Relationship between humeral retroversion and baseball positions during elementary and junior-high school

2020 ◽  
Author(s):  
Akihiko Hasegawa ◽  
Teruhisa Mihata ◽  
Yasuo Itami ◽  
Atsushi Takeda ◽  
Masashi Neo
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Humeral Retroversion

Humeral Retroversion and Injury Risk After Proximal Humeral Epiphysiolysis (Little Leaguer’s Shoulder)

2019 ◽  
Vol 47 (13) ◽  
pp. 3100-3106 ◽  
Author(s):  
Atsushi Ito ◽  
Teruhisa Mihata ◽  
Yuji Hosokawa ◽  
Akihiko Hasegawa ◽  
Masashi Neo ◽  
...  
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
Baseball Players ◽  
Elbow Pain ◽  
Elbow Injury ◽  
Elbow Injuries ◽  
Little Leaguer’S Shoulder ◽  
Humeral Retroversion

Background: The increased humeral retroversion on the dominant side of throwing athletes is thought to result from repetitive throwing motion. Little Leaguer’s shoulder—a rotational stress fracture of the proximal humeral epiphyseal plate—may influence the risk of humeral retroversion and injury of the shoulder or elbow joint. Purpose: To investigate the effect of Little Leaguer’s shoulder on humeral retroversion and the rates of shoulder and elbow injuries. Study Design: Cohort study; Level of evidence, 3. Methods: 10 high school baseball players (average age, 16.6 years; range, 16-18 years) who had experienced Little Leaguer’s shoulder during elementary or junior high school (average age, 12.6 years; range, 11-15 years) were enrolled in the study. As a control group, 22 high school baseball players (average age, 16.9 years; range, 16-18 years) who had never had any shoulder or elbow injury during elementary and junior high school were included. Humeral retroversion on ultrasonographic measurement, shoulder range of motion, and rates of shoulder and elbow injuries were evaluated. Results: Humeral retroversion was significantly greater on the dominant side than on the nondominant side in both players with Little Leaguer’s shoulder (dominant, 104°± 8°; nondominant, 84°± 12°; P < .001) and controls (dominant, 91°± 13°; nondominant, 81°± 10°; P < .001). In the dominant shoulder, humeral retroversion was greater in the Little Leaguer’s shoulder group than in the control group ( P = .008). When the effects of humeral retroversion were excluded, maximal external rotation was significantly less in the dominant shoulder than in the nondominant shoulder in the Little Leaguer’s shoulder group (by 11°± 12°, P = .02), whereas no significant difference was found between dominant (110°± 11°) and nondominant (111°± 13°) shoulders in the control group ( P = .64). The rates of shoulder and elbow pain were significantly higher in the Little Leaguer’s shoulder group (shoulder pain 80%, elbow pain 70%) than in the control group (shoulder pain 9%, P < .001; elbow pain 32%, P = .04). Conclusion: Humeral retroversion was increased in baseball players without any history of shoulder or elbow injury during elementary and junior high school and was further increased in players who had had Little Leaguer’s shoulder. Increased humeral retroversion after Little Leaguer’s shoulder may be a risk factor for future shoulder or elbow injury.

The junior high school

1916 ◽  
Author(s):  
Charles Hughes Johnston
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High

Pengembangan Perangkat Pembelajaran Matematika Model Pembelajaran Berbasis Masalah untuk Meningkatkan Kualitas Proses dan Hasil Belajar di SMP

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rini Dian Anggraini ◽  
Titi Solfitri
Keyword(s):  
High School ◽  
Small Group ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Research Use ◽  
Large Group ◽  
Statistics And Probability ◽  
Group Trial

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika untuk sekolah menengah pertama yaitu kurikulum Silabus, Rencana Pembelajaran dan Lembar Kerja Siswa 2013 tentang statistik dan probabilitas dengan menggunakan model pembelajaran berbasis masalah. Penelitian ini menggunakan model pengembangan oleh Borg dan Gall yang dimodifikasi oleh Sugiyono (2008) melalui langkah-langkah: (1) potensi dan masalah; (2) pengumpulan data; (3) desain produk; (4) validasi desain; (5) revisi desain; (6) uji coba kelompok kecil; (7) revisi produk; (8) uji coba kelompok besar; (9) revisi produk. Pada tahap potensi dan masalah, para peneliti melakukan analisis potensi dan masalah. Kemudian, peneliti mengumpulkan data yang diperlukan sebagai referensi untuk desain perangkat pembelajaran matematika yang akan dikembangkan. Desain perangkat pembelajaran yang telah dikembangkan kemudian divalidasi oleh tiga validator dan direvisi berdasarkan saran validator. Hasil perancangan perangkat pembelajaran kemudian diujicobakan dalam uji coba kelompok kecil yang subjeknya 8 siswa kelas VII SMP Negeri 23 Pekanbaru. Setelah dicoba dalam uji coba kelompok kecil, kemudian direvisi berdasarkan kuesioner dari siswa yang mengikuti uji coba kelompok kecil. Setelah itu, para peneliti melakukan uji coba dalam kelompok besar yang subjeknya adalah 39 siswa kelas VII SMP Negeri 23 Pekanbaru, direvisi lagi dan disempurnakan. Berdasarkan hasil analisis dan diskusi data, perangkat pembelajaran yang telah dikembangkan valid yang nilai untuk Silabus adalah 3,39, rata-rata nilai untuk 5 Rencana Pelajaran adalah 3,41. Nilai rata-rata untuk 5 Lembar Kerja Siswa adalah 3,34. Lembar Kerja Siswa yang telah dikembangkan adalah persyaratan praktis yang memenuhi syarat untuk digunakan oleh siswa sekolah menengah pertama.   This research aimed to develop mathematics learning device for junior high school that are Syllabus, Lesson Plan and Students Worksheet curriculum 2013 on statistics and probability by used problem based learning model. This research use development model by Borg and Gall modified by Sugiyono (2008) through the steps : (1) potentials and problems; (2) data collection; (3) design product; (4) validation of design; (5) revision of design; (6) small group trial; (7) revision of product; (8) large group trial; (9) revision of product. At potentials and problems stage, the researchers conducted analysis of potentials and problems. Then, researchers collect the necessary data as reference to design of mathematics learning device that will be developed. Design of learning device that had been developed then validated by three validators and revised based on validator suggestion. The result of learning device design and then try out in small group trial which subjects are 8 students of VII SMP Negeri 23 Pekanbaru. After try out in small group trial, then it revised based on questionnaire from the students who take the small group trial. After that, the researchers conducted try out in large group trial which subjects are 39 students of VII SMP Negeri 23 Pekanbaru, revised again and refined. Based on result of data analysis and discussion, learning device that had been developed is valid which value for Syllabus is 3,39, the average of value for 5 Lesson Plan are 3,41. The average of value for 5 Students Worksheet are 3,34. Students Worksheet that had been developed is qualify practical requirement to used by students of junior high school.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

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