Rhythm or Music? Contrasting Two Types of Auditory Stimuli in the Performance of a Dancing Routine

2003 ◽  
Vol 97 (1) ◽  
pp. 99-106 ◽  
Author(s):  
Elisana Pollatou ◽  
Vassilia Hatzitaki ◽  
Kostandina Karadimou
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Motor Performance ◽  
Prior Experience ◽  
Female Students ◽  
Auditory Stimuli ◽  
Metrical Structure ◽  
Video Cameras ◽  
Within Subjects

The purpose of the present study was to investigate whether rhythmic beats only or music would be more effective as accompaniment for the motor performance of specific rhythmic-dance steps by 30 female students of physical education ( M age 20.1 yr.), without prior experience in music or dance. They performed a dance routine in synchronization with a musical phrase of eight rhythmical meters, with the general value of 4/4 each. Each meter involved representative steps of the rhythmical values of 4/4, 1/4, 1/8, and 1/16 like rhythmical walking, small kicks, galloping, chassé, cat leap, and different ways of balancing. Subjects performed these in synchronization to the rhythm played on a tambourine or to music played on an harmonium. All movement performances were registered using two video cameras. Differences between the two groups (“rhythm” and “music”) and across the different meters (4/4, 1/8, 1/8, 1/16, 1/4) were analyzed by a mixed between-within subjects 2 × 3 analysis of variance with repeated measures of “meter.” Students who performed with the tambourine showed better synchrony with that external auditory stimulus than students who performed the same routine guided by music played on the harmonium. Also, students showed better synchrony with the external rhythm when performing a whole (4/4 meter) than when performing either the 1/8 or the mixed 1/8–1/16–1/4 meters. These findings suggest that for highly complex artistic movements such as the ones involved in dance, beginners perform much better when their movements are guided by a rhythmical sequence of single beats than when guided by a musical phrase having identical metrical structure.

Comparison of music stimuli to support mindfulness meditation

2019 ◽  
pp. 030573561987849 ◽  
Author(s):  
Abbey L Dvorak ◽  
Eugenia Hernandez-Ruiz
Keyword(s):  
Repeated Measures ◽  
Mindfulness Meditation ◽  
Analysis Of Covariance ◽  
Auditory Stimuli ◽  
Harmonic Progression ◽  
Repeated Measures Design ◽  
Significant Difference ◽  
Within Subjects ◽  
Mindful Attention Awareness Scale ◽  
Post Hoc

The purpose of this study was to compare the effectiveness of and preference for different auditory stimuli in supporting mindfulness meditation. Undergraduate non-musicians ( N = 57) listened to four different auditory stimuli guiding them in a mindfulness meditation: script only (i.e., Script), steady beat (i.e., Beat), beat and harmonic progression (i.e., Harmony), and beat, harmony, and melody (i.e., Melody). This study used a within-subjects repeated-measures design with the four conditions counterbalanced and randomized across participants. Participants rated responses using the Mindful Attention Awareness Scale (MAAS), completed the Absorption in Music Scale (AIMS), and ranked auditory stimuli according to preference and usefulness for mindfulness meditation. A repeated-measures analysis of covariance (ANCOVA) on the MAAS scores, using the AIMS as a covariate, indicated no statistically significant difference between auditory stimuli. However, with the AIMS removed, the analysis revealed significant differences between stimuli, indicating that levels of absorption in music may moderate participants’ responses to auditory stimuli for mindfulness meditation. Friedman analyses of variance (ANOVAs) and post hoc analyses indicated that participant rankings of usefulness and preference were significantly different among conditions, with the Melody and Harmony conditions ranked highest.

The Effect of a Team Building Program on the Self-Conceptions of Grade 6 and 7 Physical Education Students

1998 ◽  
Vol 20 (3) ◽  
pp. 300-310 ◽  
Author(s):  
Vicki Ebbeck ◽  
Sandra L. Gibbons
Keyword(s):  
Treatment Group ◽  
Physical Education ◽  
Repeated Measures ◽  
Team Building ◽  
Female Students ◽  
The Self ◽  
Control Group ◽  
Education Students ◽  
Physical Education Students ◽  
Building Program

This study investigated the effectiveness of a Team Building Through Physical Challenges (TBPC; Glover and Midura, 1992) program on the self-conceptions of physical education students in Grades 6 and 7. The treatment group was exposed to one TBPC activity every second week for 8 months, while the second group completed the regular physical education curriculum without any TBPC activities. Data were analyzed using 2 (treatment/control) x 2 (preintervention/postintervention) x 2 (male/female) repeated measures analysis. Results at postintervention revealed that both male and female students in the treatment group were significantly higher on perceptions of global self-worth, athletic competence, physical appearance, and social acceptance than the control group. Female students in the treatment group were also significantly higher on perceptions of scholastic competence and behavioral conduct than female students in the control group. Effect sizes indicated that meaningful as well as significant differences in self-conceptions were created by the TBPC program.

scholarly journals Sedative and cardiopulmonary effects of dexmedetomidine infusions randomly receiving, or not, butorphanol in standing horses

2017 ◽  
Vol 181 (15) ◽  
pp. 402-402 ◽  
Author(s):  
Luíza Quintão Medeiros ◽  
Miguel Gozalo-Marcilla ◽  
Polly M Taylor ◽  
Daniela Campagnol ◽  
Flávia Augusta de Oliveira ◽  
...  
Keyword(s):  
Crossover Study ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Healthy Adult ◽  
Auditory Stimuli ◽  
Parametric Data ◽  
Repeated Measures Analysis ◽  
Constant Rate ◽  
Head Height ◽  
Non Parametric

Dexmedetomidine (DEX) alone, or combined with butorphanol (BUT), may be administered by constant rate infusions (CRIs) in standing horses. This blinded, randomised, crossover study in six healthy adult horses aimed to determine the sedative and cardiopulmonary effects of DEX (dexmedetomidine (3.5 µg/kg+5 µg/kg/hour CRI) and DEX/BUT (dexmedetomidine (3.5 µg/kg+3.5 µg/kg/hour CRI) and butorphanol (20 µg/kg+24 µg/kg/hour CRI)). Head height above ground (HHAG), ataxia, responses to tactile/auditory stimuli and cardiopulmonary variables were recorded before, at 5/15/30/60/90 minutes and after CRIs terminated (15/30/60 minutes). Repeated measures analysis of variance with Tukey-Kramer test were used for cardiopulmonary values (mean±SD) and HHAG reduction (per cent), and Friedman’s and Dunn’s for non-parametric data (P<0.05). Maximum HHAG reductions of 54 per cent (DEX) and 58 per cent (DEX/BUT) occurred at 15 minutes, with ataxia for 15 minutes in both treatments. Responses to stimuli were reduced for 30 minutes in both treatments, and auditory up to 60 minutes in DEX. Cardiopulmonary effects typical of α2-agonists were observed, with no differences between treatments. At the doses and rates reported here, both regimens provided clinically sufficient sedation for only 30 minutes.

Effects of Age, Sex, and Placement of a Model on Children's Performance on a Ball-Striking Task

1983 ◽  
Vol 57 (3_suppl) ◽  
pp. 1187-1190 ◽  
Author(s):  
Dean F. Anderson ◽  
James A. Gebhart ◽  
Dale G. Pease ◽  
Allan A. Rupnow
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Motor Performance ◽  
Repeated Measures Design ◽  
Temporal Placement ◽  
Model Condition ◽  
Age And Sex

The present investigation examined the effects of age, sex, and temporal placement of a model on performance of a ball-striking task. 90 boys and 90 girls, aged 7 and 9 yr., were randomly assigned to one of three conditions. The model was presented before any trials were attempted, midway, or not at all during 16 trials. A 2 (age) X 2 (sex) X 3 (model condition) X 16 (trials) repeated-measures design was utilized. Analysis of variance indicated significant effects of age and sex and interactions of age and sex, and of age and trials for number of ball hits in 20 sec. Findings support previous research which indicated that age, sex, and model are important influences on motor performance.

Analyzing a Two-Factor within-Subjects Design Using Mystat

1993 ◽  
Vol 77 (2) ◽  
pp. 440-442
Author(s):  
Judith A. Rein
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Simple Solution ◽  
Within Subjects

MYSTAT is used to analyze a two-way analysis of variance with repeated measures on both factors without running out of memory. The simple solution is executing the analysis in successive batches versus a simultaneous block.

Physical Education Teachers' Behaviors as Related to Pupils' Psychosocial Development in Curricular and Extracurricular Settings

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1087-1095 ◽  
Author(s):  
Matthew D. Smith ◽  
Steven J. Aicinena ◽  
Jeffrey P. Steffen
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Psychosocial Development ◽  
Repeated Measures ◽  
Assessment System ◽  
Physical Education Teachers ◽  
Technical Instruction ◽  
System A ◽  
Significant Difference ◽  
Coaching Behavior

The purpose of this study was to examine whether teachers' behaviors related to pupils' psychosocial development would differ when physical education teachers taught curricular physical education lessons and when they coached extracurricular school teams. Subjects were 22 physical education teachers who taught and coached basketball in northeastern Colorado and southeastern Wyoming. One physical education lesson on basketball and one basketball practice were videotaped for each subject. These tapes were then coded for frequency of teachers' reactive and spontaneous behaviors with the Coaching Behavior Assessment System. A one-way analysis of variance test indicated that there was no statistically significant difference between the rates teachers used all behaviors during lessons and practices. Hotelling-Lawley trace tests and subsequent repeated-measures multivariate analysis of variance indicated that teachers provided significantly higher rates of punitive mistake-contingent technical instruction, general technical instruction, and general encouragement during extracurricular practices and used a significantly higher rate of behaviors aimed at keeping control during curricular lessons. Unlike previous research on skill-related behaviors, the results did not indicate that teachers' performance suffered dramatically during curricular lessons when compared with performance in extracurricular practices.

Music Stimuli for Mindfulness Practice: A Replication Study

2020 ◽  
Author(s):  
Eugenia Hernandez-Ruiz ◽  
Abbey L Dvorak
Keyword(s):  
Repeated Measures ◽  
Mindfulness Practice ◽  
Auditory Stimuli ◽  
Present Moment ◽  
Complex Stimulus ◽  
Friedman Analysis ◽  
Scale Scores ◽  
Mindfulness Practices ◽  
Within Subjects ◽  
Post Hoc

Abstract Mindfulness is a natural human capacity to be aware of the present moment, without judgment, rejection, or attachment to it. Cultivating a mindful state has been related to improvements in mood and stress management. Mindfulness practices may be enhanced with music. The purpose of this study was to replicate a previous study regarding the effectiveness, preference, and usefulness of different auditory stimuli for mindfulness practice. Undergraduate nonmusicians (N = 53) listened to 4 different auditory stimuli of increasing complexity, guiding them in a mindfulness experience. Participants rated their mindfulness experience, provided data on their absorption in music, and ranked auditory stimuli according to preference and usefulness for mindfulness practice. A within-subjects design was used to compare the four conditions, counterbalanced, and randomized across participants. Similar to the original study, Friedman analysis of variances (ANOVAs) and post hoc analyses indicated that participants ranked the Melody and Harmony conditions as most preferred and useful. Different from the original results, the repeated-measures ANOVA of the Mindful Attention Awareness Scale scores did not reveal significant differences among auditory stimuli for mindfulness experience. These results provide support for the use of music in mindfulness experiences with a mildly complex stimulus (script, beat, harmony, and melody). However, partially replicated results indicate the need to investigate the discrepancy between participants’ effectiveness ratings and preference/usefulness rankings.

scholarly journals ICT evaluation models and performance of medium and small enterprises

2014 ◽  
Vol 20 (1-2) ◽  
pp. 9-24
Author(s):  
Anass Bayaga ◽  
Emmanuel O. Adu
Keyword(s):  
Risk Management ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Operational Risk ◽  
Small Enterprises ◽  
Operational Risk Management ◽  
Evaluation Models ◽  
Ict Adoption ◽  
And Performance ◽  
Medium And Small Enterprises

Abstract Building on prior research related to (1) impact of information communication technology (ICT) and (2) operational risk management (ORM) in the context of medium and small enterprises (MSEs), the focus of this study was to investigate the relationship between (1) ICT operational risk management (ORM) and (2) performances of MSEs. To achieve the focus, the research investigated evaluating models for understanding the value of ICT ORM in MSEs. Multiple regression, Repeated-Measures Analysis of Variance (RM-ANOVA) and Repeated-Measures Multivariate Analysis of Variance (RM-MANOVA) were performed. The findings of the distribution revealed that only one variable made a significant percentage contribution to the level of ICT operation in MSEs, the Payback method (β = 0.410, p < .000). It may thus be inferred that the Payback method is the prominent variable, explaining the variation in level of evaluation models affecting ICT adoption within MSEs. Conclusively, in answering the two questions (1) degree of variability explained and (2) predictors, the results revealed that the variable contributed approximately 88.4% of the variations in evaluation models affecting ICT adoption within MSEs. The analysis of variance also revealed that the regression coefficients were real and did not occur by chance

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