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  • All fields: Performing
(78 results)



Display: 20

    • Page 27

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    • 21 counterparts (NAEP, 2011). RTI gives educators the flexibility to meet the needs of diverse learners to help all students find success in learning to read. Another group of students who would benefit from the focused and individualized nature of...
    • Page 14

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    • CORE STABILITY AND AGILITY 13 muscle quality may actually build the foundation for change of direction performance, and also for injury prevention. Ultimately, Brughelli et al. found that a player with good concentric strength and power can apply...
    • Page 77

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    • CONCERT BAND B. R. C. BAND, DONALD OLSON, Director VIC flND HIS COLLEGIANS, VICTOR OBERHflNSLEY, Director The B. A. C. Band this year has devoted a great deal of its time to the music of Richard Wagner. In January an entire radio broadcast was...
    • Page 16

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    • CORE STABILITY AND AGILITY 15 on a line, take an extra hop, or fail to cross a line of the hexagon. If any of these mistakes occur, the trial is stopped and restarted when the participant repositions in the center of the circle where the mistake...
    • Page 35

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    • RESISTANCE TRAINING AND ANKLE PROPRIOCEPTION 34 examples have demonstrated that non-significant findings are statistically significant after pooling data from the right and left limb (Bland & Altman, 1994; Menz, 2004). Known...
    • 1908, page 32

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    • 32 SOUTHERN BRANCH sists largely of the working of problems involving the laws of Physics. Class room experiments are performed by the teacher whenever necessary to make a principle more comprehensible. The fifty experiments outlined in the...
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    • Figure 3.3 Cycling & Interrupts become faster and increasingly capable of performing more demanding tasks such as multimedia and 3D graphics. SYSTEM EFFECTIVENESS FACTORS There are four factors which impact the speed and effectiveness of a...
    • Page 40

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    • RESISTANCE TRAINING AND ANKLE PROPRIOCEPTION 39 training involving the ankle. After 4-weeks, the RT and CT groups’ post-test BESS and SEBT scores were obtained. The RT group participated in an ankle-training resistance program three days per...
    • Page 43

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    • 37 teacher explained how teachers change things in their classrooms to meet the needs of the students who are struggling. In discussing how non-responsiveness to intervention was reflected in the choice of intervention, one teacher explained the...
    • Page 26

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    • CORE STABILITY AND AGILITY 25 treatment group significantly improved agility performance. It appeared that the 10-week training program improved lumbo-pelvic stability; therefore, increasing performance in agility tasks (Mills et al., 2005)....
    • Page 47

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    • 41 While, for the most part, teachers felt confident with the initial screening measure, all teachers commented on how arbitrary the progress monitoring assessments were. As identified by all teachers, the stories used for assessment in progress...
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    • CORE STABILITY AND AGILITY 28 Chapter 3 Methodology This chapter explains the methods and procedures used to examine the relationship between core stability and agility. This chapter describes the nature of participants, test protocols, procedures,...
    • Page 52

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    • 46 fun out of teaching. She felt the pressure involved with performing well on high-stakes tests but understood the need to push students to increase their capabilities so they would be prepared to go into the workforce or on to higher education...
    • Page 38

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    • CORE STABILITY AND AGILITY 37 rest was given between the two agility test performances. It was assumed that the rest period would allow the participant to adequately recover, and thus perform maximally on subsequent trials. However, participants...
    • Page 49

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    • CORE STABILITY AND AGILITY 48 If you wish and agree to participate in this study, you will be asked to complete the T-test, the Hexagon Test, the Back Extension Test, the Side Abdominal Power Test, and the Quadruped Opposite Arm Raise Test. The...
    • 1911, page 40

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    • 40 students individually, or in groups when necessary. Each student takes notes on the experiments at the time of performing them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an...
    • Page 500

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    • tickets cost $3.00 and could be paid in produce. W have e been unable to unearth documentation of activities of the Dramatic Association beyond 1880, but it is safe to say that a community tradition had been set which no doubt led to support and...
    • Page 116

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    • 109 Gardner, H. (1991). The Unschooled mind. New York, NY: BasicBooks. Gardner, H. (1993). Multiple intelligences the theory in practice. New York, NY: BasicBooks. Honigsfeld, A., & Dunn R. (2009, May/June). Learning-Style responsive approaches...
    • Page 18

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    • SOCIAL THINKING INTERVENTIONS 17 “initiations”, and robust decreases in the subcategories of “unexpected verbal” and “unexpected nonverbal”. (p. 581) This program followed a peer-mediated format. The curriculum was developed and used in...

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