days. In the research part I tested 80 children of elementary school by motor tests and based on the questioning method I found out the rate of sports and non-sporting children. The results of the movement tests and the questionnaire were statistically processed and evaluated. KEYWORDS Motor skills and abilities, endurance, speed, strenght, coordination, sporting and non sporting chil

This researched aimed to explore the effects of the Human Immunodeficiency Virus (HIV) upon the visuospatial abilities of HIV-positive adolescents on antiretroviral treatment in South Africa. The literature suggests that the neurology responsible for visuospatial abilities (specifically various white-matter tracts in the brain) is very susceptible to the damaging effect that HIV has on the brain. The research sample consisted of vertically transmitted HIV-positive adolescents, on first line antiretroviral treatment, with a HIV-negative control group comparable on age and SES. The results indicated that there is a significant difference in the visuospatial abilities between adolescents with and without HIV. The expressions of these deficits were displayed differently between males and females, highlighting a differing developmental neurology, and the effect of HIV upon it. The viral strength and health of the immune system were also examined as variables and illuminated interesting results. Overall, the research illustrates the negative effect that HIV has upon developing neurology and the subsequent effects on visuospatial abilities.

A tomada de decisão é uma atividade essencial que permeia todas as funções e processos administrativos. Neste contexto, a capacidade de tomar decisões pode ser considerada uma habilidade fundamental para o administrador. Estudar o processo de ensino-aprendizagem desta habilidade, principalmente durante os anos de formação acadêmica dos futuros executivos, parece ser de grande relevância tanto para o âmbito acadêmico como para o ambiente prático das empresas. Este trabalho aborda esta questão e tem como objetivo descrever e analisar como as habilidades relacionadas com a tomada de decisão na administração de empresas são desenvolvidas/aprimoradas durante o curso de graduação em Administração da FEA-USP. Para observar e analisar o fenômeno de maneira abrangente, realizou-se um levantamento bibliográfico e uma pesquisa empírica. No levantamento bibliográfico foram apresentados os aspectos mais relevantes do processo de tomada de decisão e do processo de ensino-aprendizagem relacionados com o problema de pesquisa, a fim de se estabelecer um quadro de referência para o trabalho. Na pesquisa empírica realizada, procurou-se descrever e analisar, por meio da aplicação de um instrumento especialmente desenvolvido para o estudo e que tem como base a resolução de casos, como três habilidades decisórias (avaliação de informação, avaliação de alternativas e seleção de alternativas) foram desenvolvidas/aprimoradas durante os quatro anos do curso diurno de graduação em Administração da FEA-USP. Entre os resultados encontrados, destacam-se: a) ao longo do curso de graduação, os alunos dos quatro anos letivos não alteraram sua habilidade de avaliar a quantidade e a qualidade das informações a serem extraídas dos problemas propostos; b) aparentemente, os alunos perderam parte da capacidade de avaliar de maneira global as diferentes alternativas dos problemas; e c) os alunos desenvolveram, de maneira limitada no entanto, a habilidade de selecionar um entre os diversos cursos de ação alternativos de um problema com solução matemática única. Os resultados experimentais deste estudo mostraram que, aparentemente, as práticas de ensino em uso na administração de empresas fortalecem o aprendizado operacional (o 'como fazer') em detrimento do aprendizado conceitual (o 'como pensar') no campo da tomada de decisão. / Decision making is an essential activity that is constituent of all administrative functions and processes. In this context, the capacity to make decisions may be considered a fundamental ability to the business administrator. To study the process of teaching and learning this ability, specially during the formative academic years of the future executives, may be of great importance both to the academic field and to the practical corporate environment. The purpose of this dissertation is to describe and to analyze how the decision making abilities are developed/improved during the graduation course in Business Administration at FEA-USP. In order to examine the phenomenon broadly, this study encompassed a review of the related literature and an empirical research. The review of the literature presented the most important aspects of the decision-making process and of the teaching and learning processes related to the problem situation, in order to establish a conceptual framework for the study. The empirical research sought to describe and analyze, by using an instrument specifically developed for this study and based on problem case solving, how three decision abilities (information assessment, alternative evaluation and alternative selection) were developed/improved during the four years of the Business Administration graduation course at FEA-USP. The main findings were: a) along the graduation course, the students of the four years did not alter their ability at assessing the quality and quantity of information to be extracted from the provided problem cases; b) apparently the students lost part of their capacity of evaluating the different alternatives of the problems; and c) the students developed, but in limited way, the ability at selecting one among several courses of action in a problem with a single mathematical solution. The experimental results of this study showed that, apparently, the current teaching practices in business administration strengthen the operational learning ('how to do') to the detriment of the conceptual learning ('how to think') in the field of decision making.

The relationship between level of dogmatism and divergent-convergent abilities was investigated in a sample of high school subjects. Rokeach's Dogmatism Scale, Form E, and tests of divergent and convergent ability were administered to all subjects. On the basis of their performance on the Dogmatism Scale, three experimental groups were formed: high, medium , and low dogmatics. An analysis of the data showed dogmatism to be negatively correlated with originality, flexibility, composite divergent and composite convergent scores. Fluency was the only ability not negatively correlated with dogmatism. High dogmatic subjects performed convergent operations better than they performed divergent operations, while low dogmatic subjects performed both operations equally well.

Title: Relation between power ratios of adductors, abductors, external and internal hip rotators at shooting speed of ice hockey players Objectives: The main aim of this thesis is to find out the relationship between the rate of fire on the ice and the strength abilities of the hand and hip rotators Methods: The research group consisted of 20 adult probands (age = 24.8 ± 3.4; height = 181 cm ± 6.13 cm; weight = 80.1 kg ± 9.9 kg). The research took place in the summer preparation period after the season. The laboratory tests were carried out at the Charles University FTVS under the supervision of qualified and trained experts. An isokinetic dynamometer (Cybex NORM ®, Humac, CA, USA) was used to test external and internal rotators. A hand isometric dynamometer (Takei 5401) was used to evaluate the handgrip. Field tests were conducted on the ice, where the rate of fire was recorded using radar (V-max). Results: The results showed a significant degree of association between SBN and SVN shooting and rotator force at concentric contraction (30ř∙s-1 , 90ř∙s-1 ) for the dominant leg, reaching values (r = 0.45) for the angular velocity of 30ř∙s-1 and at higher angular velocities it assumed values (r = 0.44 and 0.54). Statistical analyzes also showed a significant degree of association between SVN-firing and...

Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The popularity of nonverbal reasoning tests has increased substantially in recent years because of the increasing number of English-language learner (ELL) students in many U.S. school districts. Nonverbal tests are thought to eliminate the need for language in test items and to reduce cultural content. Formats on these tests are also assumed to be equally novel for all students. However, in at least one large study, researchers found substantial differences between the average performance of ELL and non-ELL Hispanic students on three of the most widely used nonverbal tests. Although these differences might reflect real variation in cognitive development, they may also reflect differences in knowledge of test formats and the testing practices used in U.S. schools. In this study, I hypothesized that the score gaps between ELL and non-ELL students might, in part, be due to differences in test familiarity and that providing directions that include more practice and feedback might attenuate these differences. I drew from the research on universal design, dynamic assessment, and cross-cultural testing to develop three different types of directions with practice items. I then compared the effects of these three types of test directions on students completing a nonverbal figure analogies test. Figure analogies tests are generally among the best measures of reasoning abilities and are known to be quite difficult for young students. All directions were provided using video with English and Spanish audio and minor animations to concretize the instructions. The three types of directions were nonverbal-dynamic directions, verbal-dynamic directions, and a control condition that used standard test directions. The nonverbal-dynamic directions presented four practice problems that sampled the range of items on the test. Oral instructions and feedback were minimal. The verbal-dynamic directions presented the same four practice problems with more in-depth description and feedback. These directions also described useful strategies for solving items. The standard test directions presented two sample problems with minimal instruction and feedback. The sample consisted of 882 students in 40 first- and second-grade classrooms in 8 schools. A hierarchical linear model was used to control for similarity among students nested in classrooms and schools and to account for the assignment of treatment (type of directions) at the classroom level. The model included tests for main effects and interactions among treatment, ELL status, and grade. Results indicated that providing additional practice (the nonverbal-dynamic directions) led to small gains in performance, but that the more extensive set of directions (verbal-dynamic directions) were effective only for high-ability students. Contrary to the hypotheses, there was no interaction of ELL status with treatment. An unexpected finding was that use of teacher-read directions instead of video-based directions led to better performance for second-grade students. I conclude that test directions are an important means for improving test familiarity in young students, but that excessive standardization and lengthening of the directions may hinder performance. I also conclude that the choice of practice items and feedback are crucial considerations in the design of test directions.

Literature indicates that in past years a controversy has arisen as to the proper time and methods to begin the instruction of reading to young children. Most recent research indicates that authorities do not advocate formalized instruction by which whole classes or groups of children participate in a given program. however, recent literature also indicates a trend toward structured and formalized reading by public school teaching staff. While there is a great deal of research in the area of early reading, the research is not definitive. Consequently, a need remains for definitive research that can help in answering questions about when and how to instruct children in reading. This study was conducted with 185 kindergarten children. Eighty-nine of the selected children participated in Sullivan's Programmed Reading, Series E, in their kindergarten year. The remaining ninety-six children did not participate in Sullivan's Programmed Reading, Series E, in their kindergarten year. Rather they participated in a more traditional kindergarten atmosphere. Non-participating kindergarten children did begin instruction in formalized reading in their first grade year. The purpose of the study was to determine if children who participated in Sullivan's Programmed Reading, Series E, in kindergarten would indicate more growth than non-Participating children by the time both groups entered third grade. The study was designed to test three hypotheses stated in the null form. The first hypothesis was that there would be no significant difference in reading ability between children who participated in Sullivan's Programmed Reading, Series E, and those who did not by the time both groups of children entered third grade. This hypothesis was confirmed. The second hypothesis was that there would be no significant difference in reading ability of participating and non-participating children based on the the mother's highest educational level. This hypothesis was confirmed. The third hypothesis was that there would be no significant difference in reading ability of participating and no-participating children based upon the sex of those children selected. This hypothesis was not confirmed. The instrument used was the SRA (Science Research Associates) Achievement Series. Children were tested at the beginning of their second and third grade years. The difference between their second grade score and their third grade score was determined to detect if kindergarten participants in formalized reading would reflect more growth than non-participating children. The chi square method for analyzing data was employed to determine if differences in test performance between the groups of children were statistically reliable. The level of significance of testing differences was at the .05 level.