Performance Norms and Performance by Teams in Basketball Competition

1995 ◽  
Vol 80 (3) ◽  
pp. 770-770 ◽  
Author(s):  
Myung-Soo Kim
Keyword(s):  
High Performance ◽  
Low Performance ◽  
And Performance ◽  
Basketball Teams

An analysis of relations between performance norms and performance of basketball teams was carried out on scores of 612 athletes belonging to 54 basketball teams in Korea. Groups with high performance in a tournament showed higher performance norms than groups with low performance.

scholarly journals Πότε τα χαρισματικά παιδιά παρουσιάζουν χαμηλή επίδοση;

2017 ◽  
Vol 2016 (1) ◽  
pp. 172
Author(s):  
Ανδρονίκη Γάκη ◽  
Αλέξανδρος-Σταμάτιος Αντωνίου
Keyword(s):  
Family Environment ◽  
High Performance ◽  
Educational Methods ◽  
Asynchronous Development ◽  
The Family ◽  
Biological Development ◽  
Low Performance ◽  
And Performance

The purpose of this chapter is to outline the phenomenon of low performance often seen in the training of charismatic children. In particular, charisma is considered to be the ability of the child to achieve a particularly high performance in one or more areas and is usually perceived as an asynchronous development between his cognitive, emotional and biological development. "Under-performance" means a student's low performance, which runs counter to his / her mental potential and the potential that this entails. In fact, it is a mismatch between possibilities and performance and refers to the pupil's image, which while having the potential, but the results of his effort are not the expected ones. The causes are attributed to the different way of learning adopted by charismatic children, to their desire to be accepted by their peers, while the family environment also plays an important role. For this reason, the role of the educator, who must be aware of the importance of timely intervention and of using the appropriate educational methods for the integration of the child into the group, is important. 

When Do Intended Performance Standards Predict Goal-Related Affect? A Motivated-Reasoning Perspective

2018 ◽  
Vol 10 (3) ◽  
pp. 295-306
Author(s):  
Allison M. Sweeney ◽  
Antonio L. Freitas
Keyword(s):  
High Performance ◽  
Secondary Data ◽  
Performance Standards ◽  
Motivated Cognition ◽  
Longitudinal Methods ◽  
Diary Studies ◽  
Intensive Longitudinal Methods ◽  
Daily Diary Studies ◽  
Low Performance ◽  
And Performance

This research used intensive longitudinal methods to examine a motivated cognition perspective on intention–behavior discrepancies. We propose that under conditions of high performance, people are more inclined to evaluate their efforts in light of their intentions; thus, discrepancies between intentions and performance should have stronger impacts on goal-related affect under conditions of high (vs. low) performance. Secondary data analyses were conducted on two daily-diary studies in which participants reported their exercise, goal-related affect, and next-day intentions across 14 days. Under conditions of low performance, people felt negative about their performance irrespective of whether they typically set low versus high intentions. On days with high performance, average intentions significantly related to affect, such that those with low average intentions experienced the greatest satisfaction. Additionally, we observed that average (between-person) affect, but not within-person fluctuations in affect, predicted daily levels of exercise behavior. Implications for self-regulatory theories of affect are discussed.

scholarly journals The Relationships Between Physical Performance, Activity Levels, and Falls in Older Men

2018 ◽  
Vol 74 (9) ◽  
pp. 1475-1483 ◽  
Author(s):  
Eric S Orwoll ◽  
Nora F Fino ◽  
Thomas M Gill ◽  
Jane A Cauley ◽  
Elsa S Strotmeyer ◽  
...  
Keyword(s):  
High Activity ◽  
Physical Performance ◽  
Gait Speed ◽  
Fall Risk ◽  
High Performance ◽  
Older Men ◽  
Community Dwelling ◽  
Low Performance ◽  
And Performance ◽  
Low Activity

Abstract Background Physical performance and activity have both been linked to fall risk, but the way they are jointly associated with falls is unclear. We investigated how these two factors are related to incident falls in older men. Methods In 2,741 men (78.8 ± 5 years), we evaluated the associations between activity and physical performance and how they jointly contributed to incident falls. Activity was assessed by accelerometry. Physical performance was measured by gait speed, dynamic balance (narrow walk), chair stand time, grip strength, and leg power. Falls were ascertained by tri-annual questionnaires. Results Men were grouped into four categories based on activity and performance levels. The greatest number of falls (36%–43%) and the highest fall rate (4.7–5.4/y among those who fell) (depending on the performance test) occurred in men with low activity/low performance, but most falls (57%–64%) and relatively high fall rates (3.0–4.35/y) occurred in the other groups (low activity/high performance, high activity/high performance and high activity/low performance; 70% of men were in these groups). There were interactions between activity, performance (gait speed, narrow walk), and incident falls (p = .001–.02); predicted falls per year were highest in men with low activity/low performance, but there was also a peak of predicted falls in those with high activity. Conclusions In community-dwelling older men, many falls occur in those with the lowest activity/worst physical performance but fall risk is also substantial with better activity and performance. Activity/physical performance assessments may improve identification of older men at risk of falls, and allow individualized approaches to prevention.

Lateralizing Significance of Wisc Verbal-Performance Discrepancies for Older Children with Learning Disabilities

1971 ◽  
Vol 33 (3) ◽  
pp. 875-883 ◽  
Author(s):  
Byron P. Rourke ◽  
Gabor A. Telegdy
Keyword(s):  
Learning Disabilities ◽  
High Performance ◽  
Full Scale ◽  
Cerebral Hemispheres ◽  
Older Children ◽  
Verbal Iq ◽  
Complex Motor ◽  
Iq Scores ◽  
Low Performance ◽  
And Performance

45 9- to 14-yr.-old right-handed boys (IQ range: 85 to 115) with learning disabilities were distributed into three groups on the basis of their WISC Verbal IQ and Performance IQ scores: the high performance-low verbal (HP-LV) group, the verbal equal to performance (V = P) group, and the high verbal-low performance (HV-LP) group. The three groups were equated for age and Full Scale IQ. The performance of these Ss on 25 measures indicated clear superiority of the HP-LV group on most measures of complex motor and psychomotor abilities, regardless of the hand employed. Although expectations involving differential hand superiority of the HP-LV and HV-LP groups were not supported, the results were considered consistent with the view that WISC VIQ-PIQ discrepancies reflect the differential integrity of the two cerebral hemispheres in older children with learning disabilities.

Significance of WISC Verbal-Performance Discrepancies for Younger Children with Learning Disabilities

1973 ◽  
Vol 36 (1) ◽  
pp. 275-282 ◽  
Author(s):  
Byron P. Rourke ◽  
Dianne M. Dietrich ◽  
Gerald C. Young
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
High Performance ◽  
Full Scale ◽  
Verbal Iq ◽  
Clear Cut ◽  
Group A ◽  
Low Performance ◽  
And Performance ◽  
Verbal Performance

82 5- to 8-yr.-old children (IQ range 79 to 120) exhibiting learning disabilities were divided into three groups on the basis of their WISC Verbal IQ and Performance IQ: a high Performance IQ-low Verbal IQ group, a Verbal IQ equal to Performance IQ group, and a high Verbal IQ-low Performance IQ group. The three groups were equated for age and Full Scale IQ. The performance of these Ss on selected measures of verbal, auditory-perceptual, visual-perceptual, problem-solving, motor, and psychomotor abilities did not yield the same clear-cut differences observed in previous studies with older (9- to 14-yr.-old) children with learning disabilities who had been divided into groups on the basis of WISC Verbal IQ-Performance IQ discrepancies of an identical magnitude. These results argue for very guarded clinical inrerpretation of WISC Verbal IQ-Performance IQ discrepancies of this magnitude in the case of younger children exhibiting learning disabilities.

scholarly journals A Class Practice Study of Intervention Effect of Interactive Assessment on Learning Goal Orientation

2021 ◽  
Vol 12 ◽  
Author(s):  
Mai Yokoyama ◽  
Kazuhisa Miwa
Keyword(s):  
Goal Orientation ◽  
High Performance ◽  
Peer Assessment ◽  
Control Group ◽  
Self Assessment ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Low Performance ◽  
And Performance ◽  
Avoidance Goal

While focusing on the moderating effects of initial performance-approach goal orientation and performance-avoidance goal orientation, this study aimed to examine the effects of self- and peer-assessment on the growth of learning goal orientation. We set up a control group and two experimental groups (self-assessment and peer-assessment groups) and conducted experimental lessons. The responses of the 63 subjects (control group: n = 14; self-assessment group: n = 25; peer-assessment group: n = 24) who attended these lessons were analyzed. The following observations were made: (1) the effect of peer-assessment on the growth of learning goal orientation may change depending on the initial performance-approach goal orientation or performance-avoidance goal orientation; (2) to increase learning goal orientation for students who have high performance-approach goal orientation or low performance-avoidance goal orientation, peer-assessment is effective; and (3) to increase learning goal orientation for students who have low performance-approach goal orientation or high performance-avoidance goal orientation, peer-assessment appears to be counterproductive.

Tell me only what I want to know: Congruent self-motivation and feedback

2018 ◽  
Vol 46 (9) ◽  
pp. 1523-1536 ◽  
Author(s):  
Chien-Huang Lin ◽  
Yidan Huang
Keyword(s):  
Computer Program ◽  
High Performance ◽  
Performance Level ◽  
Electronic Equipment ◽  
Low Performance ◽  
And Performance ◽  
Practical Implications

Electronic equipment has enabled consumers to track their behavior and better understand themselves. To investigate whether or not the data provided by quantification devices result in enjoyment for the users, we invited 456 Taiwanese students to take part in an experiment. We examined the interrelationship of user enjoyment and congruent or incongruent feedback from a computer program with self-motivation and performance level. The results demonstrated that mismatched feedback and self-motivation decreased users' enjoyment and matched feedback and self-motivation increased their enjoyment. However, both these effects were attenuated for participants in the low-performance condition as compared with the effect for participants in the high-performance condition. Theoretical and practical implications are discussed.

scholarly journals Improve the Teachers’ Skill in Design Learning Trough the Empowering of MGMP and the Performance Motivate

2021 ◽  
Vol 4 (2) ◽  
pp. 2509-2520
Author(s):  
Alhafif Syahputra
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
High Performance ◽  
Science Learning ◽  
Design Science ◽  
School Science ◽  
High School Science ◽  
The Difference ◽  
Low Performance ◽  
And Performance

The science teachers’ skill in designing learning are very low in pematangsiantar. The teachers’ performance motivate are also rarely measured. So far the method that used to give the instruction for teachers’ are conventional method. The aim of the research to know the improvement of science teachers’ skill in desaign learning through empowering MGMP and performance motivate. This is an experimental research with 2 x 2 factorial design. This research have done among the junior high school science teachers’ in Pematangsiantar. With the total number of studied are 24 persons. The result of the research show that : 1) There are the difference the teachers’ skill in design science learning with creative and copying method, 2) There are the difference of the teachers’ skill. In design science learning betmeen those who hare high performance motivate with the low one, 3) There are the interaction between the guidance method and performance motivate, 4) The teacher who have high performance motivate that used the creativy method give higher scores in design science learning than used copying method, and 5) The teacher who have low performance motivate that used the copying method give higher scores in design science learning than used creativy method.

Comparison between specific and nonspecific tests for evaluating the physical fitness of show jumping horses

2016 ◽  
Vol 12 (3) ◽  
pp. 131-140 ◽  
Author(s):  
O.A.B. Soares ◽  
G.C. Ferraz ◽  
P. Trigo ◽  
F.H.F. D'Angelis ◽  
W.H. Feringer Júnior ◽  
...  
Keyword(s):  
Physical Fitness ◽  
High Performance ◽  
Metabolic Adaptation ◽  
Blood Gas ◽  
Exercise Tests ◽  
Specific Test ◽  
Before And After ◽  
Low Performance ◽  
And Performance ◽  
Show Jumping

Show jumping is a century-old Olympic sport performed worldwide. However, despite the prominence of this sport, there is currently no satisfactory evaluation of the physical fitness of its horses. Our study compared two standardised exercise tests (specific and nonspecific for show jumpers) to determine the importance of a show jumping specific evaluation test. Sixteen horses were divided into two performance groups (high and low performance), and all horses performed standardised exercise tests without jumps (SET1) and with jumps (SET2). Heart rate, blood lactate, glucose, blood gas, haematological parameters, and plasma ions were measured before and after the tests, and performance indices were calculated. Both exercise tests (SET1 and SET2) resulted in changes in nearly all measured variables that were expected, based on other studies, for the duration and nature of the exercise performed. Differences between the two performance groups were observed for lactate and glucose, as well as some blood gas variables and performance indicators. These differences might have been the result of better cardiovascular and metabolic adaptation of the high performance group to the show jumping exercises. For the SET1, differences between groups were mainly noted for variables related to aerobic capacity, which suggests that this measurement is important for the evaluation of equine performance in show jumping. The SET2 was capable of detecting different horse performance levels that could not be detected by the SET1, which indicates that a specific test for show jumping (that includes jumping movements) could provide important information for the evaluation of show jumpers. Based on our findings, we recommend that the SET2 be included in future protocols for evaluating jumping horses.

Trace nanoanalysis

1994 ◽  
Vol 52 ◽  
pp. 940-941
Author(s):  
D. E. Newbury ◽  
R. D. Leapman
Keyword(s):  
High Performance ◽  
Secondary Ion Mass Spectrometry ◽  
Detection Efficiency ◽  
Volume Element ◽  
And Performance ◽  
Trace Constituents ◽  
Secondary Ion ◽  
Concentration Levels ◽  
Structure Properties

Trace constituents, which can be very loosely defined as those present at concentration levels below 1 percent, often exert influence on structure, properties, and performance far greater than what might be estimated from their proportion alone. Defining the role of trace constituents in the microstructure, or indeed even determining their location, makes great demands on the available array of microanalytical tools. These demands become increasingly more challenging as the dimensions of the volume element to be probed become smaller. For example, a cubic volume element of silicon with an edge dimension of 1 micrometer contains approximately 5×1010 atoms. High performance secondary ion mass spectrometry (SIMS) can be used to measure trace constituents to levels of hundreds of parts per billion from such a volume element (e. g., detection of at least 100 atoms to give 10% reproducibility with an overall detection efficiency of 1%, considering ionization, transmission, and counting).

Sign in / Sign up

Export Citation Format

Share Document