The Interactive Volleyball CD-ROM - A Multimedia Tool for the Coach and Teacher
Notice bibliographique
Résumé
Introduction: Access to relevant sports information is critical in order for coaches to maximise the potential of their players (Johnson, 2001). Yet, the practical use of computers in teaching and coaching is not yet extensively used (Martens 1997). It is reasonable to presume that coaches would be more prone to use computer technology if this use allowed a productive, creative, and enjoyable environment that would result in improved training and teaching techniques. The CD-ROM ‘Interactive Volleyball: 400 Video Drills and Interactive Plans (Katz, Kilb and Raz-Liebermann, 2001) is intended to provide coaches and physical education teachers with a useful time-saving tool to carry out their duties, while accomplishing the above personal goals. According to Fischer (1998) the fundamental challenge of Human-Computer Interaction (HCI) is to design tools that can be further developed and manipulated by the users. The tools of today should relate users as ‘designers' rather then as ‘consumers' of knowledge only. Based on these considerations, the Interactive Volleyball project was undertaken. The program was designed to allow coaches and physical education teachers to use, expand, or modify the 400 drills included in the program or develop and add their own drills, depending upon the user's objectives. Volleyball was chosen as an example for developing this general model, which could serve as a prototype for other sports. The model includes three main sections, which answer the different concerns and needs of coaches and teachers. The Educational Section covers 14 theoretical subjects from coaching theory to practice advice. The second section includes a Database consisting of 400 drills covering skills at a variety of levels. The drills were designed by volleyball experts and are based on the book “400 Plus Volleyball Drills and Ideas” (Bratton & Kilb, 1985). Drills can be searched according to different criteria, and are presented in text, graphics and video formats. The third section is a Practice/Lesson Planner that enables users to develop a personalised training/teaching plan. It may be printed out for use at practice or presented using a portable computer at the practice. As part of a detailed development model, the researchers have also created a comprehensive users manual for coaches and teachers (Morey Sorrentino and Kilb, 2001). The manual provides an in-depth explanation of the program as well as detailed examples of lesson and practice plans including worksheets and overheads. The researchers are currently studying the impact of this new innovation on coaching practice and coaches' attitudes to technology. A research grant has also been received to develop a' Volleyball web-site that allows users to share drills and practice plans. The grant will enable the researchers to study coaches and teachers utilisation patterns from the website.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,152 | 0,046 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».