Effect of Selected Motive-Incentive Conditions upon Development of Strength through an Isometric Training Program

Abstract

This study was made to determine the influence of five selected motive-incentive conditions upon the effectiveness of a 6-week isometric training program for the development of strength in the elbow flexor muscle group. Data were obtained from an initial test, from each training session, and from a final test. The mean gains in best strength scores from the initial to the final test were statistically significant (p = .05) for all five motive-incentive groups. No significant differences (p = .05) were found between the mean of the scores for the five motive inventive groups obtained during the first training session, during the last training session, from the final test, and from the cumulative scores for the 12 training sessions.     

The effect of combined self- and expert-modelling on the performance of the double leg circle on the pommel horse

Abstract

In this study, we investigated whether video modelling can enhance gymnasts' performance of the circle on a pommel horse. The procedure associated expert-modelling with self-modelling and quantitative performance analysis. Sixteen gymnasts were randomly assigned to one of two groups: (1) a modelling group, which received expert- and self-modelling, and performance feedback, or (2) a control group, which received no feedback. After five sessions of training, an analysis of variance with repeated measures indicated that the gains in the back, entry, front, and exit phases of the circle were greater for the modelling group than for the control group. During the training sessions, the gymnasts in the modelling group improved their body segmental alignment during the back phase more quickly than during the other phases. As predicted, although both groups performed the same number of circles (300 in 5 days, with 10 sequences of 6 circles), the modelling group improved their body segmental alignment more than the control group. It thus appears that immediate video modelling can help to correct complex sports movements such as the circle performed on the pommel horse. However, its effectiveness seemed to be dependent on the complexity of the phase.     

Improving Active Range of Hip Flexion

Abstract

It is argued that previous studies of active flexibility have not achieved experimental control. An experiment then is described which achieved experimental control by using daily flexibility training over a 7-day period.

Forty-two female subjects were randomly assigned to one of six treatment groups or a control group. The six treatment groups received proprioceptive neuromuscular facilitation training for six consecutive days with isometric contraction periods of 0 sec, 3 sec, or 6 sec. Three of the treatment groups followed an active regime (concentric contraction of the agonists) and three a passive regime. All subjects were pretested for active flexibility on Day 1. They were also posttested after training on Day 6, and without training on Day 7. A two factor multivariate analysis of covariance with trend analysis on the period of isometric contraction factor indicated a significant positive linear trend for this factor, approximate F(2, 28) = 7.90, p < .002, together with a significant interaction between this linear trend and the active-passive regime factor, approximate F(2, 28) = 3.81, p < .034. Follow-up tests revealed that this interaction was due to larger gains in active flexibility being associated with longer periods of isometric contraction in the active groups, but not in the passive groups.     

Using video simulations and virtual reality to improve decision-making skills in basketball

ABSTRACT

A large body of literature supports the effectiveness of using video simulations to improve decision-making skills in invasion sports. However, whether these improvements are transferable (from the laboratory to the court/field) and generalizable (from trained to untrained plays) remains unknown. In addition, it remains to be determined whether presenting the video simulations using virtual reality provides an added-value. To investigate these questions, varsity-level basketball players underwent four training sessions during which they observed video clips of basketball plays presented either on a computer screen (CS group) or using a virtual reality headset (VR group). A third group watched footage from NCAA playoff games on a computer screen (CTRL group). Decision-making was assessed on-court before and after the training sessions using two types of plays: “trained” plays (presented during the CS and VR training sessions) and “untrained” plays (presented only during the on-court tests). When facing the trained plays in the posttest, both VR and CS groups significantly outperformed the CTRL group. In contrast, when facing the untrained plays, the VR group outperformed both the CS and CTRL groups. Our results indicate that CS training leads to transferable but non-generalized decision-making gains while VR training leads to transferable and generalized gains.     

Revisiting the Development of Time Sharing Using a Dual Motor Task Performance

Abstract

The purpose of the study was to investigate the effect of a 2-min. isometric exercise training program on force and fatigue in a skeletal muscle. The subjects (N=60) were divided into two equal groups, control and experimental. The control group was tested twice, once at the beginning of the experiment and again after 20 days. The subjects in the experimental group were tested before embarked on a 20-day period of isometric training. held the tension for 2 min. in the morning and again in the afternoon. Periodic tests were on the 5th, 10th, 15th, and 20th days. Large gains of initial strength were recorded on the 5th day. Isometric training continued beyond five days produced no significant gains in initial strength althoughe was a significant increase in isometric endurance. Isometric exercise continued longer than 15 days resulted in a significant decrease in initial strength and isometric endurance.     

The Influence of Strength on Speed of Movement in Eighth Grade Girls

Abstract

The purpose of this study was twofold: to determine which exercise program was most effective in producing a static strength gain and to determine the relationship between static strength and speed of movement. Seventy-two eighth grade girls were divided into two experimental groups one using an isometric exercise program, the other using an isotonic program. A control group played lead-up games during the experimental period. Strength and speed of the arm and shoulder girdle were both measured by three tests. Prior to training, correlations indicated a rather high relationship between static strength, and speed of a dominant arm movement. Following training there was little relationship between static strength, and speed of a specific arm movement. The results of the training program indicated an increase in mean performance in all three groups with the isotonic group being superior.     

Academic-Based and Aerobic-Only Movement Breaks: Are There Differential Effects on Physical Activity and Achievement?

Purpose: This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children’s academic achievement outcomes. Method: Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks (“academic-based breaks”) or aerobic-only movement breaks without the addition of academic material (“aerobic-only breaks”) for approximately 10 min of activity per day. Math and reading achievement as well as children’s step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions. Results: Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks. Conclusions: The type of movement breaks that are implemented in classrooms may have differential outcomes for children’s achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks.     

Effects of aerobic and cognitively-engaging physical activity on academic skills: A cluster randomized controlled trial

ABSTRACT

This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group. A higher volume of moderate-to-vigorous physical activity resulted in better post-test mathematics achievement in both intervention groups, and post-test spelling achievement in the cognitively engaging intervention group. Compared to the control group, lower achievers in reading performed better in reading after the cognitively-engaging intervention. A combination of moderate-to-vigorous physical activity and cognitively-engaging exercises seems to have the most beneficial effects. Future intervention studies should take into account quantitative and qualitative aspects of physical activity, and children’s baseline academic achievement.     

Comparison of the musculoskeletal effects of different iso-inertial resistance training modalities: Flywheel vs. electric-motor

Abstract

This study aimed to analyse whether increasing the eccentric overload (EO) during resistance training, in terms of range of motion and/or velocity using an electric-motor device, would induce different muscle adaptations than conventional flywheel-EO resistance training. Forty physically active university students (21.7?±?3.4 years) were randomly placed into one of the three training groups (EX1, EX2, FW) and a control group without training (n?=?10 per group). Participants in the training groups completed 12 sessions (4 sets of 7 repetitions) of iso-inertial single-leg squat training over 6 weeks for the dominant leg. Resistance was generated either by an electric-motor device at two different velocities for the eccentric phase; 100% (EX1) or 150% (EX2) of concentric speed, or by a conventional flywheel device (FW). Thigh lean tissue mass, unilateral leg press one-repetition maximum (1-RM), unilateral muscle power at different percentages of the 1-RM and bilateral/unilateral vertical jump were assessed before and after the 6-week training. There were significant (p?<?0.05–0.001) main effects of time in the 3 training groups, indicating increased thigh lean tissue mass (2.5–5.8%), 1-RM load (22.4–30.2%), vertical jump performance (9.1–32.9%) and muscle power (8.8–21.7%), without differences across experimental groups. Participants in the control group did not improve any of the variables measured. In addition, EX2 showed greater gains in eccentric average peak power during training than EX1 and FW (p?<?0.001). Despite the different EO offered, 6 weeks of resistance training using flywheel or electric-motor devices induced similar significant gains in muscle mass, strength, muscle power and vertical jump.     

Cardiorespiratory Adaptations to Training at Specified Frequencies

Abstract

Twenty young male volunteers were randomly assigned to one of four training groups or a control group in a study of the effect of various training frequencies on cardiorespiratory endurance. Training consisted of treadmill running at a rate of seven miles per hour for a ten-minute period. As each subject completed a ten-minute run the grade was increased one percent for the next training period. The group trained for one, two, three or five days per week for five weeks. Improvement was measured by pre- and post-administration of the Balke treadmill test, the Åstrand-Ryhming (A-R) test of physical fitness, the Taylor, Buskirk and Henschel test of maximal oxygen intake, and by maintaining a record of the number of training sessions completed. While the Balke test indicated significantly greater improvement for those in the five-day group, the other methods of measurement favored either the two- or three-day groups. Pre-training correlations among the three tests indicated that the A-R test was significantly related to the Balke and oxygen intake tests but that the latter tests were not related.     

Developing Coincident Timing Skill in Children: A Comparison of Training Methods

Abstract

The present study attempted to determine whether the nature of training experiences influences the development of coincident timing skill in young children. The task involved visual tracking of a moving light sequence and a 43 cm arm movement to a padded target. Subjects attempted to tap the target coincident with the completion of the light sequence. Sixty first grade children were randomly assigned to one of five groups, with an equal number of males and females in each group. Subjects assigned to the training groups received 48 trials on each of two days, with stimulus speeds that were either slow (179 cm/sec or 4 mph), fast (313 cm/sec or 7 mph), varied-random (179, 224, 268, 313 cm/sec or 4, 5, 6, 7 mph), or varied-blocked (i.e., 6 consecutive trials with one speed before changing to another). Control subjects performed a neutral coloring activity during the training phase of the experiment. All subjects were then given 10 trials on a third day with each of two stimulus speeds not experienced previously; one slow (134 cm/sec or 3 mph) and one fast (358 cm/sec or 8 mph). During transfer trials all groups were more accurate with the fast than with the slow speed stimulus. Training method mattered most during slow speed transfer trials, with the most accurate performance demonstrated by the group receiving varied-blocked speeds during training. The least effective methods were fast speed training, especially for males, and varied-random speed training. It was concluded that training sessions for the development of coincident timing skill in young children should emphasize slower speed stimuli and blocking of additional speeds which are more rapid.     

Maximal intended velocity training induces greater gains in bench press performance than deliberately slower half-velocity training

Abstract

The purpose of this study was to compare the effect on strength gains of two isoinertial resistance training (RT) programmes that only differed in actual concentric velocity: maximal (MaxV) vs. half-maximal (HalfV) velocity. Twenty participants were assigned to a MaxV (n = 9) or HalfV (n = 11) group and trained 3 times per week during 6 weeks using the bench press (BP). Repetition velocity was controlled using a linear velocity transducer. A complementary study (n = 10) aimed to analyse whether the acute metabolic (blood lactate and ammonia) and mechanical response (velocity loss) was different between the MaxV and HalfV protocols used. Both groups improved strength performance from pre- to post-training, but MaxV resulted in significantly greater gains than HalfV in all variables analysed: one-repetition maximum (1RM) strength (18.2 vs. 9.7%), velocity developed against all (20.8 vs. 10.0%), light (11.5 vs. 4.5%) and heavy (36.2 vs. 17.3%) loads common to pre- and post-tests. Light and heavy loads were identified with those moved faster or slower than 0.80 m·s^?1 (～60% 1RM in BP). Lactate tended to be significantly higher for MaxV vs. HalfV, with no differences observed for ammonia which was within resting values. Both groups obtained the greatest improvements at the training velocities (≤0.80 m·s^?1). Movement velocity can be considered a fundamental component of RT intensity, since, for a given %1RM, the velocity at which loads are lifted largely determines the resulting training effect. BP strength gains can be maximised when repetitions are performed at maximal intended velocity.     

Influence of Three Different Training Programs on Strength and Speed of a Limb Movement

Abstract

The experiment was designed to compare the effects of isometric-isotonic (A), dynamic-overload (B), and free swing (C) exercise programs on the speed and strength of a lateral arm movement The 26 college men in each group—three experimental and one control—were given pre- and post-training speed and strength trials. Each experimental group performed its assigned exercise twice a week during the 10-week training period. Reliability coefficients for both strength and speed of movement measurements were found to be high. Following training there were significant speed increases in both the isometric-isotonic and dynamic-overload groups (t=10.06 and 8.10; however, the difference in speed gain between conditions was nonsignificant (F=.10). Also, strength increases in both of these groups were significant (t=8.81 and 3.08), with that of the isometric-isotonic group significantly greater than the dynamic-overload group (F=5.11). No significant speed or strength gains were registered by either the free swing or control group.     

Effects of Light and Heavy Equipment on Acquisition of Sports-Type Skills by Young Children

Abstract

This study was made to test certain hypotheses concerning proprioceptive facilitation by observing the relative effects of the use of lightweight and heavyweight equipment on the acquisition and retention of selected skills by second and third grade children. The 96 7-and 8-year-old children were equaled into four groups on the basis of summed scores derived from a five-item physical performance test battery. Each group consisted of 12 boys and 12 girls, ande were two equated groups in each grade level. One group at each grade level was randomly assigned to use lightweight plastic equipment, while the other grade group used the standard-type equipment classified as heavyweight equipment. Each lightweight group and each heavyweight group were taught the four sports-type skills and tested in the performance of the skill 2 days after the instructional lesson and retested 9 months later. It was concluded that the learning of sports-type skills by young children of limited strength may be facilitated by the use of lighter-weight equipment. To some extent, this relationship among the factors of equipment weight, strength, and the acquisition of skill would seem to be in accord with the “flower spray ending feedback” theory of proprioceptive facilitation.     

Comments on “Development of a Cadence Curl-Up Test for College Students” (Sparling,Millard-Stafford, & Snow, 1997): Concerns about Validity and Practicality

Purpose: We sought to compare the effects of physical practice (PP) and mental practice (MP) on the immediate and long-term learning of the finger-to-thumb opposition sequence task (FOS) in children; in addition, we investigated the transfer of this learning to an untrained sequence of movements and to the contralateral untrained hand. Method: This study included thirty-six 9- and 10-year-old children who were randomly allocated into 3 groups: MP, PP, and no practice (NP). The MP and PP groups were subjected to a single session of training with the dominant trained hand. MP participants were trained by mentally rehearsing the movements, PP participants were trained by executing the movements, and the NP group had no training. The performance of the trained sequence (TS) and untrained reverse sequence (URS) by each of the 3 groups was evaluated under identical conditions before training, after 5 min, and at 4 days, 7 days, and 28 days after training. Results: Whereas both trained groups (MP and PP) showed statistically significant improvement in TS using the trained hand at all assessment points after the training, only MP participants were able to transfer the performance gains from the TS to the URS and from the trained hand to the untrained opposite hand. Conclusion: Children were able to learn the FOS through MP or PP with a similar level of performance. Unlike PP, MP allowed for the transfer of performance gain to the URS and to the opposite hand, suggesting that the internal representations developed by MP were effector-independent.     

Cardiorespiratory Adaptations to Training at Specified Intensities

Abstract

Sixteen college men were randomly divided into three training groups and one control group in a study of selected cardiorespiratory adaptations to six weeks of training exercises eliciting either 120, 150, or 180 heart rates. Training consisted of walking on the motor driven treadmill for 10 min. a day, 3 days per week. Highly significant differences were found in the analysis of pre-post Balke treadmill test scores. The Åstrand-Ryhming nomogram prediction of aerobic capacity also showed highly significant changes due to training. Analysis of group differences revealed that the 180 training group's improvement was significantly different from all other groups in both tests. The 150 group was found to be significantly different from the 120 and control groups in the Balke test analysis. No changes were noted in resting pulse rate nor in the pulse rate—oxygen consumption relationship. However, there were small positive differences in the grade required to elicit the training heart rates. The study supports the hypothesis that intense activity is necessary to bring about the changes associated with cardiorespiratory endurance.     

体育教学中防控近视的睫状肌训练频次研究

目的： 分析比较体育教学中低频15次、中频30次,以及高频60次的睫状肌训练对八年级学生视力所产生的不同影响方法： 在体育课中分别对3个实验组进行低频15次、中频30次、高频60次睫状肌训练,测量并分析干预前后实验组与对照组学生的裸眼远视力与动态视力结果： (1)低频15次组学生的裸眼远视力与动态视力无显著性变化;(2)中频30次组学生的动态视力在干预后显著上升,裸眼远视力的提高无显著性差异;(3)高频60次组学生的裸眼远视力与动态视力在干预后均显著上升;(4)对照组学生的裸眼远视力与动态视力呈下降趋势结论： 体育教学中嵌入不同频次的睫状肌训练对八年级学生视力水平的影响不同,其中60次高频训练对裸眼远视力改善效果最佳,30次中频训练对动态视力的改善效果更好,15次低频训练能够基本维持学生裸眼远视力和动态视力的原有水平。在体育教学中进行睫状肌训练能够有效延缓近视的发展速度,促进学生视力水平发展。     

Movement Education: Its Effect on Motor Skill Performance

Abstract

The purposes of the present study were to evaluate transfer of movement education training to new skill performance and to evaluate skill improvement as a result of movement education and traditional training. The subjects were 47 first grade students who were in one of two classes. Each physical education class received one 30-minute class and one 20-minute class per week for 20 weeks. Subjects were taught movement principles either by a movement education approach or by a traditional approach. Johnson's Throw and Catch Test (1962) and a batting test for distance were used as pretests. These same tests were repeated as post tests in addition to two other tests which measured performance on striking and kicking distance and accuracy. Teaching approach groups were not significantly different on the latter two tests which measured the transfer of training effect. Traditional learning was better than movement education in developing throwing, catching, and batting performance. These results suggest that when one's objective is to teach a specific skill within a relatively short time period, a command style with demonstration is better than movement education.     

The Effect of In-Season Traditional and Explosive Resistance Training Programs on Strength,Jump Height,and Speed in Recreational Soccer Players

Purpose: Resistance training is often performed in a traditional training style using deliberate relatively longer repetition durations or in an explosive training style using maximal intended velocities and relatively shorter repetition durations. Both improve strength, “power” (impulsivity), and speed. This study compared explosive and traditional training over a 6-week intervention in 30 healthy young adult male recreational soccer players. Method: Full body supervised resistance training was performed 2 times a week using 3 sets of each exercise at 80% of one repetition maximum to momentary failure. Outcomes were Smith machine squat 1 repetition maximum, 10 meter sprint time, and countermovement jump. Results: Both groups significantly improved all outcomes based on 95% confidence intervals not crossing zero. There were no between-group differences for squat 1 RM (TRAD = 6.3[5.1 to 7.6] kg, EXP = 5.2[3.9 to 6.4] kg) or 10 meter sprint (TRAD = ?0.05[?0.07 to ?0.04] s, EXP = ?0.05[?0.06 to ?0.03] s). Explosive group had a significantly greater increase in countermovement jump compared to the traditional group (TRAD = 0.7[0.3 to 1.1] cm, EXP = 1.3[0.9 to 1.7] cm). Conclusion: Both the traditional training and explosive training performed to momentary failure produced significant improvements in strength, speed, and jump performance. Strength gains are similar independent of intended movement speed. However, speed and jump performance changes are marginal with resistance training.     

Stabilometer Performance of Educable Mentally Retarded Children under Differential Feedback Conditions

Abstract

Twelve trials on a stabilometer task were administered to 100 educable mentally retarded children whose IQs ranged from 55 to 80 and whose mean age was 12.6 years. Four groups were trained under different supplementary auditory or visual feedback conditions while a fifth group was trained under control conditions. Using the mean time-in-balance (TIB) as the criterion measure, there were no initial performance differences among groups. Significant TIB performance differences among groups were demonstrated during the supplementary feedback training sessions; the visual/in-balance group demonstrated performance superiority. Final performance measures, obtained after withdrawal from the feedback conditions, were compared among groups; the visual/in-balance group maintained performance superiority over all other study groups. Comparisons within groups, from initial to final performance, indicated that only the control group failed to demonstrate significant performance gains and, therefore, did not acquire the task. The findings showed that only when supplementary auditory and visual feedback training techniques were employed did stabilometer performance improve significantly. The performance superiority of the visual/in-balance condition over all other conditions leads to the conclusion that the supplementary visual feedback technique as a reinforcement to correct responding has the greatest effect on the acquisition of the stabilometer task by educable, mentally retarded children.