No description available.

<p> Considerable controversy exists about how motor skills come to be represented in memory as a product of practice. One line of research advocates specificity effects, whereby skills are considered highly specific to the conditions under which they are learned. An alternative view suggests that motor control is flexible and non-specific; that motor skills are represented in a more general manner, whereby the representation is an abstraction of the products ofpractice. Although experimental findings exist that support both specificity and generality of motor skills, such evidence has emerged from very different experimental conditions and paradigms, making direct comparisons difficult. An important and interesting question then is what would happen if both specificity and generality effects could be documented within a single paradigm? And what could be said about motor control theory if such effects co-exist? </p> <p> The possibility that a single memory representation may be developed for an entire class of skills (i.e., generality), but that performance of one member of that class may be distinguished from the rest (i.e., showing specificity effects) was examined. The basketball set shot (characterized by the feet remaining planted on the floor during execution) performed by highly-skilled players represents such a class of skills. Skilled performers have massive numbers of practice attempts of the set shot, however taken predominantly at 15-ft. (free-throws from the foul-line), with only minimal practice at other locations (in front of and behind the foul-line or at different angles to the basket). The six experiments presented here examined the nature of learned memory representation of the basketball set shot in highly skilled players. </p> <p> In an initial series of experiments, skilled basketball players were required to perform a series of shots from several target locations spanning 9-to 21-ft. in line with the basket, including the foul-line at 15-ft. This task was completed using two different types of basketball shots (set shots; Experiments 1and2,jump shots; Experiment 3). Results revealed that set shot performance at the 15-ft. location was significantly better than predicted by a regression equation based on the performance at the other locations in Experiment 1 and replicated in Experiment 2. However, the superior performance at the foul line was not found in novice players (Experiment 2b) or when individuals performed jump shots (in Experiment 3). Instead, performance was accurately predicted by the regression equation. We suggested that a massive amount of practice accrued over many years of basketball shooting establishes the free throw as an especial skill -one that represents a highly specific capability among the general class of set-shot skills. </p> <p> In a follow-up series of experiments, we examined potential mechanisms underlying the emergence of the especial free throw skill with an attempt to reconcile our findings with theories of motor control. In Experiments 4 and 5 two possible explanations for the specificity effect were examined: the visual-context hypothesis (unique visual context including the visual distance and visual angle to the basket) vs. the learned-parameters hypothesis (over learned specifications for the parameterizations of the set shot at 15 ft). In Experiment 4, skilled players performed set shots from the foul line (15 ft) and locations that were equidistant (15ft) but at different angles to the basket (15°, 30°, 45° to the left and right of the foul line). Performance of the set shot at the foul line was superior to the other locations, which is consistent with our previous specificity findings. In Experiment 5, players performed set shots and jump shots at the foul line and at player-chosen "favorite" locations on the court. A double dissociation was found: performance of the set shot was superior to the jump shot at the foul line but was inferior to jump shot performance at the players' favorite locations. These results are contrary to the learned-parameters hypothesis, but consistent with the visual-context hypothesis. In our last experiment, invariance in the timing structure of set shot execution of skilled players was examined to determine if the free throw was represented by the same or a distinct generalized motor program. Results revealed that the especial free throw is not represented in memory by a separate motor program compared to other set shot skills. </p> <p> Overall, these experiments provided evidence that the free-throw is an especial skill, one which, as a result of massive amounts of practice, has a special status within a generalizable class of motor skills, and which is distinguished by its enhanced performance capability relative to the other members of the same class. The co-existence of skills represented by both specificity and generality effects have theoretical and practical implications which are discussed and warrant further investigation. </p> / Thesis / Doctor of Philosophy (PhD)

Hierdie studie handel oor die Klasmusiekopleiding van die Junior Primereonderwysstudent. Studente wat vir Junior Primere opleiding aan onderwyskolleges registreer, is verplig om opleiding in Klasmusiek vir een van die vier studiejare te deurloop. Navorsingsbevindinge toon egter dat die opleiding nie die gewenste resultate in die praktyk fewer nie. Om probleme en tekortkominge voortspruitend uit die opleiding te identifiseer is 'n literatuurstudie aan die hand van die volgende aspekte gedoen: (1) 'n Besinning oor die struktuur van die kurrikulum en formulering van kurrikulumkriteria vir die samestelling van 'n sillabus. (2) ldentifisering van die struktuur van musiek en van Klasmusiek. (3) Eksemplariese analise van sillabusse vir die Klasmusiekopleiding van die student ten einde bevindings en aanbevelings wat as riglyne vir herkurrikuleringsaksies in die toekoms mag dien, te formuleer. / This study deals with the education of student teachers for Class Music in the Junior Primary phase. Students who enroll for a Junior Primary Course at Colleges of Education have to follow a compulsory course of at least one year in Class Music during their four year training. Research has indicated however that the training of these students does not bring about the desired results in practice. To identify problems and shortcomings stemming from the training in Class Music, a literature study was undertaken in which the following aspects were dealt with: (1) Consideration of the structure of the curriculum and the formulation of curriculum criteria for the compilation of a syllabus. (2) Identification of the structure of music and Class Music. (3) Analysis of examples of syllabuses for the training of students in Class Music to formulate findings and recommendations to serve as guidelines for curriculum review and restructing in future. / Educational Studies / M. Ed. (Didactics)

Hierdie studie handel oor die Klasmusiekopleiding van die Junior Primereonderwysstudent. Studente wat vir Junior Primere opleiding aan onderwyskolleges registreer, is verplig om opleiding in Klasmusiek vir een van die vier studiejare te deurloop. Navorsingsbevindinge toon egter dat die opleiding nie die gewenste resultate in die praktyk fewer nie. Om probleme en tekortkominge voortspruitend uit die opleiding te identifiseer is 'n literatuurstudie aan die hand van die volgende aspekte gedoen: (1) 'n Besinning oor die struktuur van die kurrikulum en formulering van kurrikulumkriteria vir die samestelling van 'n sillabus. (2) ldentifisering van die struktuur van musiek en van Klasmusiek. (3) Eksemplariese analise van sillabusse vir die Klasmusiekopleiding van die student ten einde bevindings en aanbevelings wat as riglyne vir herkurrikuleringsaksies in die toekoms mag dien, te formuleer. / This study deals with the education of student teachers for Class Music in the Junior Primary phase. Students who enroll for a Junior Primary Course at Colleges of Education have to follow a compulsory course of at least one year in Class Music during their four year training. Research has indicated however that the training of these students does not bring about the desired results in practice. To identify problems and shortcomings stemming from the training in Class Music, a literature study was undertaken in which the following aspects were dealt with: (1) Consideration of the structure of the curriculum and the formulation of curriculum criteria for the compilation of a syllabus. (2) Identification of the structure of music and Class Music. (3) Analysis of examples of syllabuses for the training of students in Class Music to formulate findings and recommendations to serve as guidelines for curriculum review and restructing in future. / Educational Studies / M. Ed. (Didactics)

Made available in DSpace on 2016-06-02T19:06:05Z (GMT). No. of bitstreams: 1 5247.pdf: 4506683 bytes, checksum: c96faa985ac336ef47e06d250cb3dc14 (MD5) Previous issue date: 2012-09-25 / The distributed interactive simulations can be used to train human actions and behaviors in dangerous situations, which way reduce the risks to life and/or patrimony. As part of the training in virtual environments, is important that learners are assessed not only after exercise virtual training, but also during this period that there may be occasional interventions by the coach in the learning process. However, the development of training simulations is complex and not always the human evaluation, post and share in real time, is offered to the learner as a learning resource and training support as coach. A computer systemis being developed in the WINDIS Laboratory at UFSCar s Computer Department, to support the modeling, construction, execution, management and control of complex training simulations, using emergency preparedness and response as application areas. This work is part of that system and aims to create an individual and/or group performance evaluation sub system in distributed interactive simulations in order to better train apprentices in emergency management processes. It had been used theories, methods and best practices for evaluating human performance to create this sub system. During the preparation of simulations and human performance evaluations, it had been used preparedness and response to emergencies standards and protocols for conducting drills accordingly to São Paulo State, as well as the support of professional experts (São Carlos Fire Department). The modeling, simulations and ontologies used in this project were developed by the students in an integrated manner at WINDIS laboratory. As an individual part of this paper, it has been developed three modules that enable, respectively, the training assessments configuration, the monitoring and evaluation at runtime (with proper measurement for the proposed scenario, the instructor interaction in the simulation and analysis of competences Individual and team), and the analysis and after-action orientation. Two scenarios were developed a concept proof, one for fire department truck s control panel and other to conduct fire-fighting with indirect attack. / As simulações interativas distribuídas podem ser utilizadas para treinar ações e comportamentos humanos em situações de emergência, podendo reduzir os riscos à vida e/ou ao patrimônio. Como parte do treinamento em ambientes virtuais, é importante que os aprendizes sejam avaliados não só após os exercícios virtuais de treinamento, mas também durante este período para que possa haver intervenções pontuais do treinador no processo de aprendizagem. Entretanto, o desenvolvimento de simulações de treinamentos é complexo e nem sempre a avaliação humana, pós-ação e em tempo real, é oferecida ao aprendiz como recurso de aprendizagem e ao treinador como apoio ao treinamento. Um sistema está sendo desenvolvido no Laboratório WINDIS do Departamento de Computação da UFSCar, para apoiar a modelagem, construção, execução, gerenciamento e controle de simulações complexas de treinamento, tendo a preparação e resposta à emergência como uma das áreas de aplicação. O presente trabalho é parte desse sistema e tem como objetivo criar um subsistema de avaliação de desempenho individual e/ou em equipe em simulações interativas distribuídas, com a finalidade de melhor treinar aprendizes nos processos de gerenciamento da emergência. Para a criação desse subsistema foram utilizados teorias, métodos e boas práticas de avaliação de desempenho humano. Na elaboração das simulações e avaliações de desempenho humano foram utilizadas normas de preparação e resposta a emergências e protocolos para realização de exercícios simulados, vigentes no Estado de São Paulo, além do apoio de profissionais especialistas (Corpo de Bombeiros de São Carlos). A modelagem, as simulações e as ontologias utilizadas neste projeto foram desenvolvidas de maneira integrada pelos alunos do laboratório WINDIS. Como parte individual deste trabalho, foram desenvolvidos três módulos que possibilitam, respectivamente, a configuração de avaliações de treinamentos, o monitoramento e avaliação de treinamentos em tempo de execução (com medição adequada para o cenário proposto, interação do instrutor com a simulação e análise de competências individuais e em equipe) e a análise e orientação pós-ação. Dois cenários foram desenvolvidos como prova de conceito, um para o treinamento do painel de controle do caminhão do corpo de bombeiros e outro de combate a incêndio com ataque indireto.

Upon entering middle school, students within the study district in southeastern Tennessee had low literacy proficiency scores on the Tennessee Comprehensive Assessment Program (TCAP) for 3 consecutive years. Middle school administrators implemented a program called Lexile Framework (LF) into the literacy curriculum in 2011 to improve TCAP scores. However, the change in literacy scores had not been examined following the implementation of LF. The purpose of this quasi-experimental research study was to examine the differences in literacy scores on TCAP of students across the years of pre- and post-LF implementation into the curriculum (2009-2011 and 2012-2014). The theoretical framework for this research study was Vygotsky’s social development theory used within the LF to create student-centered learning in order for students to construct new knowledge by making connections with their literacy experiences. With a convenience sample of 225 students, a repeated-measure analysis of variance determined if there was a significant change in the archived matched literacy TCAP scores before and after the implementation of LF. The multivariate tests indicated a significant (Wilk’s Λ = .21, F (3, 222) = 276.85, p < .01) and linear effect (F (1, 224) = 709.75, p < .01) with partial eta squared (η2 = .76) of LF on literacy TCAP scores of students across the years of pre- and post-LF implementation. Positive social change implications include providing school administrators with research findings to inform district-wide decisions regarding the use of LF in the curricula in their middle schools. Increasing students’ literacy TCAP scores may ultimately improve graduation rates for students.