Relevant bibliographies by topics / Sports Skill

Academic literature on the topic 'Sports Skill'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Sports Skill.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Sports Skill"

1

Pačesová, Petra, Pavel Šmela, and Dagmar Nemček. "Cognitive functions of female open skill sport athletes, closed skill sport athletes and nonathletes." Physical Activity Review 8, no. 2 (2020): 23–29. http://dx.doi.org/10.16926/par.2020.08.18.

Full text
Abstract:
Introduction. The cognitive functions usable in the sports performance are for example an ability to anticipate, perception and speed of movement reactions, decision-making ability or attention. These abilities or functions apply differently to different sports. It means that open skill sports such as team sports, require the coordination of complex bodily movements and adaptation to continually changing task demands.The aim of this study is to identify differences in the level of female's cognitive functions regarding the chosenopen skill sportsand closed skill sport disciplines. Material and Methods. The research group consisted of 84 women aged 22.70±1.71 years. Women were divided into three groups in terms of sport discipline into: female engaged in closed skill sport disciplines (n=26), in open skill sport disciplines (n=19) and not engaged in any sport activity (n=39). We used standardized S-test to determine the level of cognitive functions. It is a test of spatial orientation and concentration of attention with accentuated demands on the pace of activity. Results. The results have shown that female engaged in open skill sport disciplines have shown higher level of cognitive functions than female engaged in closed skill sport disciplines (p=0.04) and also as nonathletes (p=0.02). There was no difference in cognitive function between female engaged in closed skill sport disciplines and nonathletes. Conclusions. Our results confirm the theory of different involvement of cognitive functions from the point of view of different types of sport disciplines.
APA, Harvard, Vancouver, ISO, and other styles
2

Townsend, Tracy K., Ryan P. Coene, Kathryn A. Williams, Emily Pluhar, Kathryn E. Ackerman, Dennis E. Kramer, Andrea Stracciolini, and Melissa A. Christino. "Assessment of Coping Skills in Pediatric Sports Medicine Patients." Orthopaedic Journal of Sports Medicine 10, no. 5_suppl2 (May 1, 2022): 2325967121S0042. http://dx.doi.org/10.1177/2325967121s00428.

Full text
Abstract:
Background: Psychological variables play integral roles in an athlete’s response to injury recovery, and poor mental coping skills have been shown to have a negative impact. The Athletic Coping Skills Inventory-28 has been demonstrated to have predictive value in identifying pediatric patients who may be at risk for a prolonged recovery. Hypothesis/Purpose: The purpose of this study was to investigate variations in coping skills in pediatric sports medicine patients using the Athletic Coping Skills Inventory-28, and to examine correlations with the following variables: age, gender, individual vs. team sports, and time devoted to sport. Methods: This was a cross-sectional, single institution study, that assessed young sports medicine patients, ages 12-18. A one-time, voluntary, anonymous survey was utilized to assess demographics, primary sport, sport participation patterns, and the validated Athletic Coping Skills Inventory-28 (ACSI, range 0-84). Younger adolescents were considered to be ages 11-14 and older adolescents ages 15-18 for data analysis. Statistical analysis included Fischer’s exact tests, t-tests, Pearson correlations, linear regression analysis, and Wilcoxon rank sum tests. Results: Of 430 eligible patients, 334 (mean±sd age 15.0±1.8 years, 64.7% female, 35.3% male) completed questionnaires, for a 78% response rate. The mean ACSI score was 50.2±10.9. No significant differences were observed in overall ACSI scores between genders. ACSI scores were higher in younger adolescents compared to older adolescents (52.4±10.5 vs 48.9±10.9, p <0.010). Team sport athletes reported higher coping skill scores than individual sport athletes (51.2±10.9 vs 47.2±10.8, p<0.001). Multivariable linear regression revealed that younger team sport athletes demonstrated higher coping skill scores compared to older team sport athletes (55.9 vs 49.8, p<0.001). Younger team sport athletes also scored higher than the younger individual sport athletes (55.9 vs 47.6 p=0.002). In addition, playing >16 hours per week of sports adds 6.36 (95% CI: 3.14, 9.57) units to the total ACSI score compared to participants who play <11 hour per week. Conclusion: Athletic coping skills scores did not significantly differ among genders in adolescent athletes. ACSI scores were higher in younger adolescents and athletes playing team sports. Coping skill scores are also positively correlated with time devoted to playing sports.
APA, Harvard, Vancouver, ISO, and other styles
3

Bavlı, Özhan, Abdulmenaf Korkutata, and Burak Günar Bilgetekin. "Rhythm Skill Copmarison Between University Students." GYMNASIUM 22, no. 2 (December 30, 2021): 7–13. http://dx.doi.org/10.29081/gsjesh.2021.22.2.01.

Full text
Abstract:
The aim of this study is to examine the relationship between rhythm skills and some biomotor skills that may affect this skill of the students who regularly receive sports training. Therefore; 45 Medical Faculty and 33 Sport Sciences Faculty students who have been studying at the Higher Education Institution for at least 2 years participated in the study voluntarily. Rhythm skill test, balance test, standing long jump test, musical and physical intelligence tests were applied to the participants. As a result; it was determined that there was a significant difference between high tempo (132 bpm) rhythm skills in favor of the sports group. As a conclusions, it can be said that these differences will increase if there are more intensive courses on rhythm skills when the selection of students who will receive sports training and the content of their education are examined.
APA, Harvard, Vancouver, ISO, and other styles
4

Indroasyoko, N., A. Muhammad, and D. Sujana. "Factor Analysis of Student Social Skills of Co-curricular Participants at Polytechnic." Innovation of Vocational Technology Education 15, no. 1 (March 21, 2019): 29. http://dx.doi.org/10.17509/invotec.v15i1.16057.

Full text
Abstract:
The objective of this research is to know how big the impact of co-curricular program to social skill. Samples are 59 the students of Politeknik Manufaktur Bandung who follow the activities of co-curricular field of Arts, Special Skills and Sports. Attributes of Social Skills include: Co-operation, Assertiveness, Empathy, and Self-Control. The questionnaire technique using the scale of assessment of Linkert model. The data were analyzed by using factor analysis to find out which factors were dominant and how the ranking variables. The results showed that students of co-curricular participants could form social skills by 66%, while the social skill formation by the co-curricular in the respective fields: art-62.44%, special skills-59.22%, and sports-81, 78%, the rest in the stimulus by other factors that have not been revealed. The co-curricular field of sports contributes the most dominant in the formation of students' social skills compared to other fields. There is a variation in the sequence of dominant factors of social skills variables for each field of co-curricular activity. The dominant of the social skills of each co-curricular programs differs. In terms of art skill, the dominant factor is self-control. In relation to specific technical skill, empathy dominates the factor. Meanwhile in sport skill, the factor is dominated by assertiveness.
APA, Harvard, Vancouver, ISO, and other styles
5

Hall-Yannessa, Stacey L., and Scott Forrester. "Differences in Leadership Development of Club Sport Officers." Recreational Sports Journal 28, no. 1 (May 2004): 7–18. http://dx.doi.org/10.1123/rsj.28.1.7.

Full text
Abstract:
For years, campus recreation professionals have attributed the positive effects of participation in recreational sports to the development of student leadership skills. However, there is little empirical research supporting these claims. Using the Student Leadership Skills Inventory (SLSI), this study attempts to measure leadership skill development of club sport officers. More specifically, this study examines differences in reported leadership skills both before, and immediately following, a one-year leadership role and compares the findings between the positions of president, vice president, treasurer, and secretary. The findings are discussed in the context of the limitations of the study. The implications of these findings for the field of recreational sports are presented, as well as the need for further research documenting the impact of club sports on leadership skill development.
APA, Harvard, Vancouver, ISO, and other styles
6

Zeng, Peng, Long Liu, Timon Cheng-Yi Liu, and Xiang-Bo Yang. "Study on the Relationship between Sports Skills and Visual Image Operation." International Journal of Photoenergy 2014 (2014): 1–5. http://dx.doi.org/10.1155/2014/895761.

Full text
Abstract:
120 college athletes including 30 gymnasts, 30 ball players, 30 athletes in track and field, and 30 swimmers with different levels of sports skills were measured on the operation speed and accuracy of visual images in the present study. The results showed that there was a close relationship between sport skill level and the operation level of visual images. The higher the sport skill level was, the higher the operation level was. The gymnasts were faster in the operation of visual images than the other athletes, but there was no significant difference among athletes of other sports games in visual image operation. The athletes achieved great improvement in their ability of visual image, but there was no significant difference between different genders.
APA, Harvard, Vancouver, ISO, and other styles
7

Spanou, Martha, Nektarios Stavrou, Aspasia Dania, and Fotini Venetsanou. "Children’s Involvement in Different Sport Types Differentiates Their Motor Competence but Not Their Executive Functions." International Journal of Environmental Research and Public Health 19, no. 9 (May 6, 2022): 5646. http://dx.doi.org/10.3390/ijerph19095646.

Full text
Abstract:
Sports provide a context where important aspects of children’s health, such as motor skills and cognitive functions, can be enhanced. However, it is unknown which type of sport may be better for the development of motor competence (MC) and executive functions (EFs). This study investigated potential differences in MC and EFs in boys and girls, being involved in different types of sports (team, individual open skill, individual closed skill). A total of 115 children (49 boys), 8–12 years old (10.30 ± 1.19 years), participated in the study. Their MC was assessed with the Bruininks–Oseretsky Test of Motor Proficiency-2 Short Form, whereas for EFs, the Attention Network Test, the digits backwards test, and the how many–what number test were utilized. Significant MC differences among participants in different types of sports were revealed, favoring those from closed-skill sports; nevertheless, their EFs were at similar levels. Furthermore, no significant gender MC and EFs differences were detected. It seems that children’s participation in specific types of sports differentiates their motor skills but not their EFs, whereas boys and girls, when provided with the same opportunities, present similar levels of MC and EFs.
APA, Harvard, Vancouver, ISO, and other styles
8

Sullivan, Patricia A. "Communication Skills Training for Interactive Sports." Sport Psychologist 7, no. 1 (March 1993): 79–91. http://dx.doi.org/10.1123/tsp.7.1.79.

Full text
Abstract:
The development of interpersonal communication skills is an important aspect of psychological skill development in interactive sport athletes. This article presents a communication skills training program for interactive sport teams. Collegiate coaches of interactive sports implemented a series of seven interpersonal communication exercises with their teams to gain a preliminary perspective on the effectiveness of communication skills training. Overall, athletes’ responses in evaluating the program indicated that the communication exercises raised awareness levels of communication skills and competencies and also provided valuable opportunities to practice improving communication skills. Suggestions are provided for the continuation of communication skills training with athletes.
APA, Harvard, Vancouver, ISO, and other styles
9

Maulini, Claudia, Espedito Laterza, Alessandra Fazio, Mascia Migliorati, Antonio Sánchez-Pato, and Emanuele Isidori. "When Life and Job Skills Meet: Towards a Model for the Development of Sports Sciences Students’ Career." Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 67, no. 1 (May 5, 2022): 31–38. http://dx.doi.org/10.24193/subbeag.67(1).03.

Full text
Abstract:
"The development of soft skills and critical-reflexive skills for the design and implementation of sport activities that respond to the new challenges of the sport labour market is fundamental for the expert in Sport Sciences. The paper presents the results of the implementation of the ESLP project at the Foro Italico University in Rome, which aimed to develop the necessary soft skills for leadership in future experts in sport sciences. Keywords: University of sport, Soft skill, European Sports Leadership Programme. "
APA, Harvard, Vancouver, ISO, and other styles
10

Bíró, Eszter, and László Balogh. "OFFICIALS DECISION-MAKING PROCESS IN OPEN SKILL SPORTS, A SYSTEMATIC REVIEW." Stadium - Hungarian Journal of Sport Sciences 3, no. 2 (January 11, 2021): 1–10. http://dx.doi.org/10.36439/shjs/2020/2/8596.

Full text
Abstract:
In the ever-accelerating world of sports, decisions are playing a more critical role. The coaches' decisions determine the outcome of the match. The study aimed to review what factors determine the decisions of sports officials in different sports. Today, many former players choose to stay in the sport and continue their activities as coaches. Nonetheless, there is no unified system for determining the experience of coaches. Various factors influence sports officials in their decisions. These can be both external and internal factors. Take the First heuristic leads to more consistent and better decisions. In terms of coaches and referees, the most studied and examined sport is football. Research in other sports appears in minimal numbers.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Sports Skill"

1

Barton, Gavin Bruce. "Career success and life skill development through sports." Thesis, Boston University, 2011. https://hdl.handle.net/2144/31637.

Full text
Abstract:
Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study was designed to explore whether sport participation contributes to life skill development and if so how these skills aid professional success. The research questions were: 1) Which life skills were perceived by successful individuals to have contributed to career success? 2) What did they understand were the sources for these life skills? 3) What was the learning mechanism for these life skills? 4) How are life skills understood to have developed through sport, applied in professional work? This research offers empirical evidence that life skills perceived to have been learned through sport are strong contributors to professional success. The study employed case study methods and content analysis of data derived from fifteen in-depth semi-structured retrospective interviews with males having extensive but non-elite sport experience. Findings confirmed the development of life skills identified through prior research but also added constructs, particularly a special form of resilience, realistic optimism. Participants mentioned multiple learning sources for life skills, including education and family. However, sport experiences predominated. Handling pressure and resilience were learned primarily from sport; teamwork and confidence were learned solely from sport. The codes for learning mechanisms applied to this study were derived from social and experiential learning theories. The majority of learning instances were experiential, highlighting the importance of learning directly from experience and subsequent reflection. Life skills realistic optimism, confidence, and perseverance were learned primarily through experience; handling pressure and resilience were learned only through experience. This research adds to the literature by demonstrating within the experience of single individuals, evidence of direct transfer of skills from sport to work, and by identifying specific life skills perceived to aid career success. Findings provide practical insights for athletes, coaches, parents and educators and also suggest a number of topics for future research, including potential differences between men and women or competitors in individual versus team sports.
2031-01-01
APA, Harvard, Vancouver, ISO, and other styles
2

Douglas, Cameron (Cameron David). "Luck and skill in professional League of Legends (E-sports)." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119960.

Full text
Abstract:
Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 35-36).
As professional gaming (e-sports) develops a greater global infrastructure, it will be critical to create league systems in which skill and luck balance to create competitive, exciting, and fair environments. This study uses the most developed e-sport leagues, found in the game League of Legends (LoL), to examine early efforts at crafting such environments. The use of "winning persistence" and Bayesian statistical analyses reveal that best-of-one matches in LoL demonstrate an overall luck-skill ratio similar to professional baseball (MLB) and football (NFL). Best-of-three matches exhibit an understandably higher ratio of skill, similar to professional basketball (NBA). With both match lengths exhibiting viable but significantly different luck-skill ratios, LoL creator, Riot Games has the tools to control how much luck and skill exist in their matches and leagues, setting an important precedent for future leagues and organizations.
by Cameron Douglas.
S.B.
APA, Harvard, Vancouver, ISO, and other styles
3

Stevenson, David M. "Decision making skill and complex problem solving in team sports." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20389.

Full text
Abstract:
This thesis aimed to enhance understanding of the nature of knowledge bases possessed by elite sports performers which underpin perceptual-cognitive and decision making skills. Two main theories were considered; Active Control of Thought (ACT*) and Representational Redescription (RR). The purpose of Study 1 was to examine the anticipatory ability of elite and non-elite players in football and hockey. The results indicated that elite players in both sports were quicker and more accurate in their expectation of pass destination. Study 2 aimed to understand the extent to which knowledge is transferable. The results indicated that elite players’ knowledge is relatively domain specific although some elements of underlying task strategy may transfer. The objective of Study 3 was to explore the means by which elite and non-elite players in football and hockey identify and differentiate between possible decisions. Results showed elite players’ rationale was based on deeper theoretical principles whilst non-experts utilised relatively superficial information and naïve theories. Study 4 focussed on problem representations of elite and non-elite football players. Results revealed elite players’ representations were more pertinent, connected and articulated in a more effective manner. Overall, the findings from the current thesis provide advanced understanding of the knowledge bases responsible for perceptual-cognitive and decision making skill, and such understanding may assist attempts to enhance athletes’ performance and support future research.
APA, Harvard, Vancouver, ISO, and other styles
4

Dowdell, Trevor John, and N/A. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale." Griffith University. School of Education and Professional Studies, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20071217.121601.

Full text
Abstract:
Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.
APA, Harvard, Vancouver, ISO, and other styles
5

Dowdell, Trevor John. "Measuring Sports Class Learning Climates - the Development of the Sports Class Environment Scale." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365757.

Full text
Abstract:
Teaching (in this study, coaching) is a key determinant in learning any sports skill. The coach-athlete relationship is one of the most important influences on athlete's motivation and performance (Mageau & Vallerand, 2003). One of the key leadership roles the coach has in this relationship is the creation and maintenance of the sports class learning climate. The joint influence of the athlete's motivation and the environmental press (class learning climate) can determine the cognitive, affective, and performance patterns regularly displayed by athletes (Ntoumanis & Biddle, 1999). A sports class' learning climate is a set of internal characteristics that has an important role in shaping an athlete's motivational and behavioural pattern (Ames, 1992) and is a key characteristic of class effectiveness. In sports classes, motivational climate is a sub-set of the overall learning climate and is created primarily by the sport class coach. Motivational climate can be described as the participants' relatively persistent collective perceptions of the achievement goal structure of that setting. Recent studies of motivational climate in sport have provided insight into coaching behaviour and its effect on sports class motivational climate (Ntoumanis & Biddle, 1999). In spite of the potential value of class learning climate research to the field of sports class behavioural studies, no research has consolidated the fields of classroom learning climate research and sports class motivational climate studies. This study provides a model for the investigation of gymnastics sports class learning climates that involves a consolidation of the dimensions and items of the Perceived Motivational Climate in Sport Questionnaire-2 (Newton, Duda, & Yin, 2000) and the Classroom Environment Scale (Moos & Trickett, 1987). The development and validation of a new, unique learning climate scale - the Sports Class Environment Scale (SCES) - constitutes the focus of this research. The process of developing this consolidated instrument began with the production of an initial scale, and was followed by a review by a panel of experts in coaching and independent university researchers in sport and physical education. The SCES draft was then pilot tested with a small group (n = 41) of competitive gymnasts to prompt some changes to the scale. Initial field-testing of the SCES occurred with 28 male and 180 female competitive gymnasts from 6 metropolitan and 4 regional competitive gymnastics clubs in Queensland, Australia. Exploratory factor analysis provided a revised SCES with five subscales labeled Task Involvement and Improvement, Ego Involvement and Mistakes, Coach-Athlete Communication, Effort, Order and Organization, and Affiliation. Using the revised SCES subscales as dependent variables, multivariate analyses of variance were conducted to compare club type, gender, and competitive level. In this study, the low training hours and the high training hours gymnastics classes were different in their perceptions of the Ego Involvement of their class climate. Male and female gymnasts were different in their perceptions of Ego Involvement, Affiliation, and Effort, Order and Organization aspects of their class climates. This study demonstrates the potential utility of creating class learning climates high in both Task Involvement and Ego Involvement for competitive gymnastics clubs. This study breaks new ground, and may lead to novel insights into sports class learning climates. Because class learning climate is easier to manipulate than individual achievement goal dispositions (Whitehead, Andree, & Lee, 1997) and because perceptions of learning climate account for variance in learning outcomes beyond that attributable to student ability (Fraser, 1994, 1998, 2002), class learning climate is an important variable that should be better understood, described, developed, and manipulated. Effective measurement of sports class learning climates using the SCES may lead to a greater understanding of effective sports classes, and of coach and athlete behaviours in those classes, and provides a first step in monitoring sports class learning climates.
Thesis (PhD Doctorate)
School of Education and Professional Studies
Full Text
APA, Harvard, Vancouver, ISO, and other styles
6

Ford, Paul. "Skill in sport : the role of action-effect representations." Thesis, Liverpool John Moores University, 2006. http://researchonline.ljmu.ac.uk/5803/.

Full text
Abstract:
Five experiments were conducted to examine the role of ball trajectory information in the planning, execution, and evaluation of a complex motor skill as a function of skill. This sensory information source could either be predicted to become either more (Koch et al., 2004) or less (Schmidt, 1975) important as skill is acquired. In Experiments 1,2, and 3 the importance of ball trajectory information in the execution of a soccer kick to a target as a function of skill was examined using visual occlusion (Exp 1 and 2) and perturbation (Exp 3) techniques. Skilled performers were able to maintain accuracy when vision of ball trajectory was occluded, although they were shown to use this information when it was available but perturbed. The accuracy of less-skilled performers decreased when vision of ball trajectory was occluded. Across skill groups, variability in knee-ankle coordination also decreased under these conditions. Although these finding was taken as evidence that across skill levels action effects information is used to execute the action when it is available, only at the lower levels of skill did this information aid outcome attainment. In Experiments 4 and 5 the importance of ball trajectory information in the planning of a soccer kick to a target as a function of skill was examined. Skilled and novice soccer players were instructed to plan the action in terms of the ball's trajectory or in terms of the body movements. There was little evidence that actions are more effectively planned by anticipation of their effects or that the ability to do so is skill-dependent (Koch et al., 2004). However, there was some evidence that a body-related focus was detrimental to performance in comparison to control conditions when feedback was removed (McNevin et al., 2003). Although ball trajectory information does not seem to be critical for task success, there was evidence that it is used to plan and perform actions across skill levels. Skilled performers were shown to be less reliant on this information compared to less skilled.
APA, Harvard, Vancouver, ISO, and other styles
7

Cothran, Donetta J. "Six Volleyball Skill Tests as a Predictor of Game Performance." TopSCHOLAR®, 1992. http://digitalcommons.wku.edu/theses/1656.

Full text
Abstract:
The purpose of this study was to investigate the relationship of six selected volleyball skill tests to actual volleyball game performance. The six skill test items were administered to 64 subjects, who were all members of a college level introductory volleyball course. Based on the ratings of a panel of experts, subjects were rated during game play as good, average, or poor performers. The stepwise discriminant analysis was used to analyze the relationship between skill tests and game performance. Four of the six skill tests were identified as significantly contributing to group membership. These tests, in order of the magnitude of their standardized discriminant function coefficients were: 1. Brumbach Serve Test, 2. AAHPER Wall Volley test, 3. AAHPERD Wall Spike Test, and 4. AAHPERD Serve Test. It was concluded that a volleyball skill test battery consisting of these four items would objectively measure volleyball playing ability and discriminate between players of various skill levels. The results of this test battery could be used for classification, diagnosis, motivational purposes, and grading.
APA, Harvard, Vancouver, ISO, and other styles
8

Coyne, Joseph. "The relationship between subjective training load and performance in open and closed skill sports." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2427.

Full text
Abstract:
Training load (TL) monitoring is considered important to understand an athlete’s ability to perform in training and competition along with their risk of any injury and illness. By assessing the physical work an athlete performs in training (i.e., external TL) and/or the athlete’s response to that training (i.e., internal TL), a basic model of an athlete’s response to training can be estimated by the difference between chronic “fitness” (positive) and acute “fatigue” (negative) functions. Subjective measures of TL, which includes sessional ratings of perceived exertion (sRPE), and differential ratings of perceived exertion, are both considered measures of internal TL. Of these, sRPE is the most common, is recommended as the primary TL measure in team sports, is also widely used in endurance-based sports and is the principal focus of this thesis. When examining relationships between sRPE-TL with performance, there has been very little research in this area but there does appear to be some level of relationship in both open (OS) and closed skill (CS) sports. The difference between OS and CS sports is of interest as research suggests that any TL relationship with performance may be influenced by mental fatigue and mental fatigue experienced by athletes may differ between OS and CS sports. To date, the research investigating TL and the relationship to performance has been focused on sports that are relatively similar in terms of skill nature and mental fatigue. There exists a gap in the literature examining sRPE-TL relationship with performance, if this relationship exists across OS and CS sports and how mental fatigue may influence sRPE-TL. Alongside this, there are also issues with how TL measures are calculated and how subjective TL measures relate to other objective markers of athlete readiness (e.g., heart rate variability). Therefore, the central aim of this thesis was to examine the relationship between TL and performance in different OS and CS sports and to determine if there were differences in TL measures between successful and unsuccessful performances in these sports at an elite level. Alongside this, further examinations into the different TL calculation issues (including the issue of mathematical coupling in the acute to chronic workload ratio (ACWR)), the influence of mental fatigue on sRPE-TL and the sRPE-TL relationship with athlete readiness markers in athletes at an elite level were also warranted as secondary aims for this thesis. The main finding of this thesis was that there appeared to be a relationship between subjective TL and performance measures for elite Olympic level athletes in both CS and OS sports. Other secondary findings from the thesis included i) the influence of the mathematical coupling inherent in the ACWR appeared trivial, despite other critical issues with the ratio; ii) mental fatigue did not seem to significantly influence sRPE scores from individual training sessions when accounting for nature of the sport (OS versus CS), duration of training and influence of injury/illness, and iii) there were trivial small correlations between sRPE-TL and objective markers of athlete readiness (heart rate variability and direct current potential) in both OS and CS sports.
APA, Harvard, Vancouver, ISO, and other styles
9

Halverson, Paula Dee. "The effects of peer tutoring on sport skill analytic ability /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541710629.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Li, Sau-sau Esther. "Can analogies be used as an attention focusing strategy to prevent skill failure under stress? /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31941412.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Sports Skill"

1

1959-, Kimball David Charles, ed. Sport management: Principles, applications, skill development. Mason, Ohio: Thomson/South-Western, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

1959-, Kimball David Charles, ed. Sport management: Principles, applications, skill development. Mason, Ohio: Thomson/South-Western, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Honeybourne, J. Acquiring Skill in Sport. London: Taylor & Francis Inc, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ltd, Boulton-Hawker Films. Sports science video 5: Motor skill acquisition, sports safety, preparing for competition. Ipswich: Boulton-Hawker Films Ltd, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Clark, Jerry F. Seven lifetime sports: A handbook for skill development. 2nd ed. Dubuque, Iowa: E. Bowers Pub., 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Skill acquisition in sport: Research, theory and practice. Milton Park, Abingdon, Oxon: Routledge, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1965-, Williams A. M., and Hodges Nicola J. 1970-, eds. Skill acquisition in sport: Research, theory, and practice. London: Routledge, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lilliman, Turner Susan, ed. P.E. teacher's skill-by-skill activities program: Success-oriented sports experiences for grades K-8. West Nyack, N.Y: Parker Pub. Co., 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mental skill development for ultimate performance in sports and life. Deer Park, NY: Linus Publications, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sandy, Davie, ed. Soccer coach's guide to practices, drills & skill training. New York: Sterling Pub. Co., 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Sports Skill"

1

Gray, Rob. "Sports training technologies." In Skill Acquisition in Sport, 203–19. Third Edition. | New York : Routledge, 2019. | “First edition published by Routledge 2004”--T.p. verso. | Previous edition: 2012.: Routledge, 2019. http://dx.doi.org/10.4324/9781351189750-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fiaud, Vanessa, and Andrew Shim. "Biomechanics and Skill Analysis." In Coaching for Sports Performance, 161–96. First Edition. | New York : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429299360-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Massis, Michael, and Ian Jeffreys. "Skill Acquisition and Motor Learning." In Strength and Conditioning for Sports Performance, 22–33. 2nd ed. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429330988-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gould, Daniel R. "Leadership as a Life Skill in Youth Sports." In Positive Youth Development Through Sport, 151–67. by Nicholas L. Holt. Description: 2nd Edition. | New York : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315709499-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tzankova, Veronika, and Michael Filimowicz. "In Lieu of an Afterword: “Embodiment and Skill Acquisition in Sports Technologies” Course Syllabus." In Interactive Sports Technologies, 182–202. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003205111-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Espregueira-Mendes, João, and Mustafa Karahan. "Motor Learning Principles for Arthroscopic Motor Skill Teaching." In Motor Skills Training in Orthopedic Sports Medicine, 7–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53229-4_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

VanHeest, Jaci L., and Jane M. Cappaert. "Application of Biomedical Principles to the Maturation of Skill in Children." In Bioengineering, Mechanics, and Materials: Principles and Applications in Sports, 435–50. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8887-4_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mustafa, Mohammad Saifatullizam, Marilyn Li Yin Ong, Siti-Azrin Ab Hamid, and Garry Kuan. "Transcranial Direct Current Stimulation Enhances Skill-Related Fitness Among the Under-15 Football Players." In Enhancing Health and Sports Performance by Design, 511–18. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3270-2_52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kipp, Ronald W., and John G. Seifert. "Sagittal Plane Helmet Acceleration at Pole Contact of Alpine Ski Racers is Dependent on Slalom Pole Type and Skill Level." In Snow Sports Trauma and Safety, 133–44. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52755-0_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ilg, Winfried, Johannes Mezger, and Martin Giese. "Estimation of Skill Levels in Sports Based on Hierarchical Spatio-Temporal Correspondences." In Lecture Notes in Computer Science, 523–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45243-0_67.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Sports Skill"

1

YAJIMA, MASUMI, TAKESHI MATSUDA, and TOSHIYUKI MAEDA. "Sports Skill Analysis using Motion Frequency." In Fifth International Conference on Advances in Computing, Control and Networking - ACCN 2016. Institute of Research Engineers and Doctors, 2016. http://dx.doi.org/10.15224/978-1-63248-104-7-17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Maeda, Toshiyuki, and Masumi Yajima. "Motion frequency data analysis for sports skill." In 2017 Computing Conference. IEEE, 2017. http://dx.doi.org/10.1109/sai.2017.8252089.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Maeda, Toshiyuki, and Masumi Yajima. "Sports skill discrimination with motion frequency analysis." In 2016 Future Technologies Conference (FTC). IEEE, 2016. http://dx.doi.org/10.1109/ftc.2016.7821618.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Maeda, Toshiyuki, Masumi Yajima, and Akiyoshi Wakatani. "Sports skill frequency analysis with motion image data." In 2018 International Workshop on Advanced Image Technology (IWAIT). IEEE, 2018. http://dx.doi.org/10.1109/iwait.2018.8369656.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rickels, Austin, and Matthew Montebello. "SPORT AND PERFORMANCE PSYCHOLOGY IN SECONDARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end114.

Full text
Abstract:
"The mission of sport and performance psychology is to facilitate psychosomatic resolutions to help boost performance and well-being in those individuals who participate in sports. The incorporation of these performance-enhancing concepts in mental training is especially important for high school student-athletes with a negative mindset. Unfortunately, at the secondary level, there are a limited number of educational processes available which formally guide student-athletes through their psychological development in sport. As a result, many student-athletes are left without the mental skills needed to cope with the physical, psychological, and socioemotional demands of competition. The development of sport and performance psychology courses in schools could help facilitate positive improvements in how student-athletes think, act, and ultimately play, by merging the informal setting of extracurricular sports with the formal setting of the classroom. In this paper, we employ a mixed methods case study to demonstrate how a high school sport psychology class could impact the mindset of student-athletes. Course curriculum and pedagogy, grounded in a number of learning theories, was designed to utilize educational and psychological principles to create a course anchored in sport and performance psychology concepts. Specifically, this case study demonstrates course effectiveness at building mental skill through the cognitive-behavioral system of ‘Event + Response = Outcome’ in 14 different self-actualizing constructs like goal-setting, mental toughness, and leadership. We present our results on mental skill development and draw a number of conclusions alongside several recommendations for those wishing to incorporate an innovative sport psychology course at the secondary level."
APA, Harvard, Vancouver, ISO, and other styles
6

Pirina, Maria Grazia. "NEW TREND IN COMPETENCE FRAMEWORK FOR SPORTS MANAGERS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/133.

Full text
Abstract:
ABSTRACT To achieve the objectives of empowering female sports managers through an up-skill process related to marketing, communication, & visibility strategies, Germany & Italy realized comprehensive research about the current needs of sports managers in communication/ marketing skills. This study aims to determine the profiles of the sports managers in each country and their level of sport management competencies. The descriptive-comparative research design, & descriptive statistics were used, such as mean, mode, standard deviation, & frequency count, in describing the respondents’ profiles. In contrast, a t-test was used to compare the level of competencies of sports managers in each country by sex and One-Way ANOVA for age group, the number of years of experience, & their educational level. Intensive training learning was emphasized in developing the sports management competencies of female sports managers in Germany & Italy. Based on the data for Germany, it was found that there aren’t significant differences between different genders in Germany in the 25 sections making up the questionnaire. It can be noted that there was greater importance to sections on marketing, legal foundation, risk management, & conflict management. Barriers preventing bigger benefits were also identified. For Italy, there are no big differences between males & females. Females attach lesser importance to financial management, human resources, time management, & decision-making. The study reveals intensive training through non-formal education is an effective intervention program to enhance the sports management competencies of female sports managers. Trainers delivering projects in Germany & Italy have paramount importance in developing & improving the management competencies of female sports managers. The methodology should be continuously used as a new strategy to advance the competencies of female sports managers to attract more financial resources & to improve the visibility of female teams.
APA, Harvard, Vancouver, ISO, and other styles
7

Ishida, Kazunari. "IoT Application in Sports to Support Skill Acquisition and Improvement." In 2019 IEEE 12th Conference on Service-Oriented Computing and Applications (SOCA). IEEE, 2019. http://dx.doi.org/10.1109/soca.2019.00034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sunaryadi, Yadi, and Hadi Sartono. "The Influence of External Feedback on Skill Learning." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007075209850990.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zhang, Hui. "Study on Bel Canto in Singing Skill Training." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.62.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Furukado, Ryousuke, Goichi Hagiwara, Tomohiro Ito, and Hirohisa Isogai. "Comparison of EEG biofeedback and visual search strategies during e-sports play according to skill level." In Journal of Human Sport and Exercise - 2020 - Summer Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc4.13.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Sports Skill"

1

Zibani, Nadia. Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1003.

Full text
Abstract:
Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
APA, Harvard, Vancouver, ISO, and other styles
2

ji, yuqin, hao tian, qiang ye, zhuoyan ye, and zeyu zheng. Effectiveness of exercise intervention on improving fundamental motor skills in children with autism spectrum disorder: A systematic review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0013.

Full text
Abstract:
Review question / Objective: This systematic review and meta-analysis aimed to synthesize available randomized controlled trial studies concerning the effects of exercise interventions on fundamental motor skills in children with autism spectrum disorder. Condition being studied: Autism Spectrum Disorder (ASD) is a complicated and highly prevalent neuro-developmental disorder characterized by deficits in social communication, restricted interests, and repetitive behaviors. The CDC reported that the prevalence of ASD was estimated to be 1 in 59 in the United States by 2020. Along with typical symptoms, a couple of studies have indicated that individuals with ASD encounter a variety of challenges, including sleep disturbance, obesity, executive function deficits, physical inactivity, and motor dysfunctions. Fundamental motor skills (FMS) are the unnaturally occurring basic motor learning model of the human body, which are the building blocks for advanced specialized motor skills and for children and adolescents to participate in sports, games, or other context-specific physical activity.FMS falls into three different categories: (a) locomotor skills (e.g., running and hopping), (b) object control skills (e.g., catching and throwing), and balance or stability skills (e.g., balancing and twisting).
APA, Harvard, Vancouver, ISO, and other styles
3

Jejeebhoy, Shireen, Rajib Acharya, Neelanjana Pandey, K. G. Santhya, A. J. Zavier, Santosh Singh, Komal Saxena, Aparajita Gogoi, Madhu Joshi, and Sandeep Ojha. The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mizrach, Amos, Sydney L. Spahr, Ephraim Maltz, Michael R. Murphy, Zeev Schmilovitch, Jan E. Novakofski, Uri M. Peiper, et al. Ultrasonic Body Condition Measurements for Computerized Dairy Management Systems. United States Department of Agriculture, 1993. http://dx.doi.org/10.32747/1993.7568109.bard.

Full text
Abstract:
The body condition (BC) score is recognized in the dairy industry as an essential tool for managing the energy reserves of the dairy cow, which is essential for sustaining optimal and efficient production over several lactations. The current use of BC scoring depends on the accuracy of subjective visual estimates, and this limits its kusefulness as a management aid in the dairy industry. A measuring tool that would frequently provide objective data on the cow's body reserves would be a major contribution to efficient dairy herd management. Ultrasonic sensors have the potential to be developed into an efficient BC measuring device, and the experimental use of such sensors for subcutaneous fat thickness (SDFT) estimates, as an indication for BC in beef cattle, supports this assumption. The purposes of this project were: 1. To compare visual BC scoring and ultrasonic fat thickness with on-line automated body weight (BW) measurements as monitors of nutritional adequacy of dairy cows at various stages of lactation. 2. To determine the effects of variation in digestive fill in early and late lactation on the accuracy of body weight measurements in lactating cows. 3. To modify an existing ultrasonic system and develop a specialized, low-cost sensor for repeatable determination of body condition scores by users with minimal training and skill. 4. To develop a standard for the assignment of body condition scores based on ultrasonic measurements of subdermal fat thickness. The procedure to execute these objectives involved: 1. Frequent measurement of BW, milk yield (MY), BC (visually scored) and subdermal fat thickness ultrasonically measured of dairy cows, and data analysis on average and individual basis. 2. Testing and selection of an appropriate special-purpose sensor, finding an optimum body location for working an ultrasonic measurement, prcessing the signals obtained, and correlating the resulting measurements with performance responses in lactating cows. Linking the ultrasonic signals to BC scores, and developing a BC scoring data acquisition system are the first steps towards fulfilling the necessary requirements for incorporating this device into an existing dairy herd management system, in order to provide the industry with a powerful managment tool. From the results obtained we could conclude that: 1. BC does not correlate with BW changes during all stages of lactation, although in general terms it does. These results were confirmed by individual cow BW and BC data obtained during the course of lactation, that were supported by individual objective ultrasonic measurement of SDFT. 2. BW changes reflect energy metabolism reliably ony after peak milk yield; early in lactation, a decrease in BW expresses mobilization of body reserves only qualitatively, and not quantitatively. 3. Gastrointestinal content increases throughout the whole period during which dry matter intake (DMI) increases. The drastic increase very early in lactation prevents the use of BW changes as a basis for quantitative estimatio of energy meatabolism; at this stage of lactation, konly a BC score or any other direct measurements willl provide a quantitative estimate of energy metabolism. 4. Ultrasonic measurements of subdermal fat thickness can be used to quantify changes that correlate with the actual condition of the cow, as assessed by performance and the traditional way of scoring. 5. To find the best site on the cow's body at which to obtain responses to BC and its changes in the course of lactation, additional sites have to be examined. From the present study, it seems that the sites between ribs 12 and 13 have the potential for this purpose. 6. The use of templates made it easier to repeat measurements at a desired site and spot. However, the convenient easy-to-handle way to standardize the measurement, described in this study, koffers scope for improvement. 7. The RF peak values of the A-mode are better indicators of the location of fat layer borders than image analysis, from the point of view of future commercial development. 8. The distances between the RF peaks of the A-mode can be automatically measured by suitable software, for future commercial development. 9. Proper analysis of daily body weight and milk yield data can provide the necessary information on body condition changes during lactation, until a direct BC measurement device is developed. 10. In any case, at least one visual BC assessment has to be done, preferably immediately after calving, for calibration purposes.
APA, Harvard, Vancouver, ISO, and other styles
5

Njå, Ove, and Kirsti Russell Vastveit. Norske kommuners planlegging, gjennomføring og bruk av risiko- og sårbarhetsanalyse i forbindelse med samfunnssikkerhetsarbeidet. University of Stavanger, October 2016. http://dx.doi.org/10.31265/usps.164.

Full text
Abstract:
I prosjektet; «Helhetlig ROS-analyse i norske kommuner» analyserer vi hvordan kommuner utvikler, bruker og oppdaterer ROS-analyser og risikoforestillinger i sitt samfunnssikkerhetsarbeid. Det legges vekt på hvordan kommuner integrerer ROS-arbeidet og risikoforestillinger i eksisterende plan- og arbeidsprosesser. Hvilke utfordringer opplever kommunene i dette arbeidet? Etter å ha jobbet med risiko og sikkerhet i mer enn 20 år, og en vesentlig del av disse opp mot kommuner, er det etter vårt syn et gjennomgående trekk at kommunalt ansatte som jobber med sikkerhet og beredskap har stor skepsis til akademikere på dette feltet. Den teoretiske «verden» er ikke i stand til å kommunisere med den praktiske og vice versa. Denne utfordringen mener vi står sterkt også i dag, og dermed ble det i prosjektet viktig å finne ut hvordan begrepene ble brukt i kommunene. Hvor kritiske er begrepene for omfanget av bruken av analysene? Står vi ved et markant skille nå med innføring av ny veileder for helhetlig ROS-analyse i kommuner? Eller, er arbeidet omkring samfunnssikkerhet og beredskap fastnet i en praksis uten påvirkning fra ROS-analyse? Datamateriale fra 26 kommuner er inkludert i studien. Kommunene dekker alle landsdelene og de har varierte demografiske og geografiske profiler. Blant deltagerne er kommuner med storulykkesindustri, større bykommuner, mindre øykommuner og grensekommuner. Opptil fem personer med ulikt ansvar for samfunnssikkerhets- og beredskapsarbeidet er intervjuet i hver kommune. En viktig del av prosjektet er forholdet mellom ROS-analyser på ulike forvaltningsnivåer, hvordan ROS-analysene kommuniserer risikoforestillinger og hvordan kommunene kan bygge på og hente innspill fra hverandre i ROS-analysearbeidet. Siden 2010 har Lov om kommunal beredskapsplikt, sivile beskyttelsestiltak og Sivilforsvaret (sivilbeskyttelsesloven) og underliggende Forskrift om kommunal beredskapsplikt stilt krav til kommunenes ROS-analyse og samfunnssikkerhetsarbeid i stort. Likevel er det ikke opplagt hva det innebærer. Forskriften snakker om begreper og konsepter som; - Jobbe systematisk og helhetlig med samfunnssikkerhet; - Forankring i kommunestyret; - Eksisterende og fremtidige risiko- og sårbarhetsfaktorer; - Særlige utfordringer; - Langsiktige mål, strategier, prioriteringer og plan for oppfølging av samfunnssikkerhets- og beredskapsarbeidet; - Vurdere forhold som bør integreres i planer og prosesser; og - Overordnet beredskapsplan. Det stiller store krav til kommunens ansattes kunnskap og kompetanse til å fortolke hva alle disse konseptene skal bety for kommunen og hvordan ansatte skal jobbe med kravene. Her ligger kjernen av vår studie. Studien vår viser at det legges betydelig med ressurser og arbeid ned i kommuners helhetlige ROS-analyser, samfunnssikkerhets og beredskapsarbeid. Risikoinformert styring og risikotenkning er en krevende filosofi, hvor det forutsettes at de ansatte med ansvar for kommunens systemer og samfunnssikkerhets- og beredskapsarbeidet har høy kompetanse på området. I kommunene som deltok i studien synes det å være enklere for kommunene å konkretisere hvordan de arbeidet med beredskap enn med samfunnssikkerhet. Kommunene hadde i varierende grad oversikt over hvordan beredskapsarbeidet var satt i system på tvers av etater. Materialet ble analysert ut fra fire forhold: - Begrepsforståelser og bruk av begreper for å uttrykke samfunnssikkerhet - Planlegging og gjennomføring av ROS-analyseprosesser - Presentasjon av resultater fra ROS-analysearbeidet - Implementering av analyseresultatene i kommunens aktiviteter Datamaterialet viser at kommunene og de fleste respondentene våre er i liten grad bekymret over begrepene de bruker. I hovedsak er det risiko, ROS-analyse (eller andre koplinger av ROS), hendelser, akseptkriterier, beredskap, kriseplaner og tiltak som er konseptene i bruk. Usikkerhet var et begrep som fulgte med, men det var i liten grad reflektert over utover at det var en egenskap med hele ROS-analyseprosessene. Samfunnssikkerhet, ytelse av beredskapstiltak, sårbarhet, resiliens, barrierer, system er begreper som får lite eller ingen omtale i kommunenes befatning med samfunnssikkerhet og beredskap. Kommunene er veldige instrumentelle i arbeidet med å utvikle produktene (helhetlig) ROS-analyse og beredskap- og kriseplaner. Beslutningsprosessene som den helhetlige ROS-analysen er en del av, trekkes ikke frem som førende for hvordan ROS-analyser og samfunnssikkerhetsarbeidet gjøres. Fylkesmannen sin rolle som pådriver, rådgiver og tilsynsmyndighet var for de aller fleste kommunene beskrevet med positive fortegn. Alle analysene vi har hatt tilgang til er utført som grovanalyser (hazid-gjennomganger, scenariobeskrivelser, gruppediskusjoner), men med relativt små variasjoner innenfor hvordan risiko måles og uttrykkes. Enkelte kommuner inspireres av innholdet i FylkesROS-analyse eller Nasjonalt Risikobilde, mens andre har et større fokus på lokale forhold og hendelser. I forbindelse med bruk av tiltak fra helhetlig ROS-analyse var det en klar trend at kommunene synes det var vanskelig å sikre implementering av tiltak. Dette skyldes blant annet at det var utfordrende å sikre at den ansvarlige etat tok ansvar for tiltak, at beredskapskoordinatorer ikke anså tiltak som skulle implementeres i enkeltetater som sitt ansvar og at kommunene i mange tilfeller ikke hadde midler til gjennomføring av tiltak. Problemet kan trolig også spores til at helhetlig ROS-analyse ikke var et dokument som var i aktiv bruk i hverdagen til kommunenes ansatte, og som det i de fleste tilfeller ikke ble laget aksjonsplaner for å følge opp. På tiltakssiden var det også tydelig at flere kommuner gjorde det vanskelig for seg selv, ettersom de beskrev svært generelle tiltak i rapportene sine, tiltak som egentlig var på plass i den ansvarlige etat og som var dekket av andre internkontrollrutiner, eller som andre offentlige etater var ansvarlige for. Kommunene i prosjektet hadde i varierende grad koblet beredskapsplanene sine opp mot de helhetlige ROS-analysene. En annen utfordring i forbindelse med «bruk» til beredskapsplanlegging var at kommunene ikke var sikre på hvordan dette skulle tolkes. Skulle man lage øvelser basert på hendelsene som var brukt i helhetlig ROS-analyse, skulle det lages tiltakskort som passet til scenarioene i helhetlig ROS-analyse? Enkelte kommuner hadde inkludert hendelser fra helhetlig ROS-analyse i beredskapsplanverket sitt, mens andre hadde fokusert mer på felles kapasiteter i helhetlig ROS-analyse. Å se sammenhengen mellom helhetlig ROS-analyse og beredskapsplanlegging var et vanskelig tema for kommunene. Beredskapsanalyse og vurdering av «godheten» av beredskapstiltak er også en stor utfordring. Den største utfordringen og det viktigste funnet som har kommet fram gjennom studiet er at prinsippene i risikobasert styring er nærmest fraværende i kommunene. Funksjonelle krav til sikkerhet mangler, en levende diskusjon om samfunnssikkerhet og beredskap mangler, og analysene brukes i svært liten grad. ROS-analyse og intensjoner om risikobasert styring har vært i norske kommuner i mer enn 20 år, og basert på dette mener vi at det er kompetanse og reguleringsregimet det må gjøres noe med, heller enn å innføre nye veiledere og tilsynsaktiviteter. Ansvaret for kommunens samfunnssikkerhets- og beredskapsarbeid må knyttes opp mot spesifikk kompetanse. Det krever at kommunene endrer praksis på i den administrative ledelsen og virksomhetene som eier systemene, tjenestene og aktivitetene, så vel som i kommunikasjonen mellom administrativ og politisk ledelse når det gjelder samfunnssikkerhet og beredskap. Vi mener at politikeren fra bykommune 1 langs kysten i Nord-Norge illustrerer behovet på en betegnende måte: «Veldig få i beredskapsrådet har lest dokumentene. I vårt fylke tror jeg vi er noen av de som har kommet lengst, og det sier etter mitt skjønn sitt». «Vi må involvere oss på et mye tidligere stadium. Skaffe oss oversikt over hva som er beredskapsplanene, og hvor flaskehalsene er. Det tror jeg at jeg deler med veldig mange. Vi strykes med hårene i alt for stor grad. Vi får for mye ros.»
APA, Harvard, Vancouver, ISO, and other styles
6

The Methodology of a Steady Skill of Swimming Formation on the Basis of Water Sports Means Use. Kzm_diss@mail.ru, March 2016. http://dx.doi.org/10.14526/01_1111_79.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Communicative Skills Formation During Sports Training of Boxers. Kzm_diss@mail.ru, March 2016. http://dx.doi.org/10.14526/01_1111_77.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Sports Skill' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography