Intermediate-Advanced Level—Part 2

2019 ◽  
pp. 203-222
Author(s):  
Karel Butz
Keyword(s):  
Body Movement ◽  
Harmonic Structure ◽  
Advanced Level ◽  
Right Hand ◽  
Hand Eye Coordination ◽  
Left And Right ◽  
Hand Coordination

The chapter provides several rehearsal concepts that develop stronger rhythmic precision and phrasing concepts within the intermediate-advanced orchestra. Rhythmic precision depends the students’ ability to cognitively interpret and intrinsically feel the rhythmic notation correctly, as well as the students’ ability to maneuver the bow in such a way that the articulation is rhythmically precise. The author discusses ensemble development activities designed to promote better intrinsic pulse, hand-eye coordination with the bow, leadership, listening, and left- and right-hand coordination. In addition, the chapter discusses how beautiful phrasing is developed by listening, singing, using imagery, identifying harmonic structure, and incorporating body movement.

Intermediate-Advanced Level

2019 ◽  
pp. 175-202
Author(s):  
Karel Butz
Keyword(s):  
Music History ◽  
Musical Form ◽  
Harmonic Structure ◽  
Pitch Accuracy ◽  
Advanced Level ◽  
Left Hand ◽  
Right Hand ◽  
String Playing ◽  
Left Hand Technique ◽  
History And Theory

The chapter provides several exercises that aim to refine left-hand technique in the intermediate-advanced levels of string playing. These techniques include building better pitch accuracy, tuning double stops, executing trills, producing both natural and false harmonics, shifting, perfecting vibrato, and performing glissando. Right-hand bowing techniques that develop phrasing as well as various sound colors and advanced bowing styles are discussed. The author explains how incorporating western music history and theory concepts in rehearsals help students gain a deeper understanding about a piece’s purpose, musical form, harmonic structure, and rhythmic principles so that students can convey a powerful and emotional performance.

Visual context differentially mediates left- and right-hand reaching movements

2009 ◽  
Author(s):  
Jos J. Adam ◽  
Susan Hoonhorst ◽  
Rick Muskens ◽  
Jay Pratt ◽  
Martin H. Fischer
Keyword(s):  
Reaching Movements ◽  
Visual Context ◽  
Right Hand ◽  
Left And Right

Eye-hand Coordination of Skill Gyaku Tsuki Karateka Gokasi

2019 ◽  
Vol 1 (2) ◽  
pp. 27-35
Author(s):  
Sameer Mohammed Sayyd ◽  
Arie Asnaldi ◽  
Resa Laura Putri
Keyword(s):  
Field Observations ◽  
Research Hypothesis ◽  
Hand Eye Coordination ◽  
Hand Coordination ◽  
Karate Athletes

The problem of this study is based on field observations, it was found that the skills Gyaku Tsuki Gokasi dojo karate athletes SMAN 1 Tarusan. This type of research is correlational. The population in this study karate dojo athletes SMAN 1 Tarusan consisting of 15 people. Sampling in this study using sampling purposive totaling 15 athletes sons. Data is taken in two ways, ball Werfen und fangen test to measure the eye-hand coordination and gyaku test to measure the results gyau tsuki. ?0,05 as significant and research hypothesis is: there is a relationship to the hand-eye coordination skills tsuki gyaku. The results showed that: there is a relationship eye-hand coordination on the ability of the athlete tsuki gyaku gokasi karate dojo SMAN1 tarusan. was obtained R count it price = 0,848>

Asymmetry in emission of photons with left- and right-hand circular polarizations in two-photon decay

2021 ◽  
Vol 104 (1) ◽  
Author(s):  
Konstantin N. Lyashchenko ◽  
Victoria A. Knyazeva ◽  
Oleg Yu. Andreev ◽  
Deyang Yu
Keyword(s):  
Two Photon ◽  
Photon Decay ◽  
Right Hand ◽  
Left And Right

scholarly journals Pengaruh Gaya Mengajar dan Koordinasi Mata-Tangan terhadap Keterampilan Dasar Forehand Tenis

2020 ◽  
Vol 4 (2) ◽  
pp. 126
Author(s):  
M. Maulidin ◽  
Herman Syah ◽  
Intan Primayanti
Keyword(s):  
Data Analysis ◽  
Teaching Style ◽  
Male Students ◽  
Significance Level ◽  
Coordination Test ◽  
Analysis Technique ◽  
Significant Difference ◽  
Hand Eye Coordination ◽  
Hand Coordination ◽  
Lower Group

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari gaya mengajar komando dengan gaya inklusi dan koordinasi mata-tangan terhadap keterampilan dasar forehand tenis. Penelitian ini merupakan penelitian experimen dengan desain faktorial 2 x 2. Sampel terdiri dari 48 Mahasiswa putra program studi olahraga yang sesuai dengan kreterian mampu melakukan pukulan forehand, kemudian dilakukan tes Koordinasi mata-tangan, selanjutnya diurutkan berdasarkan skor tertinggi dan terendah diambil 27% kelompok atas dan 27% kelompok bawah, masing-masing dibagi menjadi empat kelompok, masing-masing terdiri dari 12 mahasiswa. Teknik analisis data menggunakan analisis varians dua jalur (ANOVA) dan dilanjutkan dengan uji Tukey pada tingkat signifikansi α = 0.05. Hasil penelitian ini menunjukkan bahwa (1) gaya komando memberikan pengaruh yang lebih besar dari pada gaya Inklusi, (2) terdapat interaksi antara gaya mengajar dan koordinasi mata-tangan, (3) pada koordinasi mata-tangan tinggi, gaya komando memberikan pengaruh yang lebih besar daripada gaya inklusi, dan (4) pada koordinasi mata-tangan rendah, tidak terjadi perbedaan pengaruh yang berarti antara gaya komando dengan gaya inklusi. Berdasarkan hasil penelitian dapat disimpulkan bahwa gaya mengajar dan koordinasi mata-tangan berpengatuh terhadap keterampilan forehand tenis lapangan.The Effects of Teaching Style and Hand-Eye Coordination on Basic Forehand Tennis SkillsAbstractThe purpose of this study was to determine the effect of command teaching style with inclusion style and eye-hand coordination on the basic skills of tennis forehand. This research is an experimental research with a 2 x 2 factorial design. The sample consisted of 48 male students of sports studies programs that are in accordance with criteria capable of making a forehand, then conducted a hand-eye coordination test, then sorted by the highest and lowest scores taken 27% of the upper group and 27% of the lower group, each divided into four groups, each consisting of 12 students. Data analysis technique used two-way analysis of variance (ANOVA) and then followed by Tukey's test at the significance level α = 0.05. The results of this study indicate that (1) the command style gives a greater influence than the Inclusion style, (2) there is an interaction between teaching style and eye-hand coordination, (3) on high eye-hand coordination, the command style gives more influence greater than the inclusion style, and (4) in low hand-eye coordination, there is no significant difference in influence between the command style and the inclusion style. Based on the results of the study it can be concluded that the teaching style and eye-hand coordination are subject to field tennis forehand skills.

Left and Right Hand Distinction for Multi-touch Displays

2011 ◽  
pp. 155-158
Author(s):  
Benjamin Walther-Franks ◽  
Marc Herrlich ◽  
Markus Aust ◽  
Rainer Malaka
Keyword(s):  
Right Hand ◽  
Left And Right

Operational method for solving fractional differential equations with the left-and right-hand sided Erdélyi-Kober fractional derivatives

2020 ◽  
Vol 23 (1) ◽  
pp. 103-125 ◽  
Author(s):  
Latif A-M. Hanna ◽  
Maryam Al-Kandari ◽  
Yuri Luchko
Keyword(s):  
Differential Equation ◽  
Fractional Differential Equation ◽  
Fractional Derivatives ◽  
Fractional Integrals ◽  
Operational Method ◽  
Initial Value ◽  
Right Hand ◽  
Fractional Differential ◽  
Left And Right ◽  
Fractional Integrals And Derivatives

AbstractIn this paper, we first provide a survey of some basic properties of the left-and right-hand sided Erdélyi-Kober fractional integrals and derivatives and introduce their compositions in form of the composed Erdélyi-Kober operators. Then we derive a convolutional representation for the composed Erdélyi-Kober fractional integral in terms of its convolution in the Dimovski sense. For this convolution, we also determine the divisors of zero. These both results are then used for construction of an operational method for solving an initial value problem for a fractional differential equation with the left-and right-hand sided Erdélyi-Kober fractional derivatives defined on the positive semi-axis. Its solution is obtained in terms of the four-parameters Wright function of the second kind. The same operational method can be employed for other fractional differential equation with the left-and right-hand sided Erdélyi-Kober fractional derivatives.

scholarly journals Dart Throwing with the Open and Closed Eyes: Kinematic Analysis

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Alexey S. Smirnov ◽  
Tatiana A. Alikovskaia ◽  
Pavel N. Ermakov ◽  
Pavel P. Khoroshikh ◽  
Kirill A. Fadeev ◽  
...  
Keyword(s):  
Muscle Tension ◽  
Simultaneous Recording ◽  
Final Phase ◽  
Coordination Disorders ◽  
Eyes Closed ◽  
Throwing Accuracy ◽  
Dart Throwing ◽  
Hand Eye Coordination ◽  
Eyes Open ◽  
Hand Coordination

Eye-hand coordination during dart throwing includes both the sensory and motor components, as well as cognitive variables, for example, the direction of the subject’s attention to the target or to the hand kinematic. In the present study, subjects performed dart throws in the eyes-open and eyes-closed conditions with simultaneous recording of the kinematics of the throwing hand. The results showed that the position of the hand in its raising phase was closer to the torso when performing more accurate throws with the eyes-open condition compared to more peripheral throws and throws performed in the eyes-closed condition. Following the dart release, the position of the hand in the eyes-open condition was lower compared to the eyes-closed condition. Additionally, in the eyes-closed condition, raising the hand in its backward moving phase negatively predicts the throwing accuracy. Thus, the early phase of the movement is associated with attention, and the final phase is associated with the visual feedback about the throwing accuracy. Raising the hand in the eyes-closed condition reflects an increase in muscle tension, which leads to a decrease in the accuracy of movement. The results of the study can be applied in sports and in the treatment of hand-eye-coordination disorders.

Hemispheric Differences in the Relationship Between Corticomotor Excitability Changes Following a Fine-Motor Task and Motor Learning

2004 ◽  
Vol 91 (4) ◽  
pp. 1570-1578 ◽  
Author(s):  
Michael I. Garry ◽  
Gary Kamen ◽  
Michael A. Nordstrom
Keyword(s):  
Motor Learning ◽  
Motor Performance ◽  
Fine Motor ◽  
Hemispheric Differences ◽  
Corticomotor Excitability ◽  
Hand Muscles ◽  
Right Hand ◽  
Left And Right ◽  
The Right ◽  
Intrinsic Hand Muscles

Motor performance induces a postexercise increase in corticomotor excitability that may be associated with motor learning. We investigated whether there are hemispheric differences in the extent and/or time course of changes in corticomotor excitability following a manipulation task (Purdue pegboard) and their relationship with motor performance. Single- and paired-pulse (3 ms) transcranial magnetic stimulation (TMS) was used to assess task-induced facilitation of the muscle evoked potential (MEP) and intracortical inhibition (ICI) for three intrinsic hand muscles acting on digits 1, 2, and 5. Fifteen right-handed subjects performed three 30-s pegboard trials with left or right hand in separate sessions. TMS was applied to contralateral motor cortex before and after performance. Number of pegs placed was higher with the right hand, and performance improved (motor learning) with both hands over the three trials. MEP facilitation following performance was short-lasting (<15 min), selective for muscles engaged in gripping the pegs, and of similar magnitude in left and right hands. ICI was reduced immediately following performance with the right hand, but not the left. The extent of MEP facilitation was positively correlated with motor learning for the right hand only. We conclude that the pegboard task induces a selective, short-lasting change in excitability of corticospinal neurons controlling intrinsic hand muscles engaged in the task. Only left hemisphere changes were related to motor learning. This asymmetry may reflect different behavioral strategies for performance improvement with left and right upper limb in this task or hemispheric differences in the control of skilled hand movements.

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