Objective: The purpose of this study was to examine the effect of leg strength and jump performance on balance in handball players.Methods: It involved the evaluation of balance, leg strength, and jump performance of licensed handball players in our region. Athletes’ balance measurements were collected under three parameters (static balance with eyes open, static balance with eyes closed, and bipedal dynamic balance) using a CSMI-Tecnobody PK-252 isokinetic balance measuring device. Vertical jump was measured on a splash mat, horizontal (forward) jump on a flat surface, and leg strength with a back-leg dynamometer. Athletes’ anaerobic strengths were calculated based on the Lewis formula, and all data were analyzed on SPSS 22.0 V software. At statistical analysis, a test of normality (Shapiro Wilk) was applied to determine whether data were normally distributed (p>0.05). Pearson correlation analysis was applied for values exhibiting normal distribution in the test results, and Spearman correlation (r) for non-normally distributed values.Results: Negative correlation was observed between athletes’ vertical jump values and bipedal average track error (ATE) and stability indicator values. Negative correlation was observed between horizontal jump and bipedal ATE values, and between leg strength data and closed-eye average medial lateral speed values. Anaerobic strength values were also negatively correlated with closed-eye average forward-backward velocity, closed-eye PM, and bipedal ATE values (p<0.05). Examination of the analysis results showed that balance values decreased as vertical jump, horizontal jump, leg strength, and anaerobic strength increased.Conclusion: We concluded that an athlete would acquire better balance performance through jump, strength, strength, and anaerobic strength developing training.
İngilizce yazma kavramı pek çok kişi için giderek artan bir ortak ilgi alanı haline dönüşmektedir ve yazma becerilerinin geliştirilmesi dil öğreniminde geliştirilmesi en karmaşık beceriler arasındadır. Bu çalışmada yabancı dil olarak İngilizce kullanan yazarların İngilizce yazma hakkındaki görüşlerini metaforlar aracılığıyla inceledik çünkü olgu bilim araştırmalarının önemli bir aracı olarak metafor analizi sosyal, psikolojik, dilbilimsel ve bilişsel pek çok değişkenle ilgili değerli veriler sağlamaktadır. Bu olgu bilimsel betimleyici çalışma bir Türk üniversitesinde gerçekleştirilmiş ve İngiliz Dili Eğitimi bölümünde öğrenci olan 57 katılımcı çalışmaya katılmıştır. Yabancı dil olarak İngilizce kullanan yazarların yabancı dil olarak İngilizce yazmaya ilişkin görüşleri katılımcıların metaforik kavramları yoluyla elde edilmiştir. Çalışma öğrencilere ait yabancı dil olarak İngilizce kullanarak yazmaya ilişkin çok önemli görüşler ortaya çıkarırken veri analizi yazmaya dair temel olarak süreç ve ürün odaklı temalara işaret etmektedir. Daha açık ifadesiyle, araştırma sonuçları yazma sürecine dair 19 tema açığa çıkarırken, yazmaya ürün bakışıyla ilgili olarak da 6 tema tanımlanabilmiştir. Araştırmanın dikkat çekici bulguları arasında İngilizce yazmayı bireysel gelişim süreci olarak yansıtan temalar, yazmanın psikolojik, duygusal ve güdüsel boyutlarına dair temalar ve yazar kimliğine dair temalar yer almaktadır.
La formación de los futuros docentes en un mundo cambiante y digitalizado requiere atender a nuevas competencias. Los docentes tienen grandes desafíos en sus aulas y los conocimientos teóricos no son suficientes para atender las demandas de la sociedad actual. Este artículo pretende describir los resultados de una experiencia internacional en el contexto de eTwinning. Estudiantes de Italia, Turquía y España, han colaborado en un proyecto intercultural para diseñar materiales digitales.
This study aims at investigating the relationship between out-of-class reading activities and writing in English as a foreign language. A quasi-experimental pre-test- post-test research design without a control group was used to assess the effect of reading a novel and reading news as out-of-class reading activities on writing achievement. The research results were triangulated with open-ended questions asking participant views about their out-of-class reading tasks. 40 students of an ELT Department at a Turkish university participated in the study. The students were divided randomly into two groups and group A was asked to read a novel while group B was asked to read news as out-of-class reading tasks, for a month. The participants’ writing achievements were tested through two writing tasks, as a pre-test and post-test, in terms of content, organization, vocabulary, language use, mechanics and total scores. The pre-test and post-test scores did not display statistically significant differences between the A and B groups either in total scores or in scores of specific dimensions of the assessment. The participants in group A displayed statistically significant improvement in terms of organization, vocabulary, and language use while the participants in group B demonstrated improvement in content, organization, vocabulary, and language use. The qualitative data verified the quantitative findings, and provided views about different features of the tasks. Some suggestions for further research on the role of various factors that affect the development of writing skills, and the relationship among different language skills are provided. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>
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