The Effect of Register, Direction, and Magnitude on Musicians’ Evaluations of Chamber Ensemble Intonation: A Within-Study Comparison for Analysis of Repeated Measures

2021 ◽  
pp. 002242942110604
Author(s):  
David S. Miller
Keyword(s):  
Music Education ◽  
String Quartet ◽  
Repeated Measures ◽  
Teaching And Learning ◽  
Chamber Ensemble ◽  
Random Order ◽  
Item Order ◽  
Evaluation Task ◽  
Repeated Measures Analysis ◽  
Methodological Considerations

This study had two primary purposes: (1) to investigate the effect of register, direction, and magnitude on musicians’ evaluation of chamber ensemble intonation, and (2) determine whether a novel nonparametric technique, ordinal pattern analysis (OPA), was a viable alternative to repeated-measures analysis of variance (rANOVA). I digitally mastered a recording of a string quartet performing a phrase from Capriol Suite by altering the intonation of the violin or cello voice ±20 and 30 cents sharp and flat. Participants ( N = 72) completed a discrimination task and an evaluation task with the recordings, with task order, and within-task item order presented in a random order. Analysis using rANOVA revealed significant differences due to register, direction, and magnitude: Excerpts with cello errors were rated as more in tune than excerpts with violin errors; excerpts with flat errors were rated as more in tune than excerpts with sharp errors, and excerpts with 20-cent magnitude errors were rated as more in tune than excerpts with 30-cent magnitude errors. OPA results were consistent with rANOVA results. Substantive implications for music teaching and learning are discussed alongside methodological considerations and implications for music education research using repeated-measures designs.

Sagittal Plane Kinematics of Passive Dorsiflexion of the Foot in Adolescent Athletes

2013 ◽  
Vol 103 (5) ◽  
pp. 394-399 ◽  
Author(s):  
Alfred Gatt ◽  
Nachiappan Chockalingam ◽  
Owen Falzon
Keyword(s):  
Repeated Measures ◽  
Sagittal Plane ◽  
Random Order ◽  
Adolescent Athletes ◽  
Range Of Movement ◽  
Kinematic Data ◽  
Repeated Measures Analysis ◽  
Foot Posture ◽  
Foot Model ◽  
Oxford Foot Model

Background: Although assessment of passive maximum foot dorsiflexion angle is performed routinely, there is a paucity of information regarding adolescents’ foot and foot segment motion during this procedure. There are currently no trials investigating the kinematics of the adolescent foot during passive foot dorsiflexion. Methods: A six-camera optoelectronic motion capture system was used to collect kinematic data using the Oxford Foot Model. Eight female amateur gymnasts 11 to 16 years old (mean age, 13.2 years; mean height, 1.5 m) participated in the study. A dorsiflexing force was applied to the forefoot until reaching maximum resistance with the foot placed in the neutral, pronated, and supinated positions in random order. The maximum foot dorsiflexion angle and the range of movement of the forefoot to hindfoot, tibia to forefoot, and tibia to hindfoot angles were computed. Results: Mean ± SD maximum foot dorsiflexion angles were 36.3° ± 7.2° for pronated, 36.9° ± 4.0° for neutral, and 33.0° ± 4.9° for supinated postures. One-way repeated-measures analysis of variance results were nonsignificant among the 3 groups (P = .70), as were the forefoot to tibia angle and hindfoot to tibia angle variations (P = .091 and P = .188, respectively). Forefoot to hindfoot angle increased with the application of force, indicating that in adolescents, the forefoot does not lock at any particular posture as portrayed by the traditional Rootian paradigm. Conclusions: Participants had very flexible foot dorsiflexion, unlike those in another study assessing adolescent athletes. This finding, together with nonsignificant statistical results, implies that foot dorsiflexion measurement may be performed at any foot posture without notably affecting results. (J Am Podiatr Med Assoc 103(5): 394–399, 2013)

scholarly journals COMPARISON OF MUSCULOSKELETAL STRESS ON LUMBAR, SHOULDER, AND WRIST JOINTS WHILE MAKING A BED USING EASYTUCK PAD VERSUS OTHER BED-MAKING TOOLS

2020 ◽  
Author(s):  
ARMIA ABDO ◽  
HANI AL-NAKHLI
Keyword(s):  
Repeated Measures ◽  
Random Order ◽  
The Body ◽  
The Other ◽  
Time Range ◽  
Subjective Data ◽  
Risk Of Injury ◽  
Repeated Measures Analysis ◽  
Significant Difference ◽  
Queen Size

Objective: Currently, there are multiple bed-making tools utilized by consumers and businesses with the intention of increasing safety and reducing time to make a bed. In this study, we will compare musculoskeletal stress, time, and preference of making a bed using the EasyTuck pad versus three other bed-making tools and making a bed without any bed-making tool. Methods: A sample of ten subjects performed the task of making a queen size mattress bed with one bottom fitted sheet and one top flat sheet, using the EasyTuck pad versus three other bed-making tools, and making a bed without any bed-making tool, in a random order. Time to make the bed, forces on the low back, shoulders and wrist, and the number of times each individual bent forward were measured during each trial. In addition, subjective preferences were measured using a simple questionnaire. Results: Repeated measures analysis of variance was used to analyze the differences between the five different procedures. There were significant differences for all the measured variables. Regarding the time needed to make one bed, the EasyTuck pad had the least time range (80.6 s±4.3), which was approximately 40 s less than making the bed with no tool (p<0.001). Furthermore, for the overall lumbar spine impulse force, the EasyTuck pad had the largest overall reduction in this category (90.6%). Regarding the subjective data, the EasyTuck pad had an overall rating of 9.4 out of 10, compared to the other tools with ratings of 5.9, 5.1, and 3.4 out of 10, which was a statistically significant difference (p<0.001). Conclusion: Making beds on a regular basis poses risk of injury, especially for those who are required to perform this for their occupation. However, using assistive tools for bed-making, could minimize, and prevent injuries and overload to the lower back, and other parts of the body, making the bed-making task safer. Based on our findings, the EasyTuck pad was by far the most efficient and safest tool to assist in making beds, with the lowest possible risk of injury when compared to all the other tools tested.

The Optimal Downhill Slope for Acute Overspeed Running

2008 ◽  
Vol 3 (1) ◽  
pp. 88-93 ◽  
Author(s):  
William P. Ebben
Keyword(s):  
Repeated Measures ◽  
Random Order ◽  
Ncaa Division Iii ◽  
Division Iii ◽  
Sprint Time ◽  
Repeated Measures Analysis ◽  
Maximal Speed ◽  
Sprinting Speed ◽  
The Hill ◽  
Main Effects

Purpose:This study evaluated a variety of downhill slopes in an effort to determine the optimal slope for overspeed running.Methods:Thirteen NCAA Division III college athletes who participated in soccer, track, and football ran 40-yd (36.6-m) sprints, on downhill slopes of 2.1°, 3.3°, 4.7°, 5.8°, and 6.9° in random order. All sprints were timed using the Brower Timing System Speedtrap II. Data were analyzed with SSPS 15.0. A 1-way repeated-measures analysis of variance revealed significant main effects for the test slopes (P = .000). Bonferroni-adjusted pairwise comparisons determined that there were a number of differences between the hill slopes.Results:Analysis reveals that 40-yd sprints performed on hill slopes of approximately 5.8° were optimal compared with flatland running and the other slopes assessed (P < .05). Sprinting on a 5.8° slope increased the subjects’ maximal speed by an average of 0.35 s, resulting in a 6.5% ± 4.0% decrease in 40-yd sprint time compared with fatland running. Compared with the 4.7° slope, the 5.8° slope yielded a 0.10-s faster 40-yd sprint time, resulting in a 1.9% increase in speed.Conclusions:Those who train athletes for speed should use or develop overspeed hills with slopes of approximately 5.8° to maximize acute sprinting speed. The results of this study bring into question previous recommendations to use hills of 3° downhill slope for this form of overspeed training.

The comparison between repeated measures ANOVA and multilevel modeling to investigate the effectiveness of language instruction

2020 ◽  
Vol 7 (6) ◽  
pp. 426-437
Author(s):  
Eunjeong Park
Keyword(s):  
Multilevel Modeling ◽  
Repeated Measures ◽  
Language Instruction ◽  
Individual Growth ◽  
Repeated Measures Anova ◽  
Repeated Measures Analysis ◽  
Quantitative Analyses ◽  
Research Questions ◽  
Methodological Considerations ◽  
Over Time

The purpose of the current study is to compare two different statistical analyses—repeated measures analysis of variance (ANOVA) and multilevel modeling (MLM)—with regard to international second language (L2) students’ lexico-grammatical writing gains in the interventions. Fifty college students’ lexico-grammatical writing gains in the pre-test, immediate and delayed post-tests were collected from three groups—one control and two intervention groups. Research questions include: (1) Is there a change in the dependent variable over time through repeated measures ANOVA?; (2) How much on average do the individuals change over time through MLM?; and (3) What are the differences of the results between repeated measures ANOVA and MLM? Repeated measures ANOVA and MLM were conducted separately to answer the research questions. Both analyses revealed that there was no difference of the interventions over time. In terms of methodological considerations, however, the two analyses exhibited the results in a different manner. Repeated measures ANOVA requires several assumptions (e.g., homoschedasticity and sphericity) while MLM does not need the requirement of the data as long as it contains different periodic datasets. Furthermore, MLM enables researchers to investigate the rate of individual growth. This paper offers methodological insight into adequate quantitative analyses to investigate the effectiveness of language acquisition and learning.

Do Mound Height and Pitching Distance Affect Youth Baseball Pitching Biomechanics?

2018 ◽  
Vol 46 (12) ◽  
pp. 2996-3001 ◽  
Author(s):  
Glenn S. Fleisig ◽  
Alek Z. Diffendaffer ◽  
Brett Ivey ◽  
Takanori Oi
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Injury Risk ◽  
Random Order ◽  
Kinematic Parameters ◽  
Joint Stress ◽  
Repeated Measures Analysis ◽  
Youth Baseball ◽  
Ball Velocity ◽  
Post Hoc

Background: Pitching injuries continue to be a serious problem, with adolescents now representing the group with the most injuries. Some have proposed that lowering or eliminating the pitching mound in youth baseball may reduce joint stress and subsequent injuries. Another potential risk factor is advancing from youth to adult pitching distance without an intermediate distance. Hypotheses: It was hypothesized that for a group of young pitchers, pitching kinetics and kinematics would change with mound height. It was also hypothesized that pitching kinetics and kinematics would change with pitching distance. Study Design: Controlled laboratory study. Methods: Twenty-one young (12.6 ± 0.5 years) baseball pitchers pitched 5 full-effort fastballs each from 5 different conditions, in random order: 14.02-, 16.46-, and 18.44-m distances from a 25 cm–high mound, 16.46-m distance from a 15 cm–high mound, and 16.46-m distance from flat ground. Pitching biomechanical values were collected with a 12-camera automated motion capture system. Ball velocity and 31 other parameters were computed for each pitch. Data were compared between the 3 mound heights at 16.46 m by use of repeated-measures analysis of variance and paired post hoc t tests ( P < .05). Similarly, data were compared between the 3 distances from the 25-cm mound via repeated-measures analysis of variance and paired post hoc t tests ( P < .05). Results: No differences were found in ball velocity, shoulder kinetics, or elbow kinetics associated with mound height. Ten kinematic parameters differed with mound height, including 8 parameters at lead foot contact. Maximum shoulder horizontal adduction torque and maximum shoulder anterior force increased with pitching distance. Only 3 kinematic parameters showed significant differences with pitching distance. Conclusion: The hypothesis that shoulder and elbow kinetics would change with mound height was not supported by the data. Several kinematic differences were found, but the majority were at lead foot contact before the rapid, dynamic phases of pitching. Change in pitching distance was associated with slight increase in shoulder kinetics as well as a few kinematic differences. Clinical Relevance: Lowering or eliminating pitching mounds in youth baseball would not significantly decrease joint stress and injury risk to young pitchers. However, when available, transition from 14.02-m to 16.46-m to 18.44-m pitching distance may reduce stress on the young throwing shoulder.

Comparison of Muscle Activity Using Unstable Devices During a Forward Lunge

2020 ◽  
Vol 29 (4) ◽  
pp. 394-399
Author(s):  
Lucinda E. Bouillon ◽  
Michael Hofener ◽  
Andrew O’Donnel ◽  
Amanda Milligan ◽  
Craig Obrock
Keyword(s):  
Muscle Activity ◽  
Repeated Measures ◽  
Rectus Femoris ◽  
Random Order ◽  
Biceps Femoris ◽  
Lateral Gastrocnemius ◽  
Biceps Femoris Muscle ◽  
Repeated Measures Analysis ◽  
Closed Chain ◽  
Femoris Muscle

Context: Unstable devices in various forms are used as therapeutic adjuncts for prevention or following an injury. A slip-over-the-shoe design with inflatable domes (STEPRIGHT® Stability Trainer) was developed to improve balance. It is unknown how this unstable device affects muscle activity during a closed-chain exercise such as the forward lunge. Objective: To compare muscle activity across 3 surfaces (STEPRIGHT®, Both Sides Up [BOSU®] Balance Trainer, and firm) during a forward lunge. Design: Within-subject, repeated measures. Setting: University physical therapy research laboratory. Participants: A total of 20 healthy, recreationally active subjects (23.4 [1.47] y, 172.7 [14.7] cm, 71.6 [16.8] kg). Intervention: Each subject performed 1 set of 10 repetitions of forward lunge exercise in random order with STEPRIGHT®, BOSU®, and firm surface. Main Outcome Measures: Surface electromyography data, normalized to maximum voluntary isometric contractions (%MVIC), was used to assess muscle activity on rectus femoris, vastus medialis oblique (VMO), biceps femoris, lateral gastrocnemius, fibularis longus, and tibialis anterior. Results: The repeated-measures analysis of variance determined that there was a significant effect for surface type. During the descent of the lunge, the STEPRIGHT® elicited higher rectus femoris (33% [27%] MVIC) compared with BOSU® (22% [14%] MVIC) and VMO (44% [15%] MVIC) on STEPRIGHT® compared with firm (38% [11%] MVIC) (P < .05). During the ascent of the lunge, the rectus femoris (38% [27%] MVIC) using STEPRIGHT® was higher than BOSU® (24% [16%] MVIC), and STEPRIGHT® elicited higher VMO (65% [20%] MVIC) versus BOSU® (56% [19%] MVIC) (P ≤ .01). The STEPRIGHT® for fibularis longus was higher (descent: 51% [20%] MVIC, ascent: 52% [22%] MVIC) than BOSU® (descent: 36% [15%] MVIC, ascent: 33% [16%] MVIC) or firm (descent: 33% [12%] MVIC, ascent: 35% [15%] MVIC) (P < .001). Conclusions: Clinicians may choose to use the STEPRIGHT® for strengthening VMO and fibularis longus muscles, as these were over 41% MVIC or any of the 3 surfaces for endurance training (<25% MVIC) for biceps femoris muscle. This information may be helpful in exercise dosage for forward lunges when using STEPRIGHT®, BOSU®, or a firm surface.

Virtual and Live Social Facilitation While Exergaming: Competitiveness Moderates Exercise Intensity

2012 ◽  
Vol 34 (2) ◽  
pp. 252-259 ◽  
Author(s):  
Amanda L. Snyder ◽  
Cay Anderson-Hanley ◽  
Paul J. Arciero
Keyword(s):  
Virtual Reality ◽  
Exercise Intensity ◽  
Repeated Measures ◽  
Social Facilitation ◽  
Random Order ◽  
Female College Students ◽  
Facilitation Effect ◽  
Repeated Measures Analysis ◽  
The Impact ◽  
Order Of Presentation

Grounded in social facilitation theory, this study compared the impact on exercise intensity of a virtual versus a live competitor, when riding a virtual reality-enhanced stationary bike (“cybercycle”). It was hypothesized that competitiveness would moderate effects. Twenty-three female college students were exposed to three conditions on a cybercycle: solo training, virtual competitor, and live competitor. After training without a competitor (solo condition for familiarization with equipment), participants competed against a virtual avatar or live rider (random order of presentation). A repeated-measures analysis revealed a significant condition (virtual/live) by competitiveness (high/low) interaction for exercise intensity (watts). More competitive participants exhibited significantly greater exercise intensity when competing against a live versus virtual competitor. The implication is that live competitors can have an added social facilitation effect and influence exercise intensity, although competitiveness moderates this effect.

Efektivitas Comprehensive Breastfeeding Education terhadap Keberhasilan Pemberian Air Susu Ibu Postpartum

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Irma Nurbaeti ◽  
Kustati Budi Lestari
Keyword(s):  
Repeated Measures ◽  
Breastfeeding Support ◽  
Breastfeeding Practices ◽  
Breastfeeding Education ◽  
Repeated Measures Analysis ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Convenience Sampling ◽  
Postpartum Mothers

Pemberian Air Susu Ibu (ASI) masih merupakan masalah bagi pemenuhan kebutuhan nutrisi bayi baru lahir. Dukungan agar ibu menyusui bayi merupakan hal penting dalam menginisiasi dan mempertahankan pemberian ASI. Strategi dibutuhkan untuk mendukung keberhasilan menyusui. Tujuan penelitian adalah menganalisis efektivitas comprehensive breastfeeding education terhadap keberhasilan pemberian (ASI) pada periode postpartum. Jenis penelitian ini menggunakan kuasi eksperimen one group pre post test repeated measured design. Jumlah sampel sebanyak 22 ibu dengan menggunakan teknik accidental sampling. Pengumpulan data dilaksanakan pada bulan September–Oktober 2013 di Puskesmas wilayah Kota Tangerang Selatan. Intervensi dilakukan selama 30 menit. Pengumpulan data dilakukan sebelum intervensi, 3 hari setelah intervensi (post1), dan 10 hari setelah intervensi (post 2). Pengumpulan data menggunakan kuesioner dan observasi. Keberhasilan pemberian ASI berdasar pada parameter pengetahuan, langkah menyusui, perlekatan bayi, dan kecukupan ASI. Analisis data menggunakan general linear model repeated measureANOVA. Hasil penelitian menunjukkan adanya signifikansi comprehensive breastfeeding education (p=0.001). Rata-rata keberhasilan pemberian ASI sebelum dan setelah intervensi meningkat. Sebesar 93,9% intervensi memengaruhi tingkat keberhasilan. Rata-rata sebelum intervensi 56,74 (SD 5,92), post 1 sebesar 60,83 (SD 6,38) dan post2 sebesar 74,55 (SD 5,32). Subvariabel yang memiliki efek secara signifikan setelah intervensi adalah pengetahuan (p=0.001) dan langkah menyusui (p=0.001), sedangkan subvariabel perlekatan bayi (p=0.061) dan kecukupan ASI (p=0.162) tidak secara signifikan berbeda antara sebelum dan setelah intervensi. Pelaksanaanbreastfeeding education disarankan pada ibu agar dapat melakukan posisi perlekatan bayi yang benar sehingga dapat mengurangi masalah-masalah berkaitan dengan perlekatan yang tidak sesuai seperti puting perih, lecet atau berdarah, dan bayi kurang puas dalam menyusu yang bisa mengakibatkan gagalnya program ASI ekslusif.Kata kunci:Menyusui, pendidikan, perlekatan, postpartum AbstractBreastfeeding have still been problem for adequate newborn nutrition. Adequate breastfeeding support is essential for mothers to initiate and maintain optimal breastfeeding practices. A strategic needed to support successful breastfeeding. The purpose of research is to analyze the effectiveness comprehensive breastfeeding education on successful breastfeeding at postpartum periods. A quasi-experimental one group pretest, post test, repeated mesaured was used. This study was conducted at public health in Tangerang Selatan municipality in September–October 2013 among 22 postpartum mothers, convenience sampling methods. Intervention was done 30 minute. Data were collected before intervention (pretest), third day after intervention (post 1) and tenth day after intervention (repeated/post 2) using four parameter, that are knowledge, breastfeeding steps, proper lacth-on and adequate breastmilk. Using repeated measures analysis of variance there was a significant increase (p=0.001) in the overall Successful breastfeeding mean. Around 93,9% the effectiveness of intervention influence on successful. The mean before intervention is 56,74 (SD 5,92), increased at post 1:60,83 (SD 6,38) and post 2:74,55 (SD 5,32). Subvariable which has effect significantly after intervention is knowledge (p=0.001) and breastfeeding steps (p=0.001), in contrary, proper latch-on (p=0,061) and adequate breastmilk (p=0.162) have no significant effect after intervention. Suggestion to support breastfeeding education and counselling proper latch-on adequately that can decrease the problem such as painful, creaks or bloody putting.Key words: Breastfeeding, education, latch-on, postpartum

Descriptive Research Design

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Music Education ◽  
Research Design ◽  
Teaching And Learning ◽  
Observational Research ◽  
Descriptive Research ◽  
Entry Points ◽  
The Status ◽  
Scientific Endeavor ◽  
Design Options ◽  
Survey Designs

This chapter presents two of the most prominent approaches to the design of descriptive research in music education. Simply creating depictions of music teaching and learning experiences that are organized and illustrative of the variation that can exist in any given setting is a worthwhile scientific endeavor in and of itself. Descriptive research is most typically an exploration of what is, what exists, and/or the status of any given topic of interest. The first section deals with basic steps in observational research designs, and the second section outlines critical features of survey designs. These fundamental research design options are excellent entry points for emerging scholars and when employed imaginatively can yield many benefits for the profession.

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

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