scholarly journals Biomechanical Criterions to Estimate Round-Off Tucked Performance Among Acrobats Aged 10-11

2011 ◽  
Vol 18 (4) ◽  
pp. 296-299
Author(s):  
Tomasz Niźnikowski ◽  
Jerzy Sadowski ◽  
Andrzej Mastalerz ◽  
Waldemar Wiśniowski ◽  
Dariusz Kruczkowski ◽  
...  
Keyword(s):  
Training Program ◽  
Biomechanical Analysis ◽  
Control Group ◽  
Film Analysis ◽  
And Control ◽  
Experimental Group ◽  
Complex Movement ◽  
Movement Structure ◽  
Better Than

Biomechanical Criterions to Estimate Round-Off Tucked Performance Among Acrobats Aged 10-11Introduction. The aim of the study was to carry out a biomechanical analysis of performing key elements of sports technique of the round-off tucked back somersault by acrobats aged 10-11. Material and methods. Thirty male acrobats participated in the study. They were randomly assigned to two groups: experimental (n=15) and control (n=15). Training experiment (specially designed training program applied in the experimental group), experts' evaluation and film analysis were the methods used to evaluate effects of experiment. Results. The results of the experimental group were statistically significantly better than in the control group (p<0.05). Conclusion. Training program based on teaching and improving key elements of technique may be recommended as one of the effective ways of teaching and improving the technique of selected acrobatic exercises of a coordinationally complex movement structure.

scholarly journals 团体心理咨询对大学生自尊提升的干预研究

2019 ◽  
Vol 01 (02) ◽  
pp. 100-111
Author(s):  
童童 李 ◽  
艳 李 ◽  
莉 潘 ◽  
倩 黄 ◽  
喆 王
Keyword(s):  
Training Program ◽  
Interpersonal Relationship ◽  
Personal Communication ◽  
Self Esteem ◽  
Control Group ◽  
Big Five Personality ◽  
Relationship Skills ◽  
Long Time ◽  
And Control ◽  
Experimental Group

目的：探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法：招募18 名大学生为研究对象，采用实验组与控制组前后测量的实验设计，实验组接受为期6 周的自尊提升团体心理咨询，使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果：团体心理咨询后，实验组被试的自尊水平提高[（32.67±3.12）vs.（29.33±3.24）， p< 0.001]，人际关系综合诊断量表总分[（6.62±3.66）vs.（12.00±5.27）， p< 0.001] 及人际关系维度分数[（2.11±1.36）vs.（4.00±1.94），p= 0.009] 下降，大五人格问卷外倾性[（3.51±0.31）vs.（3.30±0.41） ，p= 0.002] 与责任心[（3.65±0.34）vs.（3.43±0.35） ，p= 0.026] 分数提高。结论：团体心理咨询对大学生自尊提升的干预有效，这一干预效应存在潜在的长期效应，其内在机制可能是人际关系困扰的降低；自尊提升能够内化成为个体人格外倾性的一部分。 Objectives： This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods：Totally 18 students were randomly assigned to one of two group： experimental group（n=9） and control group（n=9）. The experimental group received six-week training program to enhance self-esteem， as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale，the interpersonal relationship comprehensive diagnosis scale， and the Big Five personality scale. Results： After the training program， the experimental group’s selfesteem was improved [（32.67±3.12）vs.（29.33±3.24）]， total score[（6.62±3.66）vs.（12.00±5.27）] and inter-personal communication[（2.11±1.36） vs.（4.00±1.94）] score of the interpersonal relationship comprehensive diagnosisscale were declined， and score of extraversion[（3.51±0.31）vs.（3.30±0.41）] and conscientiousness[（3.65±0.34）vs.（3.43±0.35）] were increased. Conclusion： It proves that group psychological guidance could enhance students’ self-esteem for a long time， and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals The Effect of Using Word Family Game on The Vocabulary Mastery of The Fifth Grade Students at SD Negeri 1 Astina in Academic Years of 2017/2018

2017 ◽  
Vol 1 (3) ◽  
pp. 122
Author(s):  
Ni Komang Amelia Kartadi
Keyword(s):  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Fifth Grade Students ◽  
Conventional Teaching ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study aimed at investigating of the effect of using word family game committed by the fifth grade student in SD Negeri 1 Astina in mastering the English vocabulary. This study was True-Experimental with post-test only control group design. The population was 59 students of the fifth grade and the sample was selected by using cluster random sampling. The sample of this research study was 22 students in 5A as an Experimental Group while 22 students in 5B as a Control Group. The experimental group was taught by using Word Family Game and control group was taught without using Word Family Game. The data was analyzed descriptively and inferentially through SPSS 16.0 Program. Descriptively, the students in experimental group were achieved better than the students in control group. It was proven by the result of the mean score of the experimental group was 90.45, while the mean score of control group was 83.18. The result of the t-test also showed that the score of the (tobs) was 3.393 which the score of (tcv) was 1.682 which based on the degree of freedom was 42. It showed that the (tobs) > (tcv), where: 3.393 > 1.682. It could be concluded that the word family game had a significant effect on the students’ vocabulary mastery rather than using conventional teaching. 

scholarly journals THE EFFECTIVENESS OF USING PECHA KUCHA TECHNIQUE TO PROMOTE STUDENTS’ SPEAKING SKILL

2021 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Eva Faliyanti ◽  
Devi May Ratih
Keyword(s):  
Average Score ◽  
Control Group ◽  
English Department ◽  
Oral Test ◽  
Post Test ◽  
Speaking Skill ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Better Than

The aimed of this research is to test the effectiveness of using Pecha Kucha Technique in students’ speaking performance at fourth semester of English Department in Muhammadiyah University of Metro. Pecha Kucha is a presentation form of 20 pictures for 20 seconds and it is also called 20x20 presentations.The entire presentation always lasts for exactly 6 minutes and 40 seconds. The research method used in this research is an experimental research. The subjects of this research are the students at fourth semester of English Department in Muhammadiyah University of Metro academic year 2020. There are 21 students of control group and 21 students of experimental group. The research instrument used to collect the data in this research is an oral test. From the two classes, the experimental and control group, the measurement shows that increasing line of the speaking ability of the experimental group is higher than the control group. The result of pre-test score shows that the average score of the experimental group and the control group are 52.38 and 56.19. From the score of both groups, the result shows that the control group is better than experimental group. Then, the result of the post test of the experimental group is higher than control group; the average scores are 70,71 for experimental group and 62.38 for control group. It can be concluded that there is significant influence of using Pecha Kucha Technique in students’ speaking skill.

scholarly journals The Effect of Using Approximation and Appealing for Help Techniques on Learning Speaking Skill among Iranian Intermediate EFL Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1195
Author(s):  
Islam NamazianDoost ◽  
Asadallah Hashemifardnya ◽  
Nasrin Panahi
Keyword(s):  
Target Population ◽  
Role Playing ◽  
Control Group ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
Post Hoc ◽  
And Control ◽  
Experimental Group ◽  
Better Than

This study examined the effects of using approximation and appealing for the help techniques on learning speaking skill among Iranian intermediate EFL learners. First sixteen participants out of 120 were chosen for the target population. The participants were then randomly assigned to three equal groups- two experimental groups and one control group. The groups were pretested by a speaking pre-test. Regarding the treatment, the experimental groups were taught by using the communicative approach techniques including approximation and appealing for the help. One experimental group received instruction on how to appeal for the help if their competence cannot come up with the exact word. The other experimental group received instruction on how to compensate failure in conversation by using approximate words. For example, in case of forgetting the exact word they used an approximate word or phrase like using "boat" instead of "ship" or "pipe" for "water pipe". However, the participants in the control group received traditional activities in learning speaking such as question and answer, topic discussion, dialogs and role playing. The treatment took 10 sessions of 45 minutes each under the guidance of the supervisor. Then, the control group and the experimental groups took the post-test of pet. After collecting the data, they were analyzed through using One-way Anova and Post-hoc Scheffe Test- Multiple Comparisons. The findings showed that both experimental groups outperformed than the control group. The results showed that those students who received appealing for the help treatment were better than approximation group and control group.

scholarly journals The Effectiveness of the Implementation of the Flipped Classroom Learning Strategy on Motivation, Discipline and Learning Results

2019 ◽  
Author(s):  
Darmansyah
Keyword(s):  
Flipped Classroom ◽  
Learning Strategy ◽  
Control Group ◽  
Research Subject ◽  
Classroom Learning ◽  
Control Groups ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

This study examined the effectiveness of the flipped classroom learning strategy on student’s motivation, discipline and learning results on the classroom action research subject. The research subject consists of 66 students grouped into experimental and control groups which were taught separately by using the flipped classroom learning strategy and a conventional discussion strategy. Flipped classroom learning strategy with technology has a significant positive effect on student’s motivation, discipline and learning results. It can be concluded that the experimental group of students taught by flipped classroom strategy is better than the control group in all three domains.

scholarly journals Improving Students' Mathematics Communication Ability Through Geogebra

2021 ◽  
Vol 10 (2) ◽  
pp. 113-126
Author(s):  
Endang Istikomah ◽  
Zetriuslita Zetriuslita ◽  
Nofriandi Nofriandi
Keyword(s):  
Communication Skills ◽  
Research Method ◽  
Mathematics Learning ◽  
Control Group ◽  
Mathematical Communication ◽  
Mathematical Concepts ◽  
Communication Ability ◽  
And Control ◽  
Experimental Group ◽  
Better Than

Student’s mathematical communication skills are low. Geogebra is a dynamic program with a variety of facilities that can be used as a medium of mathematics learning to visualize mathematical concepts and help to construct mathematical concepts. The purpose of this study was to determine the improvement of students’ matematical communication skills thorugh Geogebra. The research method use is quasi experiment. The sample used in this study was the second semester students of TA. 2018/2019. The reserach involved an experimental group and control group. The results showed that the value of sig. of 0,000 . The conclusion obtained is that the mathematical communication skills of student in the experimental class are better than increasing the mathematical communication skills of students in the control class.

scholarly journals The effect of the Zahoric model in learning some kinetic sentences

2020 ◽  
Vol 19 (2) ◽  
pp. 0045
Author(s):  
M. Maison Mohammed Dr. Luma Sameer
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Second Stage ◽  
Short Period ◽  
Post Test ◽  
And Performance ◽  
And Control ◽  
Experimental Group ◽  
Positive Results ◽  
Better Than

When teaching or training fencing we find that most learners are able to perform some fencing skills during learning within the lesson, but they find it difficult to perform the same skills when linked in one sentence after a short period or in subsequent lessons, or during practical exams, so I conducted those Study to develop solutions to this problem by investing the Zahoric model and its distinctive educational steps in learning the kinetic sentences in the female blinds, and its impact on the process of learning and linking kinetic sentences in the sport of fencing and make the learning process more effective and economical.   The experimental method was used by designing the experimental and control groups with pre- and post-test on a sample of the second stage students (B22), representing the experimental group and learning the skills using the Zahoric model in its five steps, while the (D26) student representing the control group, which is learning the fencing skills according to the teaching method. Followed. The learning and performance of some kinetic sentences were evaluated by a standardized form of fencing according to the parts of the movement and their manifestations.  An educational curriculum has been prepared using the Zahorik model to learn the kinetic sentences by fencing according to the sectoral vocabulary of the second semester by following the steps of the model (activating information - acquiring - understanding - using - thinking in information). After the statistical treatments, it was concluded that the Zoharic model, designed to learn some kinetic sentences in the experimental group, gave positive results in evaluating the kinetic sentences better than the teaching method used in the control group. In light of the conclusion, it is recommended to adopt the Zoharik model in learning some kinetic sentences with a blind weapon, as it gives the learner a positive in the analysis, composition and understanding of the movements that are combined to give a kinetic sentence that ends with a touch in favor of the attacker who clearly understands where it begins and ends the syntax of the correct kinetic sentence, which resolves the sentence in his favor.

Effect of multi-dimensional training program, using a combination method of TICH and ABA, on improve autistic children's behavior

2017 ◽  
Vol 41 (S1) ◽  
pp. S440-S440
Author(s):  
M. Hayati ◽  
S. Rezaie Pelleshahi ◽  
N. Farrokhi
Keyword(s):  
Training Program ◽  
Social Life ◽  
Training Session ◽  
Combination Method ◽  
Control Group ◽  
Autistic Children ◽  
Validity And Reliability ◽  
Competing Interest ◽  
And Control ◽  
Experimental Group

IntroductionAutistic children could not organize their social life direction and understanding and interpreting other sensation and only achieve so many information by looking others and instinct for creating the best space for achieving success.ObjectiveThe present study was designed to evaluate the efficacy of a multi-dimensional training program, using a combination of TICH and ABA on improving the behavior of autistic children in the city of Karaj.MethodThe population in this study was all autistic students in a boys exceptional children school in city of Karaj. All participants (n = 16) were randomly assigned in two groups, experimental group (n = 8), and control group (n = 8). This research was carried out experimentally, and multi-dimensional training program was carried out on experimental group in the context of 12 training session for 2 months and two-hour sessions per week. During this time, the control group did not receive any training. In order to collect data the Autism Diagnostic Inventory that was proven its validity and reliability has been used.The collected data were analyzed with co-variance method.ResultThe results showed that the multi-dimensional training program had significant influence on social and verbal communication skills and the reduction of stereotyped behaviors in autistic children.ConclusionTherefore, we can plan a multi-dimensional approach as a comprehensive training program for this group of children and used it weekly as an independent course in autistic children academic schedule.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Quizzes in Every Other Session Improve Undergraduate EFL Learners' Pronunciation Achievement

2017 ◽  
Vol 8 (5) ◽  
pp. 65
Author(s):  
Mohammad Reza Ghorbani
Keyword(s):  
Foreign Language ◽  
Training Program ◽  
English Literature ◽  
Control Group ◽  
Efl Learners ◽  
English Teaching ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group

The proponents of frequent quizzes claim that they stimulate students and have a positive effect on their learning, while the opponents argue that too frequent quizzes might frustrate students and hinder their learning. This study examined the effect of frequent quizzes on Iranian undergraduate English as a Foreign Language (EFL) learners’ pronunciation achievement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students, who were taking the Phonology Course, at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. Two 40-item pronunciation tests were developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the tests was estimated 0.78 and 0.81 respectively through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG took the quizzes every other session. At the end of the training program, the pretests were rearranged and used as the posttests. The results of the independent samples t-tests from the posttests revealed that the EG had a better performance than the CG suggesting that EFL learners’ pronunciation achievement can improve if quizzes are used every other session.

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