Young Beginners Research Articles

Results of Beginner Archery Skills Among Adolescents Based on Gender Review and Shot Distance

This study aims to examine differences in scores resulting from beginner archery skills among teenagers based on gender (male & female) and shooting target distance factors (5 m, 10 m, & accumulated distances of 5 and 10 m). The sample for this research was 22 male and female students from classes XA, XB and XIA, taken using the cluster random sampling method. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students at a shooting distance of 5 m was 57.82 and for female students was 49.36. The mean score for male students at a shooting distance of 10 m was 37.82 and for female students was 31.82. The mean score for male students at the accumulated shooting distance of 5 and 10 m was 59.18 and for females was 50.00. The results of the Anova test on the variable shot distance factor, Sig. value. 0.80 > 0.05 means there is no significant difference in archery skill results based on shooting distances of 5 m, and 10 m and accumulated 5 and 10 m. In the gender factor variable, the Sig. value. 0.325 > 0.05 means there is no significant difference in the results of archery skills based on male and female gender. Next, the variable factor of shooting distance and gender is the Sig. value. 0.985 > 0.05 means there is no influence or interaction between the factors of shooting distance and gender in determining the results of archery skills. The results of this research provide the conclusion that factors such as; training strategies and methods, experience, use of technology in training programs, and individual skill development are more crucial in improving archery skills among young beginners. Coaches and educators in the field of archery are advised to design inclusive and adaptive training programs, which do not focus too much on gender or shooting target distance as determining factors, but rather on developing individual skills and strengthening physical and mental aspects that support increased performance in archery. Keywords: Differences, Skills, Archery, Beginner, Youth, Gender, Distance.

The effect of intense and distributed exercise in teaching the disease and controlling the compatibility of some body movements in sports walking among young women in Basmaya Sports Academy

This research dealt with the effect of intensive and distributed exercise on teaching to perform and control the compatibility of movements of body parts in athletic walking at the Basmaya Sports Academy for young women. The objective of the research focus on preparing special exercises with both intensive and distributed styles and identifying their effects in teaching , performing and control the compatibility of movements of body parts in athletic walking at the Basmaya Sports Academy For Young Women..The hypotheses included that there were statistically significant differences between the results of the pre and posttests of the two experimental research groups in teaching performance and controlling the motor compatibility of body parts in athletic walking. The research community was determined by the budding of the Basmaya Academy for the academic year 2019-2020, as the sample included (12) players ( female ) who were intentionally chosen from the beginners in teaching performance , controlling and matching the movements of body parts ..After the researcher made sure of the homogeneity of the sample, they were randomly distributed in two equal groups and performed parity in testing and evaluating the performance and kinetic compatibility of body parts in athletic walking. One of the groups represented the experimental group which is its teaching was according to intensive method ,while the other group used distributed method in teaching sport walking movements .The implementation of the main experiment took 5 weeks, with three teaching units per week. After the specified period, the tests and evaluations of the motions under study were re-examined. Statistical treatments were performed using the (spss) program by adopting the two tests (T) for the independent and interrelated samples. Conclusions showed excellence of 2nd group ( with distributed exercise ) and preference over first experimental group ( with intensive exercise ) in terms of teaching and controlling the kinematic compatibility of the movements of the parts of the body walking, and accordingly the recommendations came in the necessities of adopting exercises for the distributed method in teaching young beginners to the movements of athletic walking and controlling their compatibility

Examining Scaffolding Process in One-to-One Piano Lessons for Young Beginners: An Observational Analysis

In piano education, the initial stages of teaching young beginners establish the foundation for future endeavours. Due to the necessity of collaborative effort, piano lessons can be a complex process for both the teacher and the student. A balance must be found whereby the teachers can administer information in a way that is compatible with the student’s learning style. Therefore, the teacher must adapt their instruction to the level of the student. This exploratory case study investigates how scaffolding process is adapted into piano education in private setting to enhance the learning process of young beginner students. 10 teacher-student dyads, with students ages between 5-7 years, were recruited. Weekly lessons over a span of four weeks were observed and documented. Interviews with participants were conducted to find out more insights on their perspectives of teaching. Video data analysis was conducted based on the three characteristics–contingency, fading of support and transfer of responsibility–from the conceptual model of scaffolding. The findings indicate that two types of scaffolding process were applied in piano lessons–consistent and contingent, with the latter prevailing in most of the lessons. It was also observed that the three characteristics of scaffolding emerges within the same lesson and across several lessons, influenced by students’ readiness and response. Whilst there were differences among the contingency strategies used, certain tendencies recured across the teachers. Among these, modelling stood out as the as the predominant strategy and that teachers rely primarily on their perspectives and intuition when it comes to scaffolding.

Effect of meditative thinking on kinematic aspects of the tennis serve

The purpose of this study was to measure how much rookie players were thinking meditatively while mastering the serve technique, identifying the values of kinetic transmission and streamline for their performance of this skill as well as the connection, contribution, and influence of meditative thought on kinetic transmission and streamline when they perform the serve skill in tennis. This study employed a descriptive correlational design on a sample of 15 young tennis players who were specifically chosen to represent the entire target group. These players were selected from the Tennis Academy in Baghdad for the sport season 2018-2019. The Eysenck & Wilson Reflectiveness Scale was used after its translation into Arabic language. Each player’s performance for serve skill was used to measure the transmission of momentum between body parts and the kinetic streamline using the Dart fish–Team Pro 5 full version. Data were analyzed using the statistical package for social science (SPSS) for windows, version 25. The study results revealed that young players who have a high level of meditative thinking can control and master transmission of momentum between body parts with a streamline that reflects an improved performance for the serve skill in tennis. It is necessary to pay attention to support the meditative thinking in the teaching sessions for the young beginners in tennis and employing the kinetic activities to achieve the required model in performance. Furthermore, it is necessary to support the coaches in how to measure the meditative thinking and its improving to go parallel to improve the skillful performance in tennis to make players realize the local and international professionalism.

ХАРКІВ 1930: УКРАЇНСЬКІ ПЕРЕМОЖЦІ ЗАБУТОГО КОНКУРСУ СВІТОВОГО РІВНЯ

The article examines a little-known event of world level that took place in Ukraine during the heyday of modernism in 1930: a competition for the design of the Sovereign Ukrainian Theatre of Mass Musical Action for Kharkiv. About 100 projects sent from abroad: from 9 European countries, as well as from the USA and Japan, were an obvious confirmation of its significance. The article proves the high professional level of the Ukrainian architectural school in 1930-1931. Its young representatives demonstrated innovative thinking, avant-garde developments in the actual field of multifunctional theatre buildings, having received one of the first prizes in the competition with masters such as Walter Gropius, Hans Pelzig and others. The names of our glorious compatriots, who made an invaluable contribution to the development of Ukrainian architecture in subsequent years, rebuilt our country in the post-war period, have been restored. The first prize was awarded to three nominees at once. It was a project called "Machine" by the American architect Alfred Kastner (New York); a project with the emblem "Black sector in a red circle" by the Croatian architect Zdenko Stryžič, who was working in Germany at the time, as well as a project called "1931", executed by a group of Kharkiv authors. The project of Walter Gropius, one of the founders of European modernism, called "Mass Center" was awarded the eighth prize. The project of another well-known German architect, Hans Pelzig, was highly praised, but not awarded (assigned to the second category). The famous German architect Otto Kotz also did not receive an award. The 1930 competition for the project of the State Ukrainian Theater of mass musical performance was a significant event in the history of world modernism. Well-known masters of the advanced modernism direction took part in the competition, but also young beginners. The competition becames a bridge to fame for many of them. They became the leading architects of the middle of the 20th century subsequently.

Effectiveness of an interactive method in teaching investment literacy: Factors determining the return of beginning investors’ portfolios

Introduction. The article examines how certain factors influence the efficiency of forming virtual portfolio of financial assets. The purpose of the article is to identify the factors that contribute to the investment return of beginning investors. Materials and Methods. The methodological basis of the study includes Russian and international research articles devoted to enhancing financial and investment literacy on the national level, the role of financial education in successful investments, and the factors of return estimations for various groups of investors, including young people and beginners. The research was carried out at Novosibirsk State University (the Faculty of Economics). Portfolios produced by 396 students majoring in Economics, Management, and IT Business, who completed the ‘Financial Markets and Financial Institutions’ module were analyzed. The portfolios were completed in 2020, 2021, and 2022. The dependent variable in the econometric model was an investment portfolio return. The main factors considered for this research included students' academic performance, academic year, degree programme, age, gender, and financial asset structure of each portfolio. Results. The review of the scholarly literature allowed to identify the following potential return factors: investment literacy, educational background, personal behaviour characteristics, gender, financial market shocks, and economic crises. It was found that portfolio return is determined by the following factors: economic instability influencing financial markets, students’ academic performance in finance disciplines which is closely connected to their investment literacy and personality features revealed in the portfolio structure. However, age, degree programme and gender did not show any significant influence on the project outcome. Conclusions. Identifying the factors of students’ investment portfolio return enabled the authors to determine further development of the financial course with the interactive method in teaching investing literacy. Taking into consideration economic instability factor significance, it is necessary to discuss financial assets characteristics and dynamics during economic crises. In general, investment literacy increase influences the result positively.

Stepwise increase of upper limb muscle activity induced by progressive 4 positions of a handstand training

BACKGROUND: Handstand is the most important fundamental skill in gymnastics. A gradual and well-balanced increase in muscle loading in a manner is preferred for young beginners and/or recovering gymnasts to safely achieve the muscle strength required to perform a stable handstand. OBJECTIVE: To examine upper limb muscle activity during different levels of handstand training positions. METHODS: This study utilized four different positions for progressive handstand training; namely, the 90, 135, elbow stand, and handstand positions. The activities of eight upper limb muscles (upper, middle, and lower trapezius; serratus anterior; anterior and middle deltoid; infraspinatus; and latissimus dorsi were measured by surface electromyography (EMG) for each position. The percentages of EMG in each muscle compared to the values during maximum voluntary contraction were calculated and compared between the positions. RESULTS: Muscle activity around the shoulder increased gradually throughout the progression of the four handstand training positions. Furthermore, the muscles required for scapular stabilization, such as the upper and middle trapezius and serratus anterior muscles, were activated at levels similar to those for a handstand without performing this movement. CONCLUSIONS: A progressive handstand training program of four different positions resulted in gradual and well-balanced increases in muscle activity.

Analysis and comparison of most popular piano teaching method in Iran

The aim of this research is to review and analyze the prominent piano pedagogy methods used in music teaching studios / institute/ centers in Tehran, Iran. For this purpose, supported by library research method, a questionnaire -consisting of pre-designed questions- was distributed among piano teachers in music teaching institutes /studios/ centers in Tehran, quantitatively. The analysis of the obtained results showed the selection of two widely used methods from the methods used resulting from the outcome of the questionnaire and the description of their generalities and details in a qualitative manner. Besides, the findings obtained from the semi-structured interview forms made with the academicians in the field of piano pedagogy are presented with quotations in the tables in the form of themes and sub-themes with content analysis. The results indicated that along with the expansion of communication and the increasing availability of piano teaching methods in Iran, piano instructors do not limit their instruction to merely one or two methods as in previous decades and by updating educational methods, they have been trying to helping students benefit from a more efficient pedagogy as compared with methods used in previous decades. Based on these considerations, the authors obtained the results of the survey through a questionnaire and found that the two piano course lesson books i.e., “Basic Method for Piano” by Michael Aaron and “Easy Piano and Organ Training Course” by John Thomson are teaching methods, much more preferred/accepted by piano teachers and more frequently used in free music studios in Tehran. The authors also tried to analyze the two educational methods in the process of this research to determine the obvious aspects and reasons for the acceptance of these two methods by analyzing each lesson. Therefore, it should be indicated that the two methods of Aaron and Thomson have tried to teach all the executive and theoretical structures of music together from the beginning, considering education for young beginners, and this prominent feature should be considered as the key to their success.

Effects of ball properties on throwing in young team-handball beginners

Throwing a ball is a primary skill in team-handball and can be directly influenced by the properties of different types of balls. Therefore, the use of different balls (i.e., methodic ball) recommended by the handball federations (e.g., IHF) and the education guidelines, are important in teaching throwing. Previous studies have shown that movement patterns and throwing velocity can be influenced by different ball types and sizes. However, the influence of these factors on throwing accuracy has not been investigated in detail yet. This study aims to replicate the findings of previous studies on increasing throwing velocity in children by comparing the use of a soft methodic ball with a size 0 handball. Furthermore, this study investigates the influence of these balls on throwing accuracy. In an experimental study, participants (10-years of age) threw a soft methodic ball and a size 0 ball at target areas in a handball goal. For all the throws, throwing velocity and accuracy were measured. Commensurate with previous research, throwing velocity was higher for the soft methodic ball compared to a size 0 ball. No difference was found in accuracy, although, it is worth mentioning that the participants were only experienced in throwing using the size 0 ball. Moreover, only one-third of the children favored throwing with a size 0 ball, which is what they are used to in training and competition. The results of our study, therefore, confirm that using soft methodic balls additionally, positively influences the throwing velocity and has no negative effect on the accuracy in throwing among young handball beginners.

A Brief Survey on English Textbooks for Indonesian Primary Students

Within the last four years there have been an increasing number of English textbooks for Indonesian primary students. The rising number of the books in the market seems to answer the demand of both Indonesian students and teachers of English as it is now a local load subject with standard of competences set up by Ministry of Education and Culture. Yet, many if not most of the English textbooks are written from the authors’ points of view, which may not be reflective of children’s world. Furthermore, the textbooks provide target language materials that are beyond the competencies. Therefore, this article, as part of a project of writing English textbooks for children, will briefly evaluate the available English textbooks for Indonesian primary students, grades 1 to 3. It was found that out of eight English textbooks randomly evaluated, only three that provided language content that really considered the children’s language development, and the fact that Indonesian primary students are young beginners learning English, a language that is their second or even third language.

How first-year students becomes researcher

The importance of involving first-year students to scientific work in this article is presented. The article would be useful, at first, for teachers because it directs young beginners to get known the value of scientific research for themselves and theirs’s country, secondly, for upper-course students and their self-motivation and promotion first-year students to participation in science and research; thirdly for people on managing position and Methodists for forming proper circumstance of work and supply of access to labs, participation in exchanged and internship programs.Thus, an important element of the development and implementation of the principle of science in a practical lesson is the involvement of students in the implementation of scientific work using their method. In this case, it is planned to write articles under the supervision of the supervisor on the possible application of this method to solve "controversial" science issues.

To Discuss the Different Music Materials for Learners and Analyze the Difference Between Individual and Group Teaching

Beginning tutor books are preparing for students who exposed to music for the first time. It is the simplest and most basic music teaching materials. Piano beginners can divide into different age groups, such as young beginners, teenagers, and adults. The young beginners about six to ten years old, the teenagers are usually senior students, about thirteen to eighteen, and an adult is a person over the age of eighteen. People of all age groups can become piano beginners, and beginners at different age groups should use different kinds of music textbooks. In this essay, the musical materials for the piano beginner at different age groups are presenting below.

Effects of a Swimming Training Session on Pulmonary Functions in Young Adult Beginners

Effects of a Swimming Training Session on Pulmonary Functions in Young Adult Beginners

Endoscopic transcanal myringoplasty:Is learning curve a myth?

ObjectiveTo investigate the feasibility of transcanal endoscopic myringoplasty in the hand of young beginner surgeons who had just completed the residency programme. MethodsIn a three year period (August 2012 to August 2015), 44 ears in 42 patients were operated upon by a beginner surgeon through the transcanal endoscopic approach in a subdistrict level hospital located in the north western ranges of the Himalayan region. ResultsOf the 42 patient, 19 were male and 23 female. The mean age was 26.23 years (range: 15–47 years). In 40 ears, complete perforation closure was achieved at six months (success rate: 90.9%). The mean air conduction PTA preoperatively was 40.84 dB HL and improved to 28.06 dB HL postoperatively (p < .001). The mean AB gap preoperatively was 22.40 dB, which improved to 9.1 dB postoperatively (p < .001). ConclusionEndoscopic transcanal myringoplasty is safe and reliable even in young beginners' hands. Surgeons can consider endoscopic approach early in their careers without the fear of learning curve. The cost of endoscopic equipment is about one tenth as compared to open approach under a operating microscope, and an added advantage.

English Orthographic Learning in Chinese-L1 Young EFL Beginners.

English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) only visual memory was at their disposal, (2) visual memory and either some letter-sound knowledge or some semantic information was available, and (3) visual memory, some letter-sound knowledge and some semantic information were all available. When only visual memory was available, orthographic learning (measured via an orthographic choice test) was meagre. Orthographic learning was significant when either semantic information or letter-sound knowledge supplemented visual memory, with letter-sound knowledge generating greater significance. Although the results suggest that letter-sound knowledge plays a more important role than semantic information, letter-sound knowledge alone does not suffice to achieve perfect orthographic learning, as orthographic learning was greatest when letter-sound knowledge and semantic information were both available. The present findings are congruent with a view that the orthography of a foreign language drives its orthographic learning more than L1 orthographic learning experience, thus extending Share's (Cognition 55:151-218, 1995) self-teaching hypothesis to include non-alphabetic L1 children's orthographic learning of an alphabetic foreign language. The little letter-sound knowledge development observed in the experiment-I control group indicates that very little letter-sound knowledge develops in the absence of dedicated letter-sound training. Given the important role of letter-sound knowledge in English orthographic learning, dedicated letter-sound instruction is highly recommended.

Portugues

Diverse authors (GODTSFRIEDTet al., 2010;MONTIELetal., 2014) have discussed the relationship between mental preparation and sports performance, and how often the imagination produced, arranged and directed to a particular task can influence the way practical realization of this same task. The objective of this study was to examine whether motor imagery alters the performance of looting beneath young beginners in volleyball practice. To this end, the sample consisted of 21 young people, who were divided into two groups: an experimental group of 10 young with an average age of 15.8 years (SD = 1.23) and control group of 11 young people the average age of 16.6 years (SD = 1.22). For statistical analysis we used SPSS 22 software. The Normality Test denominated Shapiro-Wilk was performed to evaluate the distribution of the sample data and the Student t test to calculate differences intergroups and between groups considered for the significance level of p &lt;0 01. The results showed no significant difference between groups in pre-test demonstrated the technical similarity between the groups. Comparing the two groups before and after the program of motor imagery was found a significant difference in the experimental group showed an increase in the accuracy of the loot underneath, unlike the control group showed a significant decrease in the accuracy of looting by demonstrating that low, probably the lack practicing during the experiment causes the acquired skill does not have enough to be used with the same performance consistency. It was concluded that motor imagery positively influence the accuracy of the loot underneath in young beginner in volleyball.

L2 learner age from a contextualised perspective

In this qualitative study the author focuses on age effects on young learners’ L2 development by comparing the L2 learning processes of six young learners in an instructed setting: three who had started learning English as L2 at age 6/7 and three who had started at age 9/10. Both earlier and later young beginners were followed for three years (during their second, third and fourth year of learning English). The participants’ L2 development was measured through their oral output elicited by a two-part speaking task administered each year. Results of the analyses are interpreted taking into account each learners’ individual characteristics (learning ability, attitudes and motivation, self-concept) and the characteristics of the context in which they were learning their L2 (attitudes of school staff and parents to early L2 learning, home support, in-class and out-of-class exposure to L2, socio-economic status). The findings show that earlier and later young beginners follow different trajectories in their L2 learning, which reflects different interactions which age enters into with the other variables.

Using tasks with young beginner learners: the role of the teacher

A question commonly raised by teachers is the extent to which task-based language teaching (TBLT) is suitable for young beginners, but to date, very little research has examined how TBLT can be implemented with complete beginners. The purpose of this article is to document my attempt to introduce a task-based approach in order to see if such an approach was viable for young Japanese learners of English, who were complete beginners. I first describe the tasks I developed and then report on how I implemented them with 15 six-year-old children who had no prior knowledge of English. I then focus on the interactions that arose during the repeated performance of the tasks by considering (1) the learners' voluntary production and (2) their comprehension of the teacher's input. I shall demonstrate that task-based teaching was possible with these complete beginners and that they continued to be engaged actively when the tasks were repeated. I conclude by discussing a number of general principles arising out of my study that could be useful in guiding teachers when implementing input-based tasks with young beginner learners

The influence of prosodic input in the second language classroom: does it stimulate child acquisition of word order and function words?

This paper reports on an intervention study with young Polish beginners (mean age: 8 years, 3 months) learning English at school. It seeks to identify whether exposure to rhythmic input improves knowledge of word order and function words. The ‘prosodic bootstrapping hypothesis’, relevant in developmental psycholinguistics, provided the theoretical framework for the study. Eighty-seven children were randomly assigned to a treatment group exposed to rhythm-salient input in the form of nursery rhymes, a comparison group exposed to prose input, or a control group with no extra input. Results established that prosody can be an important factor in second language acquisition, as in first language acquisition. Children in the treatment group showed improvement in metalinguistic knowledge of English word order but not of function words. This has implications for teaching methods and classroom materials.

Snowboarding Injuries

Snowboarding has gained immense popularity during the past 30 years and continues to appeal to many young participants. Injury patterns and characteristics of injuries seen commonly in snowboarders have rapidly evolved during this time. Risk factors have emerged, and various methods of reducing injuries to snowboarders have been investigated. It is important that medical providers are knowledgeable about this growing sport and are prepared to adequately evaluate and treat snowboarding injuries. This article will review the issues and discuss diagnostic and treatment principles regarding injuries seen commonly in snowboarders. Injury prevention should be emphasized, particularly with young riders and beginners.