Effects of Conducting Instruction on the Musical Performance of Beginning Band Students

1997 ◽  
Vol 45 (2) ◽  
pp. 295-305 ◽  
Author(s):  
Steven N. Kelly
Keyword(s):  
Group Performance ◽  
Dynamic Performance ◽  
Control Group ◽  
Beginning Band ◽  
Performance Group ◽  
Rhythm Reading ◽  
Band Students ◽  
Overall Performance ◽  
Rhythmic Performance ◽  
And Control

The purpose of this study was to investigate the effects of conducting instruction on 151 beginning band students' individual rhythmic performance, group rhythmic performance, group performance of legato and staccato, and group performance of phrasing and dynamics. Eight beginning band ensembles, representing diverse cultural and ethnic backgrounds, were randomly selected for the study. Beginning band students and their ensembles were randomly assigned to experimental and control groups. After all subjects were pretested, the experimental bands received 10 minutes of basic conducting instruction per class during a 10-week period. Posttest results demonstrated that individuals in the experimental bands improved significantly more than did individuals in the control bands (p < .001) in their rhythmic performance. Bands in the experimental group improved their rhythm-reading and phrasing abilities (p < .01) more than bands in the control group. No differences were found with regard to legato and staccato, dynamic performance, or overall performance. It was concluded that conducting was a useful tool in teaching rhythm and phrasing in an ensemble setting.

The Baby Shark (Songs Heard Affecting Resuscitation Kinetics) study

2020 ◽  
pp. bmjstel-2020-000657
Author(s):  
Rebecca Singer ◽  
Grace Leo ◽  
Tessa Davis ◽  
Ben Lawton ◽  
Henry Goldstein ◽  
...  
Keyword(s):  
Control Group ◽  
Control Groups ◽  
Target Zone ◽  
Compression Depth ◽  
Significant Difference ◽  
Overall Performance ◽  
The Mean ◽  
Training Exercises ◽  
And Control ◽  
Musical Cues

Previous research has examined the utilisation of musical cues to improve the performance of cardiopulmonary resuscitation (CPR) delivered in training environments. We postulated a musical cue that is both contemporary and transcends cultures may improve CPR performance. Our aim was to establish whether chest compressions are performed with improved rate and depth if a song of a fixed beat (PinkFong’s ‘Baby Shark’ with a tempo of 115 beats per minute (bpm) and 15 beats in each verse) is played to a healthcare professional immediately before undertaking CPR compared to whale noises (a non-metronomic rhythm). 58 Participants of a paediatric conference (majority doctors) were randomly assigned to listen to a minute of Baby Shark (28) or whale song (30) and then undertake a minute of CPR. There was no significant difference in the mean compression rate between the Baby Shark and control groups, with the groups achieving 121 and 125 bpm, respectively (p=0.18). In relation to compression depth within the target zone, the Baby Shark group had more compressions completed within the target zone (55%) than the control group (39%) although this difference was not significant (p=0.08). Listening to Baby Shark prior to undertaking simulated CPR does not improve overall performance, but there is a potential tendency to improve adequate compression depth which may be beneficial in training exercises.

Dropout Prevention for Youth with Disabilities: Efficacy of a Sustained School Engagement Procedure

1998 ◽  
Vol 65 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Mary F. Sinclair ◽  
Sandra L. Christenson ◽  
David L. Evelo ◽  
Christine M. Hurley
Keyword(s):  
Treatment Group ◽  
Dropout Prevention ◽  
School Engagement ◽  
Behavioral Disabilities ◽  
Control Group ◽  
Youth With Disabilities ◽  
Engagement Strategies ◽  
Overall Performance ◽  
And Control ◽  
To Receive

The purpose of this study was to examine the efficacy of a sustained dropout prevention procedure that incorporated monitoring and school engagement strategies. Ninety-four students with learning and emotional/behavioral disabilities received interventions in Grades 7 and 8; half of the students (treatment group) continued to receive intervention through Grade 9. Results of this experimental study indicated that, for two of three measures, students in the treatment group were significantly more likely to be engaged in school than were control group students. The overall performance of both treatment and control students, however, points to the need for early and sustained support for students with learning and behavioral disabilities to attain academic and behavioral standards.

The Effects of Image Speed on the Performance of a Soccer Task

2008 ◽  
Vol 22 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Jenny O ◽  
Krista J. Munroe-Chandler
Keyword(s):  
Real Time ◽  
Motor Imagery ◽  
Group Performance ◽  
Slow Motion ◽  
Control Group ◽  
Physical Practice ◽  
Error Performance ◽  
Post Intervention ◽  
Motion Imagery ◽  
And Control

The current study tested the timing element of the PETTLEP approach to motor imagery (Holmes & Collins, 2001) by examining the effects of 3 imagery conditions on the performance of a soccer dribbling task. The imagery conditions were also compared with physical-practice and control-group performance. Ninety-seven participants were randomly assigned to 1 of 5 conditions: real-time imagery, slow-motion imagery, slow motion concluded with real-time imagery, physical practice, or control. Results indicated that all 4 experimental groups significantly improved time and error performance to the same degree after the intervention. The control group significantly improved time but not error performance from pre- to post-intervention. The results of the current study provide inconclusive findings related to the timing element of the PETTLEP approach to motor imagery, however, and do suggest that slow motion might be a viable imagery characteristic. Limitations regarding the examination of slow-motion imagery, possible implications of its use, and suggestions for future image-speed research are discussed.

Effects of Tape-Recorded Aural Models on Sight-Reading and Performance Skills

1981 ◽  
Vol 29 (1) ◽  
pp. 23-30 ◽  
Author(s):  
James N. Anderson
Keyword(s):  
Sixth Grade ◽  
Sight Reading ◽  
Control Group ◽  
Control Group Design ◽  
Performance Skills ◽  
Rhythm Reading ◽  
Significant Difference ◽  
And Performance ◽  
And Control ◽  
Experimental Group

The purpose of this study was to investigate the effect of using tape-recorded aural models for home practice on selected sight-reading and performance skills of sixth-grade clarinet students. The experimental design was a pretest-posttest control-group design with an additional posttest measure. It was predicted that students in the experimental group would do significantly better than students in the control group with regard to pitch reading, rhythm reading, tempo accuracy, and intonation accuracy as measured by the sight-reading and performance tests. It was also projected that students in the experimental group would complete more music exercises during the study than students in the control group. The statistical analysis indicated no significant difference between the experimental and control groups with regard to either the skills measured or the number of music exercises completed during the study. These results appear to indicate that tape-recorded aural models used in this study had no observed effect on the selected music skills.

The Effect of Collaborative Prewriting Discussions on L2 Writing: Complexity, Accuracy, and Fluency (CAF)

2019 ◽  
Vol 1 ◽  
pp. 18-30
Author(s):  
Mohammad Naghavi ◽  
Mahboubeh Nakhleh
Keyword(s):  
Control Group ◽  
Essay Writing ◽  
Efl Learners ◽  
Assessment Measure ◽  
Writing Complexity ◽  
Overall Performance ◽  
Research Questions ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The present study essayed to investigate the impact of collaborative pre-writing discussions on three aspects of writing skill namely, complexity, accuracy and fluency (CAF). To reach this goal, 60 intermediate male EFL learners ranging from 22 to 28 years at Shahid Beheshti Language Center in Tehran, Iran participated in the study. For the purpose of homogeneity, the standardized English Proficiency Test (Preliminary English Test) was administered to 88 students and they were divided into two intact experimental and control groups. The experimental group, which was divided into six groups of five was exposed to and performed on a-40- minute essay writing tasks held two sessions per week lasting ninety-minutes for ten weeks with collaborative pre-writing discussions. Moreover, the students in experimental group were required to complete a questionnaire at the end of the study to find out about their feelings regarding prewriting discussions prior to writing in L2. The control group received the same materials and teacher as experimental group, except for, there was no collaborative pre-writing discussions to write the essays. After the raters were trained and familiarized with the rating process, the essays by both groups were collected and scored holistically based on the assessment measure provided to the two raters. In order to provide plausible answers to the research questions posed above, a series of one way ANOVA was employed to evaluate the participants' overall performance in the two conditions. The results indicated that collaborative pre-writing discussions were superior to mainstream methods. Thus, the findings can have an immediate implication for EFL teachers and practitioners who are searching for cutting edge ways of developing EFL learners' writing performance.

scholarly journals The intermediate learner’s choice of self-as-a-model strategies and the eight-session practice in learning of the front crawl swim

Kinesiology ◽  
2017 ◽  
Vol 49 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Priscila Garcia Marques ◽  
Umberto Cesar Corrêa
Keyword(s):  
Experimental Design ◽  
Self Efficacy ◽  
Retention Test ◽  
Control Group ◽  
Freedom Of Choice ◽  
Front Crawl ◽  
Video Footage ◽  
Choice Group ◽  
Overall Performance ◽  
And Control

<div>The aim of this study was to investigate the intermediate learners’ choice of self-as-a-model strategies for learning the front crawl swim by extending the amount of practice. Participants (n=40) were divided into three groups: choice (free to choose to watch a video footage of their best or overall performance anytime during a practice), yoked (paired to the learners of the choice group), and control group (did not watch any video). Experimental design also involved a pretest, eigh tacquisition blocks, and a 48-hour retention test. The measures included a qualitative analysis of the front crawl swim and the rate of self-efficacy belief questionnaire. Results showed better learning of the front crawl swim for the choice group in comparison to the yoked and control group. It was also verified that the belief of self-efficacy improved in the choice and yoked groups. Most learners chose self-observation of their overall performance during the entire practice.</div><div>The rest of learners waved in their choices. Self-observation of either the best or overall performance had similar effects on learning the front crawl swim. In conclusion, to provide learners with freedom of choice</div><div>during the extended acquisition phase was positive for motor learning, regardless of whether or not there were changes in their choices.</div>

Improvements in Horizontality Performance as a Function of Type of Training

1996 ◽  
Vol 82 (2) ◽  
pp. 595-603 ◽  
Author(s):  
Gowri Parameswaran ◽  
Richard De Lisi
Keyword(s):  
Control Group ◽  
Performance Group ◽  
Instruction Group ◽  
Posttest Performance ◽  
Accurate Performance ◽  
Perceptual Ability ◽  
Perceptual Abilities ◽  
Guided Instruction ◽  
And Control ◽  
Spatial Training

90 undergraduates with low spatial perceptual ability were assigned to one of three groups of control, learner-guided instructions, and tutor-guided instructions. The groups differed in amount and type of spatial training administered in a laboratory setting. Participants completed horizomality and verticality spatial perceptual tasks immediately after pretesting and again one month later. Both groups given training showed more accurate performance at posttest than at pretest. In addition, the learner-guided instruction group outperformed the tutor-guided instruction group and control group at posttest and on novel but related tasks. Gender differences in posttest performance favoring males ( n = 35) were obtained in the tutor-guided performance group and control group but not in the learner-guided instruction group. The number of hints the latter needed during training was predictive of posttest performance. Implications for assessment and remediation of undergraduates' spatial perceptual abilities are discussed.

scholarly journals Effects of anthelmintic treatment and feed supplementation on grazing Tuli weaner steers naturally infected with gastrointestinal nematodes

2000 ◽  
Vol 71 (1) ◽  
Author(s):  
A. Magaya ◽  
S. Mukaratirwa ◽  
A.L. Willingham ◽  
N. Kyvsgaard ◽  
S. Thamsborg
Keyword(s):  
Cottonseed Meal ◽  
Group Performance ◽  
Live Weight ◽  
Gastrointestinal Nematodes ◽  
Protein Supplementation ◽  
Anthelmintic Treatment ◽  
Control Group ◽  
Control Groups ◽  
Financial Gain ◽  
And Control

A study was carried out to determine the epidemiology of gastrointestinal nematodes in indigenous Tuli cattle and the effect of dietary protein supplementation and anthelmintic treatment on productivity in young growing cattle. Forty steers with an average age of 18 months were divided into 4 groups; 1) fenbendazole (slow release bolus) and cottonseed meal (FCSM group), 2) fenbendazole (FBZ group), 3) cottonseed meal (CSM group) and 4) control (no cottonseed meal and no fenbendazole) (control group). Performance parameters measured included wormeggs per gram of faeces (EPG), packed cell volume (PCV), albumin and live-weight gain. Results showed that faecal worm egg counts were lower and PCV was higher in the FCSM and FBZ groups than in the CSM and control groups (P < 0.01). Weight gains were higher in the CSMand FCSM groups than in the FBZ and control groups (P < 0.05). The cost benefits of anthelmintic treatment and dietary supplementation were apparent in this study. The improved growth performance of the FCSM, FBZ and CSM groups reflected a financial gain over the controls on termination of the study. The dominant genera of gastrointestinal nematodes on faecal culture, pasture larval counts and necropsy were Cooperia and Haemonchus. The incidences of Trichostrongylus, Oesophagostomum and Bunostomum were low.

Comparison of Two Approaches to Teaching Beginning Band

1983 ◽  
Vol 31 (1) ◽  
pp. 5-13 ◽  
Author(s):  
William T. Whitener
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Beginning Band ◽  
Comprehensive Musicianship ◽  
Band Students ◽  
Significant Difference ◽  
High Level ◽  
Experimental Group ◽  
Oriented Approach ◽  
A Performance

This study investigated the effects of a comprehensive musicianship approach as compared to a performance-oriented approach to the instruction of beginning band students at the junior high level. In the comprehensive musicianship approach (experimental group) the students experienced an in-depth study of several of the elements of music as well as form, composition, and improvisation. Students in the performance-oriented approach (control] group) were taught according to the band method in use. A pretest-posttest design with the teachers nested within the treatment levels as well as a performance posttest specially] designed for the study were used to provide data. The resulting effects of the two approaches on the dependent variables revealed significant differences in the posttest scores in the areas of interval, meter, major-minor mode, and auditory-visual discrimination. All significant differences favored the experimental group. There was no significant difference in the performance test. This evidence suggested that members of both groups performed equally well.

Effect of Colored Rhythmic Notation on Music-Reading Skills of Elementary Students

1996 ◽  
Vol 44 (1) ◽  
pp. 15-25 ◽  
Author(s):  
George L. Rogers
Keyword(s):  
Reading Skills ◽  
Group Differences ◽  
Second Grade ◽  
Control Group ◽  
General Music ◽  
Rhythm Reading ◽  
Second Grade Students ◽  
And Control ◽  
Experimental Group ◽  
Control Group Group

The researcher attempted to determine whether instruction using colored rhythmic notation affected first- and second-grade students' rhythm-reading skills. As a regular part of general music classes, 64 experimental-group students participated in reading, clapping, and vocalizing rhythms notated in color. Seventy control subjects participated in identical activities in which rhythms were notated without color. Subjects were tested individually using both colored and uncolored notation. Results after the 23-week treatment period revealed that the experimental group scored slightly higher when reading both colored and uncolored notation than did the control group. Group differences on the colored-notation task were statistically significant ( p < .05). Experimental and control-group means did not differ significantly ( p > .05) when reading uncolored notation. Comparison between the scores of each group on the task similar to the training mode (color-trained students reading colored notation versus control students reading uncolored notation) also showed the experimental mean to be slightly but significantly ( p < .05) higher. A positive affective influence was noted in that 78% of all students favored the colored-notation task as the exercise they liked performing the most.

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