Showing papers by "All Saints' College published in 1986"
TL;DR: The relationship of women and sport is examined by discussing sport as an institution as discussed by the authors, and four factors of institutionalization are discussed, to show that sport is a masculine institution, and the symbolic images of sport discourage adult female participation in many forms of physical activity.
Abstract: The relationship of women and sport is examined by discussing sport as an institution. Four factors of institutionalization are discussed, to show that sport is a masculine institution. The organisation of sport illustrates male dominated power structures and bureaucracies, with few females in executive positions. The educational aspects of sport are geared primarily towards the needs of boys and men, both inside and outside the school system. The technology of sport, in the forms of space, facilities, skills, knowledge and equipment, has been developed and is owned or controlled predominantly by men. Lastly, the symbolic images of sport discourage adult female participation in many forms of physical activity. Such analysis of leisure institutions themselves may provide a better understanding of the under participation of recreationally disadvantaged groups, including women.
3 citations
TL;DR: In the present experiment children aged 7, 9, and 1 1 years performed discrete and serial fast aiming movements with vision of the moving vehicle being available or restricted, and control processes were changing with age, as older children, 11-yr.-olds, were more able to programme their movements and operate under an open-loop control system.
Abstract: In a movement situation, vision provides different forms of information ranging from specifying the environment to giving ongoing data for guidance and regulation of the movement. One problem with visual control of movement is its relative slowness, with visual reaction time in young children around 6 or 7 years of age taking u p to 500 msec. so the ongoing correction of a fast action mill require at least this amount of time before the correction is started. In fast actions such as reaching, grasping, and aiming, there are developmental changes in the use of visual cues. Hay (1979) proposed that during reaching, children aged 7 do not use visual control, and it disrupts performance when first used, but by 11 years of age children utilize vision efficiently to provide ongoing control of the movement execution. McCracken (1983) extended some of these findings, suggesting that older children initially employed closed-loop control by using ongoing visual information, but with practice gradually realised that the visual monitoring of hand movements was unnecessary, and fast accurate movements could be performed with seemingly no ongoing feedback control. In the present experiment children aged 7, 9, and 1 1 years performed discrete and serial fast aiming movements with vision of the moving l imb being available or restricted. The task involved targets of different sizes at varying distances, providing six levels of task difficulty. O n the serial task 7-yr.-olds were slower than the other two groups, and this was consistent across both visual and nonvisual conditions. Differences between visual and nonvisual conditions on the serial task were restricted to the three most difficult targets, suggesting that open-loop control was being used for the low difficulty targets, but at the higher difficulty levels, with movement times becoming longer, there was time for visual corrections to take place. On the discrete task, a threeway interaction of age, vision, and cask difficulry produced some complex, interesting and in one instance anomolous results. Control processes were changing with age, as older children, 11-yr.-olds, were more able to programme their movements and operate under an open-loop control system. Nine-year-olds could do this u p to the most difficult target, while 7-yr.-olds were restricted to this mode for just half the number of targets.
1 citations