Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007. / This thesis presents an investigation into the internal structure of the learning potential construct as measured by the APIL Test Battery developed by Taylor (1989, 1992, 1994, 1997). The measurement of learning potential, a core or fundamental ability, as opposed to abilities heavily influenced by exposure to previous opportunities is important in the South African environment. The importance of the assessment of learning potential can be explained partly in terms of the necessity of equalling the proverbial ‘playing field’ and ensuring that previously disadvantaged individuals are not becoming more disadvantaged by further being denied development opportunities and partly in terms of attempts to compensate and correct for a system that clearly oppressed the development of important job related skills, knowledge and abilities in certain groups. Such attempts at accelerated affirmative development will, however, only be effective to the extent to which there exists a comprehensive understanding of the factors underlying training performance success and the manner in which they combine to determine learning performance in addition to clarity on the fundamental nature of the key performance areas comprising the learning task. In this study the internal structure of the learning potential construct as measured by the APIL Test Battery was investigated through structural equation modelling and regression analysis. Overall, it was found that both the measurement and the structural model fitted the data reasonably well. The study, however, was unable to corroborate a number of the central hypotheses in Taylor’s (1989, 1992, 1994, 1997) stance on learning potential. Moreover, the analysis of the standardised residuals for the structural model, suggested that the addition of one or more paths to the existing structural model would probably improve the fit of the model. Modification indices calculated as part of the structural equation modelling could, however, not point out any specific additions to the existing model. Regression analysis resulted in the conclusion that the inclusion of the two learning competency potential measures together with the two learning competencies measures in a learning potential selection battery is not really warranted. The use of information processing capacity as a predictor on its own seems to be indicated by the results of this study. Recommendations for future research are made.

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Title: The Comparison of the results of motor tests of VK Rakovník volleyball players with a selection of SCM players of the same age Objectives: The aim of the work is to analyze and compare the results of motor tests in players VK Rakovník - volleyball club, z.s. and SCM players of the same age. Methods: The datas measured by VK Rakovník and a players belonging to SpS and SCM in 2019 were used to perform the analysis. The tested group has 163 players. A complete boxplot was used to analyze the data - maximum, minimum, arithmetic median, mean, standard deviation and 1st - 4th quartile. Results: The results show that the VKR section has a lower level of motor skills. And in the test, jump after a smeart run, throw 1 kg of medicine ball - one-handed, long jump from the place. In the K-test, the VKR section was better than the SCM selection. The results show differences between VKR performance players and top SCM players. From the knowledge gained, we can assume that the players of the VKR section have a lower level of motor skills, which are the basis for volleyball players. Keywords: forms of volleyball, movement skills, selection of talents, test battery.

Auditory short-term memory (STM) is important for speech and language development and for learning new information presented auditorily. Research has shown that auditory STM ability is of a developmental nature in the 5 through 8 year age range for a variety of auditory stimuli. Many tests and subtests are available to measure auditory STM ability, however one test, the Auditory Memory Test Battery (AMTB) measures auditory memory span and memory for sequence for 5 types of stimuli. The purpose of this study was to collect normative data on the AMTB scores of normal 9 through 13 year old students and young adults ages 20 through 30 years. The main experimental question was: What are the means and standard deviations of the AMTB scores from samples of normal children 9 through 13 years of age and normal young adults 20 through 30 years of age. A secondary question was: Are the differences between the performance scores statistically significant?

This study examined the means and standard deviations for the Auditory Memory Test Battery (Burford, 1976) using a sample of normal second, third, and fourth grade children. The study also compared span and sequence scores, low and high SES scores, and an individual's test scores with teacher judgment of intelligence group. A brief examination of the AMTB as used with LD children was also performed but not included in the statistical analysis.

The study focused on the aptitude test performances of intellectually sub-normal subjects on the Nonreading Aptitude Test Battery (R-NATB) vs. the General Aptitude Test Battery (GATB). There were two research questions investigated: (1) Are there performance differences on the RNATB vs. GATB of borderline and/or mildly retarded individuals?, and (2) Is the Wide Range Achievement Test-Revised (WRAT-R) a better predictor than the Wide Range Scale (WRS) of R-NATB and/or GATB aptitude performances in borderline and/or mildly retarded individuals? Two groups were selected for the study - 80 borderline and 80 mildly retarded subjects, ages 15-25 years. Each group contained 40 subjects with high reading skills and 40 with low reading skills as determined by the WRS. The order of aptitude test administration was also controlled. The research data collection began in November 1984 and was completed in October 1987. The following were the major findings for borderline and mildly retarded subjects. ages 15-25: (1) individuals with higher reading skills performed significantly higher on the General Intelligence (G), Verbal (V), and Numerical (N) aptitudes on the GATB and R-NATB than those with lower reading skills; (2) generally, the GATB and R-NATB did not meet the established criteria for tests known to have acceptable levels of convergent and discriminant validity; (3) subjects performed higher on the General Intelligence (G), Verbal (V), and Numerical (N) aptitudes when taking the GATB in comparison to the R-NATB; (4) subjects performed higher on the Spatial (S), Form Perception (P), and Clerical Perception (Q) when taking the R-NATB in comparison to the GATB; and (5) neither the Wide Range Scale nor the Wide Range Achievement Test-Revised proved to be effective predictors of higher GATB vs. R-NATB aptitude performances in intellectually subnormal individuals. If the GATB or R-NATB must be taken, borderline and mildly retarded individuals would optimize their aptitude test performances if they would take the B-1001 form of the GATB so they could mark their answers in the test booklet instead of on an answer sheet. Furthermore, the WRS and WRAT-R are not adequate screeners for predicting optimal aptitude performances / Ed. D.

The present study investigated the neuropsychological predictors of auditory/verbal and visual/written arithmetic performance in a large sample of children with learning disorders. In addition, the efficacy of a cognitive based arithmetic problem solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) in accounting for neuropsychological functioning in arithmetic performance was considered. Subjects were from a small midwestern school district, and were identified as learning disabled in accord with state (i.e., Rule S-1) and federal guidelines (i.e., PL-94-142). Specifically, subjects' scores on the Halstead-Reitan Neuropsychological Battery (HRNB) (Reitan, 1969) for older children and the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) were used to predict performance on the Wide Range Achievement Test (WRAT) Arithmetic subtest, and WISC-R Arithmetic subtest. Analyses were conducted with criterion measures considered separately and as a composite. In an attempt to examine the utility of the Dinnel et al., (in press; 1984) model, a simple index was formed using the criterion measures. This index was then predicted using the HRNB and WISC-R variables. Neuropsychological variables were found to account for some 31%, and 36% of the variability in visual/written and auditory/verbal arithmetic performance, respectively. However, neuropsychological variables accounted for some 87% of the shared variance when arithmetic measures were considered as a linear composite. Neuropsychological variables predicted a mere 12% of the variability associated with the index designed to test the Dinnel et al. (in press; 1984) arithmetic problem solving model. These data offered some support to Dinnel and others' (Dinnel et al., in press; 1984) formulations accounting for arithmetic performance under visual/stimulus conditions. However, the present findings indicated a more complex neuropsychological underpinning for overall arithmetic problem solving. Moreover, the neuropsychological constructs predicting arithmetic scores varied as a function of the stimulus/performance modes required for problem solving.Auditory-verbal attention and short-term memory, remote verbal memory, symbolic language integration, mental flexibility, and nonverbal abstract reasoning were the common neuropsychological constructs underpinning both auditory/verbal and visual/written arithmetic performance. Verbal facility, verbal abstract reasoning, nonverbal short term memory, and nonverbal concrete concept formation were uniquely implicated in auditory/verbal arithmetic performance. Visual/written arithmetic performance was uniquely related to nonverbal attention and intermediate nonverbal memory functions. In overview, it would seem that neuropsychological measures would be clinically useful in identifying deficits underlying poor arithmetic performance. / Department of Educational Psychology

UNIVERZITA KARLOVA V PRAZE Fakulta tělesné výchovy a sportu DIPLOMOVÁ PRÁCE 2014 Petr Hanzlík UNIVERZITA KARLOVA V PRAZE Fakulta tělesné výchovy a sportu Diplomová práce Kondiční příprava mimo led A týmu HC Rytíři Kladno v sezóně 2012/2013 Vedoucí diplomové práce: Zpracoval: PhDr. Radim Jebavý, Ph.D. Bc. Petr Hanzlík srpen 2014 Prohlašuji, že jsem tuto diplomovou práci vypracoval samostatně a pouze za použití uvedené literatury. .….….….……….. Petr Hanzlík Touto cestou bych chtěl poděkovat PhDr. Radimovi Jebavému, Ph.D. za cenné rady, odborné připomínky a vedení diplomové práce. Dále bych chtěl poděkovat PhDr. Zdeňku Vojtovi za možnost podílet se na tréninkovém procesu a měření hráčů A mužstva HC rytíři Kladno. Rád bych také poděkoval Mgr. Miroslavě Zimové za pomoc při tvorbě a úpravách této práce a v neposlední řadě všem kladenským hráčům sezony 2012/2013 za jejich obětavou pomoc při realizaci a měření. Svoluji k zapůjčení této diplomové práce ke studijním účelům. Prosím, aby byla vedena přesná evidence vypůjčovatelů, kteří musí pramen převzaté literatury správně citovat. Jméno a příjmení: Číslo OP: Datum vypůjčení: Poznámka: … … … … … … … … … … … … … … … … … … … … … … … … Abstrakt Název: Kondiční příprava mimo led A týmu HC Rytíři Kladno v sezóně 2012/2013 Cíle práce: Analyzovat a porovnat kondiční...

Title: Comparison of individual gaming activities in a match and training process in football. Objectives: Comparison of success of selected offensive individual gaming activities in a match and training process in SK Slavia Prague, category U-11 and U-10. Methods: The success of individual gaming activities between training process and the matches was compared by the method of indirect observation using video records of three matches and test battery. Matches showed different quality, so their overall results were taken into account by the coefficients of difficulty. Test battery included six exercises focused on the observed individual gaming activities. Based on the collected score from the test battery and percentage of success of the match the interval scale was identified through the standard deviation. Both values were compared. Results: The investigation showed that the quality of the observed individual gaming activities in the training process largely reflected in the game. This is illustrated by the finding that five of the eight observed players obtained the same results in battery test and observed matches. Keywords: Diagnosis of individual gaming activities, test battery, evading opponents, passing, shooting, coefficient of difficulty.

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