Gotowe bibliografie tematyczne / Clubs 4-H

Gotowa bibliografia na temat „Clubs 4-H”

Autor: Grafiati
Data publikacji: 25 lipca 2024

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Artykuły w czasopismach na temat "Clubs 4-H"

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Bunnell, JoLene, i Robert Pate. "4-H Afterschool – Making an Impact". Journal of Youth Development 1, nr 1 (1.06.2006): 78–84. http://dx.doi.org/10.5195/jyd.2006.401.

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4-H Afterschool is making a positive impact on youth, families, and their communities. Utah State University Extension has implemented a 4-H Afterschool club at four elementary schools in low-income neighborhoods. At each of the sites, 4-H offers sixteen different project clubs. Survey results indicate that the 4-H Afterschool program is building positive social skills in the youth, providing positive alternatives to idleness and antisocial behavior, and supporting parents in the primary role of care giving. The Afterschool clubs incorporate project activities, a service learning component, and a final showcase for the parents. Youth development professionals, using the experiential learning model of 4-H, can affect positive change within their communities by implementing a 4-H Afterschool program.
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Guion, Lisa A., i Blanca E. Rivera. "A Descriptive View of the 4-H Club Experience Through the Lens of 4-H Youth". Journal of Youth Development 3, nr 3 (1.12.2008): 23–37. http://dx.doi.org/10.5195/jyd.2008.285.

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4-H like other youth development programs should be generally marked by the presence of three features of optimal youth programming: 1. youth participation and leadership, 2. positive adult-youth relationships, and 3. skill building activities (Lerner, 2004). This paper reviews a study which examined the extent to which 4-H youth felt they had “opportunities” to engage in different learning experiences, and provide leadership to those experiences within their clubs. The study also examined the youth’s perceptions about whether their experience in the 4-H Club helped them spend more time with their parents, have a positive relationship with another adult and do things independently. An examination of whether there is a difference in life skill development in 4-H based on certain key demographic variables is also discussed. The results of this study are shared as well as implications for practice and recommendations for further research.
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Spero, Vanessa. "School-Based 4-H Programming Series: Setting Schools Up for Success". EDIS 2019, nr 5 (25.09.2019): 4. http://dx.doi.org/10.32473/edis-4h405-2019.

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Success at school-based sites to form 4-H clubs and programs will depend on utilizing the developmental practices of positive youth development and incorporating a set of principles known as the Essential Elements. Youth benefit from feeling like they belong, mastering a skill, gaining independence, and exhibiting generosity. The 4-H club atmosphere provides a setting for youth to achieve lifelong skills as long as they are given the opportunity to learn them. This new 4-page publication of the UF/IFAS 4-H Youth and Development Program was written by Vanessa Spero-Swingle. https://edis.ifas.ufl.edu/4h405
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Clark, Brent, Elaine Bowen, Chad Higgins, Zona Hutson, Gina Sharps i Tracy Waugh. "West Virginia’s Response to the Rotten Truth about Oral Health". Journal of Youth Development 3, nr 3 (1.12.2008): 164–70. http://dx.doi.org/10.5195/jyd.2008.295.

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West Virginia University Extension Service has taken steps to increase the awareness and practices of good oral health. Significant barriers exist for optimal dental health and preventive care for youth in West Virginia. The 4-H Health Initiative strengthens community 4-H clubs through joint commitment to improve the Health “H,” club reliance on youth leadership, responsiveness to youth voices, and involvement of community health resources. These efforts bring oral health education and services to school-age youth. Evaluation data suggest that the model may impact oral health behaviors.
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Jordan, Joy. "Exploring Citizenship Unit III: My Clubs and Groups". EDIS 2018 (12.12.2018): 20. http://dx.doi.org/10.32473/edis-4h017-2018.

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The 4-H Citizenship Project offers you the opportunity to help 4-H members relate all of their 4-H projects and experiences to the world around them. They will learn to care for and share with others through the skills and talents they’ve developed. The 4-H Citizenship manuals will serve as a guide for 4-H Citizenship experiences. To be truly meaningful to the real life needs and interest of your group, your contribution is essential. Each person, neighborhood, and community has individual needs that you can help your group identify. Your challenge is to make Citizenship a real life experience for your group. This 20-page fact sheet is a minor revision prepared by the Southern Regional 4-H Citizenship Literature Committee through a grant from the Coca-Cola Company. Published by the 4-H Youth Development Program, November 2018. 4HCIM12/4H017: Exploring Citizenship Unit III: My Clubs and Groups (ufl.edu)
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Busing, Kyle. "Perceptions of Empowerment of Participants within Youth Development Programs". Journal of Youth Development 6, nr 1 (1.03.2011): 69–78. http://dx.doi.org/10.5195/jyd.2011.199.

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Highlighted in this paper is a study designed to investigate perceptions of empowerment among young 4-H club members. Participants included 90 boys and girls (mean age 10.61). Perceptions of the autonomy supportive nature of 4-H leaders and the general climate of 4-H clubs were assessed. MANCOVA analyses revealed participants perceived 4-H leaders and the general climate to be empowering. Although the young participants in this study confirmed some of the positive views found elsewhere in the literature, considerable disparities in their responses to various surveys were noted. There appeared to be uncertainty or misunderstanding among youngsters when asked to respond to questions about these concepts. The need for more useful quantitative measures of programmatic impact was accentuated.
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Bender, Georgene, Tracy Tesdall i Judith Levings. "Volunteer Training Series: Recognizing Young People". EDIS 2016, nr 1 (16.02.2016): 5. http://dx.doi.org/10.32473/edis-4h370-2015.

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Developing a sense of belonging is one of the Essential Elements of a positive youth development experience. Creating an inclusive environment in your 4-H club programs and activities can help you achieve this goal. Providing many forms of recognition for all, not just for those who excel in competition with other youth, also supports this sense of belonging. This 5-page fact sheet discusses recognition of participation, progress toward goals, standards of excellence, peer competition, and cooperation in the context of 4-H Clubs. Written by Georgene Bender, Tracy Tesdall, and Judith Levings, and published by the UF Department of 4-H Youth Development, November 2015. 4H370/4H370: Volunteer Training Series: Recognizing Young People (ufl.edu)
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D’Onofrio, Carol N., Joel M. Moskowitz i Marc T. Braverman. "Curtailing Tobacco Use Among Youth: Evaluation of Project 4-Health". Health Education & Behavior 29, nr 6 (grudzień 2002): 656–82. http://dx.doi.org/10.1177/109019802237937.

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This article reports the development and evaluation of Project 4-Health, a theory-driven, research-based program to prevent tobacco use among youth enrolled in 4-H clubs throughout California. Additional goals were to involve youth in discouraging others’tobacco use and to develop youth leadership for tobacco control. To assess program effectiveness, 72 clubs were matched and randomly assigned to the program or control condition. Of 1,853 eligible club members, 88.6% completed the pretest. Of these, 79.5% completed a posttest 4 months after conclusion of program delivery, and 77.6% completed a second posttest 2 years later. Short-term effects were found on 7 of 24 outcome measures, indicating changes in knowledge, attitudes, and behavioral intention, but not in social influence variables or behaviors. No long-term effects were observed. Discussion considers how the challenges of designing, delivering, and evaluating the intervention influenced results and implications for preventing tobacco use through community-based youth groups.
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Worker, Steven, Maria Fábregas Janeiro i Kendra Lewis. "Youth in 4-H Latino Initiative programs achieve similar outcomes to youth in 4-H community clubs". California Agriculture 74, nr 1 (styczeń 2020): 40–45. http://dx.doi.org/10.3733/ca.2019a0027.

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Ellison, Stacey E., i Tracy Tesdall. "Guide to the Florida 4-H Council". EDIS 2018 (27.11.2018): 11. http://dx.doi.org/10.32473/edis-4h315-2018.

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The 4-H Program utilizes many tools or methods to provide educational experiences for youth. The 4-H Council (or other relevant named group) at county, district, and state levels is one of these tools. A Council is an elected representative group of 4-H members who meet, discuss, plan, and assist in carrying out 4-H programs and activities in the interest of the total membership. The Council provides a link between local clubs or groups and County 4-H Programs, between County Programs and District 4-H Programs, and between District Programs and State 4-H Programs. This 11-page fact sheet is a minor revision written by Stacey E. Ellison and Tracy Tesdall, and published by the 4-H Youth Development Department, July 2018. 4H GCM 12/4H315: A Guide to the Florida 4-H Council (ufl.edu)
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Rozprawy doktorskie na temat "Clubs 4-H"

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Diem, Keith George. "The relationship of marketing activities and promotional methods used with county 4-H club membership in New Jersey and Ohio /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708567.

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Leeds, Christine Fisher. "Perceptions of Union County 4-H members about the 4-H program". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261060848.

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Staude, Sarah. "A comparative study of the Finnish 4-H organization and the Wisconsin 4-H organization". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002staudes.pdf.

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Risler, Jerry. "A descriptive study of the Dunn County 4-H volunteer leaders". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998rislerj.pdf.

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Nutt, Bonnie L. "What factors contribute to older youth retention in 4-H?" Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008nuttb.pdf.

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Homan, Greg. "Exploration of parental, youth sports coach, and 4-H Club advisor pressure and support of youth involvement in school sports and 4-H". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092236025.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiii, 195 p. : ill. Advisor: Jo Jones, Department of Agricultural Education. Includes bibliographical references (p. 153-161).
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Bennett, Amanda Marie. "WORKFORCE SKILLS DEVELOPMENT IN OHIO 4-H CLUB MEMBERS: AN ANALYSIS BY GRADE, GENDER, AND LEADERSHIP EXPERIENCE". Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243992717.

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Hartley, David C. "Factors that influence 4-H club membership retention in West Virginia". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4175.

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Digby, Janel Kathleen. "The experience of a lifetime : alumni perceptions of the development and transfer of life and workforce skills in the Ohio 4-H camp counselor program". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1152636218.

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Miller, Juanita Elveta. "The relationship between the extent to which a county is rural or urban and the characteristics of a county's 4-H program /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580262272.

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Książki na temat "Clubs 4-H"

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Brown, H. Dennis. 4-H reporter. [Pullman, Wash.]: Washington State University Cooperative Extension, 1995.

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Brown, H. Dennis. 4-H reporter. [Pullman, Wash.]: Washington State University Cooperative Extension, 1995.

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Publishers, Donning Company, red. Georgia 4-H history. Virginia Beach, VA: Donning Co., 2008.

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Ladewig, Howard. Does 4-H make a difference? [S.l.]: Texas A & M University System, 1987.

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Ladewig, Howard. Does 4-H make a difference? [S.l.]: Texas A & M University System, 1987.

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Extension, Washington State University, red. 4-H publications and projects, 2004-2005. Wyd. 2. [Pullman, Wash.]: Washington State University Extension, 2004.

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Washington State University. Cooperative Extension. i United States. Dept. of Agriculture., red. 4-H publications and projects, 2003-2004. Wyd. 2. [Pullman, Wash: Cooperative Extension, College of Agriculture and Home Economics, Washington State University, 2002.

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Extension, Washington State University, i United States. Dept. of Agriculture., red. 4-H publications and projects, 2000-2001. Wyd. 2. [Pullman, Wash: Cooperative Extension, College of Agriculture and Home Economics, Washington State University, 2000.

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Extension, Washington State University, i United States. Dept. of Agriculture., red. 4-H publications and projects, 2002-2003. Wyd. 2. [Pullman, Wash: Cooperative Extension, College of Agriculture and Home Economics, Washington State University, 2002.

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Extension, Washington State University, i United States. Dept. of Agriculture., red. Washington State 4-H Youth Development Program policy. Wyd. 2. [Pullman, Wash.]: Extension, Washington State University, 2004.

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Części książek na temat "Clubs 4-H"

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Romer, Daniel, i David Hansen. "Positive Youth Development in Education". W The Palgrave Handbook of Positive Education, 75–108. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_4.

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AbstractPositive youth development (PYD) is an approach to child and adolescent education that provides resources in the school and community to enable youth to reach their full potential and to flourish in a democratic society. The approach draws on various disciplines and legacies in its practices and approaches, ranging from school curricula to out-of-school activities that have long traditions, such as scouting and 4-H clubs. We take note of the philosophical tradition stemming from Aristotle that prioritized acquiring various virtues as the path to human happiness and how virtues of justice, temperance, courage, and prudence are the focus for many present-day programs under the umbrella of PYD. We review the dominant theories of PYD as well as school programs that have been developed to encourage PYD, including social-emotional learning, character education, civics education, and service learning. We also examine the effects of out-of-school programs on PYD outcomes. We conclude with the prospects for PYD and the challenges that remain for its future development.
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Carroll, Dennis. "Potential Performance Texts for The Rock Garden and 4-H Club". W Rereading Shepard, 22–41. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22509-5_3.

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Adamchuk, Viacheslav, Bradley S. Barker, Gwen Nugent, Neal Grandgenett, Megan Patent-Nygren, Collin Lutz i Kathy Morgan. "Learning Geospatial Concepts as Part of a Non-Formal Education Robotics Experience". W Geographic Information Systems, 1368–84. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2038-4.ch082.

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In the increasingly modern and technological world, it has become common to use global navigation satellite system (GNSS), such as Global Positioning System (GPS), receivers, and Geographic Information Systems (GIS) in everyday life. GPS-equipped mobile devices and various Web services help users worldwide to determine their locations in real-time and to explore unfamiliar land areas using virtual tools. From the beginning, geospatial technologies have been driven by the need to make efficient use of natural resources. More recently, GPS-equipped autonomous vehicles and aircraft have been under development to facilitate technological processes, such as agricultural operations, transportation, or scouting, with limited or virtual human control. As outdoor robotics relies upon a number of principles related to science, technology, engineering, and mathematics (STEM), using such an instructional context for non-formal education has been promising. As a result, the Geospatial and Robotics Technologies for the 21st Century program discussed in this chapter integrates educational robotics and GPS/GIS technologies to provide educational experiences through summer camps, 4-H clubs, and afterschool programs. The project’s impact was assessed in terms of: a) youth learning of computer programming, mathematics, geospatial and engineering/robotics concepts as well as b) youth attitudes and motivation towards STEM-related disciplines. An increase in robotics, GPS, and GIS learning questionnaire scores and a stronger self-efficacy in relevant STEM areas have been found through a set of project-related assessment instruments.
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Feather, Leonard, i Ira Gitler. "h". W The Biographical Encyclopedia of Jazz, 282–338. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195074185.003.0008.

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Abstract Hackett, bobby (robert leo), tpt, crnt, gtr; b. Providence, RI, 1/31/15; d. Chatham, MA, 6/7/76. Son of a blacksmith, sixth of nine children. Son, Ernie Hackett, active as jazz dmr. in ’70s. Start. on uke., he left school at 14 and began pl. gtr., bjo., vln., w. local bands and in Syracuse. In 1933, pl. mainly crnt., was part of trio w. Pee Wee Russell and Teddy Roy, perf. in various Boston and Providence clubs. In ’36 took over lead. of Ted Marsh’s band at the Theatrical Club, Boston, w. Brad Gowans writing arrs. Though he was mainly infl. by Armstrong dur. this period, he eventually became more closely identified w. the lyrical style of Bix Beiderbecke. Went to NYC in ’37, pl. gtr. w. Joe Marsala, doubling on crnt; own band at Nick’s ’38–9; own bb at the Famous Door and on tour ’39; disbanded and join. Horace Heidt ’39–40; w. Glenn Miller on gtr., occ. crnt. ’41–2. In ’43, NBC staff; also tour. w. Katherine Dunham dancers ’43; w. Glen Gray ’44–6. ABC staff for several yrs. from ’46; frequent apps. at Nick’s; tour. East Coast w. own band early ’50s. In ’53–5 he earned wide recognition through a series of mood albums on Capitol led by Jackie Gleason, w. whom he also app. in person. TV shows w. Martha Wright; other broadcasts. Fr. ’56 to ’58, led a sxt. at the Henry Hudson Hotel and for brief tours and jazz fests., then led qt. in NYC clubs and on tours. Pl. w. B. Goodman ’62–3, incl. Mex.; worked frequently w. Tony Bennett in mid ’60s. Moved to Cape Cod ’69, where he was often feat. at Dunfey’s. Pl. w. Vic Dickenson in NYC and US tour ’70; in ’70s also feat. guest w. WGJB; tour. Eng. ’74; apps. at Michael’s Pub ’75. Hospitalized for two weeks in May ’76, he perf. on June 4 after his release, then died of a heart attack three days later. From his first days in NYC, Hackett was an important force in jazz. While he made his name as a crntst. and tptr., he remained a proficient gtrst. His melodic style has been praised by musicians of every description, and his beautifully burnished sound easily complemented a variety of jazz idioms. Fests: NJF w. Dickenson ’70; many apps. at NJF-NY; Colo. JP. TV: Just Jazz w. Dickenson; PBS ’71. Recs. as lead: Epic; Cap. CDs: Project 3; Jazz.; Hackett-Dickenson (Chiaro.); as lead. and sideman in The Commodore Story (Comm.); w. Armstrong; Miller; Teagarden (BB); Goodman; B. Holiday (Col.); Condon (Dec.; Stash; Sav; Jazz.; Comm.); Pee Wee Russell (Comm.); T. Wilson (Hep); Teddy Grace (Timel.); Gleason (Cap.).
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Feather, Leonard, i Ira Gitler. "o". W The Biographical Encyclopedia of Jazz, 502–10. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195074185.003.0015.

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Abstract Oatts, dick (richard dennis), alto, tnr saxes, cl, fl; b. Des Moines, IA, 4/2/53. Father, Jack, pioneered jazz educ. in Iowa; bro. Jim pl. w. Kenton, Thad Jones–Mel Lewis. Stud. w. fath., then for one yr. at Drake U. Pl. club dates fr. age 13. Freelanced in Minneapolis-St. Paul 1972–7 bef. moving to NYC. Pl. w. Thad Jones–Mel Lewis Orch. ’77–9; Mel Lewis Orch. and Qnt. ’79–90, then Vanguard Jazz Orch., Bob Brookmeyer ’81–4; Ray Mantilla ’82–6; Joe Haider ’82–91; Red Rodney ’86–90; Eddie Gomez ’87–91; Dial and Oatts w. Garry Dial since ’89; also pl. w. Tito Puente; Machito; Fred Hersch; Jack McDuff; Teo Macero; Joe Morello; Flora Purim. Taught at NYU ’81–4; Manh. Sch. of Mus. fr. ’91. Fav. arrs: Brookmeyer, Dial. Fests: Eur., Japan, So. Amer., etc. since ’77. TV: David Letterman. CDs: Steep.; Dial and Oatts (DMP); w. Mel Lewis (Tel.; M M); R. Rodney (Steep.; Den.); T. Talbert (Chart.); H. Meurkens; A. Farnham (Conc.); Bill Mays; Ted Rosenthal (JA); Gary Smulyan (CC); Vic Juris (Steep.); A Donelian (Sunny.); Stockholm Jo (Drag.).
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Giddins, Gary. "After the Ball (Gerry Mulligan / Maria Schneider)". W Weather Bird, 103–6. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195304497.003.0027.

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Abstract Big bands were so closely associated with dancing during the Swing Era that their revival in the 1950s—by which time bop had produced a more meditative jazz listener and rock and roll had parted dancers from swing rhythms and each other—required something new in the way of justification, e.g., music qua music. Motivation no longer came from dancefloor customers or smiling baton-wielding bandleaders who couldn’t read music, but from the needs of orchestrators and musicians bred in modern jazz yet ardent in their belief that big is better. The transitional period was perhaps symbolized by the firing of Count Basie from the Camel Rock and Roll Party because, in Alan Freed’s immortal words, “musically [Count] has the greatest band in the country, but it isn’t a dance band.” Basie, Ellington, and Woody Herman achieved new musical plateaus as the ‘60s dawned, but dancers who stubbornly clung to each other in the face of twists and frugs still found safe haven in their plush ensembles. Although Herman openly disdained dancers, all three courted them, and generally offered the same “book,” or repertory, whether or not the audience was seated. Ellington had been composing listenerintensive music all along, and by 1940 many people were disinclined to dance even to his dance music for fear of missing something. Two decades later, the difference between Ellington’s dance and concert music was often illusory. I attended a 4-H Club show at which he played almost the same set for the concert half as for the dance half; the only difference was they removed the rows of folding chairs for the latter.
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Streszczenia konferencji na temat "Clubs 4-H"

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Leong, James Andrew, Peter Kelemen, Wade McGillis, Michael Nielson i Noah McQueen. "Serpentinization rates in low-temperature, continental, ultramafic environments: Clues from H2 and CH4 outgassing rates in the Samail ophiolite, Oman". W Goldschmidt2021. France: European Association of Geochemistry, 2021. http://dx.doi.org/10.7185/gold2021.3429.

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Sabina, Macovei, Acasandrei Leonard i Mariana Mezei. "COMPUTERIZED ELECTRONIC BAROPODOMETRY - A MODALITY TO EVALUATE THE SPINAL COLUMN DYSFUNCTIONS IN PERFORMANCE ATHLETES". W eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-228.

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AUTHORS: Prof. PhD Sabina MACOVEI1, Assist. Lecturer PhD Student Leonard ACASANDREI1, PhD Student Mariana MEZEI1 National University of Physical Education and Sports, Bucharest Introduction Computerized baropodometry represents a technique specialized in the analysis of the distribution and measurement of plantar pressure exerted by different somatic structures, through an electronic recording platform. Determinant for the foot mechanics study, it provides objective data related to the body center of gravity distribution and, implicitly, to the possible dysfunctions at the spinal column level. Purpose Relying on some case studies, the present paper aims at using the electronic baropodometry, as an efficient modality to objectify the vertebral column dysfunctions in performance girl gymnasts, by considering their high incidence in this sports branch, with negative effects on the quality of life. Content In our study, we used the FootscanSystem device (developed by the Belgian Company "RSscan International") based on the Footscan Software 7.97 Gait 2nd Generation, to determine the plantar pressure distributions in the bipodal static situation and during the gate support phase. We conducted our research at "Dr. Nicolae Robănescu" National Medical Center for Children's Rehabilitation in Bucharest and our subjects were the girl gymnasts from the Sports Club of UNEFS Bucharest. Conclusions Electronic baropodometry represents a unique and accurate evaluation tool that can be used to identify the forefoot or the rear-foot plantar pressure distribution, the maximum pressure points, the forefoot deviation tendency in supination or pronation, the way in which the center of gravity is distributed on each foot, as well as the association of some pathologies such as the spinal column dysfunctions or imbalances at the pelvis level. References 1. Capelle, P., 2001, Exploración clínica elemental en podología, Enciclopedia Médico Quirúrgica Elsevier SAS, Paris,1-5; 26-161-A-12. 2. Epuran, M., 2005, Metodologia cercetării activităţilor corporale, Ediţia a II-a, Editura Fest, Bucureşti. 3. Libotte, M., 2001, Podoscopia electrónica, Enciclopedia Médico Quirúrgica Elsevier SAS, París 1-5; 26-161-A-13. 4. Macovei S., Acasandrei L., 2012, Theoretical and methodical considerations regarding the spine imbalances in different sports disciplines, XIIth International scientific conference Perspectives in physical education and sport, 19 May 2012, Constanta. 5. Martinez, A.P., 2005, Anomalías baropodometricas en jugadores de baloncesto de elite, Archivos de medicina del deporte, Volumen XXII, Numero 107, pag. 177-185. 6. Navarro N. E., 2002, Lesiones deportivas en el aeróbic de competición, Revista Apunts: Medicina de l esport, Numero 139, pag. 31-37. 7. Padilla, A. H., 2006, Uso de la baropodometria, Revista MedigraphicArtemisa, Volumen 2, Numero 4, Octubre-Deciembre, pag. 256-261. 8. Rodriguez Fernandez, R., 2009, Baropodometría Electrónica, Revista de investigación, tecnica y educativa, Nr. 9, ISSN: 1989-354X, Deposito Legal: SE 545-2009.
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