鲈鱼攻击拟饵的方式

很多喜欢海钓的钓友都爱用拟饵钓鲈鱼,但要想取得好战绩,首先应搞清楚在不同情况下,鲈鱼如何对拟饵发起攻击,据此选出最合适的拟饵。理想中钩状态可遇不可求常见拟饵分硬饵与软饵两大类。有的钓友认为：不论用哪类拟饵,鲈鱼都是对拟饵尾部先发动攻击。有的钓友意见正好相反,他们认为鲈鱼会先对拟饵头部发起攻击。不过大家都公认一点：     

仙女龙Puck

Part A:英雄介绍近卫军团一直在寻找能够帮助他们对抗天灾的英雄,最终他们发现了生活在失落大陆上的神秘的精灵龙。在解释清楚同女王阿格雷斯的冲突后,她决定派出她的贴身侍卫精灵龙来扭转整个战争的局势。虽然精灵龙身材瘦小又爱搞恶作剧,不过在战场上却有着足以证明自己的表现。能穿过所有敌人的爆炸性魔法球,仙女粉尘,以及以无与伦比的幻术麻痹所有敌     

敌法师Magina

Part-A英雄介绍伟大先知法里奥的孪生子灵魂守卫和敌法师都蒙受神力的青睐:灵魂守卫被赋予一种同生命力反常的关系;敌法师则被赋予操控能量的能力。敌法师在与魔法的过度接触后,逐渐提高了他基本的魔法抗性,并能够让他移动的比光还     

Tracking club sport participation from childhood to early adulthood

This study examined the strength of tracking sport participation from childhood to early adulthood among the Dunedin Multidisciplinary Health and Development Study cohort. Participation in sport, dance, or gymnastics as part of a club or group (outside of school) was assessed at ages 7, 9, 15, 18, and 21 years. In addition to the traditionally used correlation coefficients, summary statistics (intraclass correlations; ICC) from random effect models and stability coefficients from generalized estimating equations (GEE) were calculated using all the longitudinal data and controlling for the influence of covariates on tracking strength. Correlation coefficients revealed statistically significant tracking of club sport participation (7-21 years) at low levels (r = .07-0.28). The ICC summary statistic (0.23) was consistent with this, while the GEE suggested moderate tracking (0.59). The results of this study suggest that encouraging sport participation during childhood and adolescence may result in a modest increase in the likelihood of participation later in life. However, the substantial movement into and out of sport participation observed here and in other studies cautions against relying solely on sport promotion among youth as a strategy to promote lifelong participation.     

Comparison of two Actigraph models for assessing free-living physical activity in Indian adolescents

This aim of this study was to compare the new Actigraph (GT1M) with the widely used Model 7164. Seven days of free-living physical activity were measured simultaneously using both the Model 7164 and GT1M in 30 Indian adolescents (mean age 15.8 years, s = 0.6). The GT1M was on average 9% lower per epoch than model 7164, thus a correction factor of 0.91 is suggested for comparison between the two monitors. The differences between monitors increased in magnitude with intensity of activity (P < 0.001) but remained randomly distributed (r = 0.01, P = 0.96). No significant difference was observed between monitors for time spent in moderate (P = 0.31) and vigorous (P = 0.34) physical activity when using the same epoch length. The Model 7164 classified less time as sedentary (P < 0.001) and more time as light-intensity activity (P < 0.001) than the GT1M. In conclusion, data from the GT1M can be compared with historical data using average counts per minute with a correction factor, and the two models might be comparable for assessing time spent in moderate to vigorous physical activity in children when using the same epoch length.     

Feedback after good trials enhances learning

Recent studies (Chiviacowsky & Wulf, 2002, 2005) have shown that learners prefer to receive feedback after they believe they had a "good" rather than "poor" trial. The present study followed up on this finding and examined whether learning would benefit if individuals received feedback after good relative to poor trials. Participants practiced a task that required them to throw beanbags at a target with their nondominant arm. Vision was prevented during and after the throws. All participants received knowledge of results (KR) on three trials in each 6-trial block. While one group (KR good) received KR for the three most effective trials in each block, another (KR poor) received feedback for the three least effective trials in each block. There were no group differences in practice. However the KR good group showed learning advantages on a delayed retention test (without KR). These results demonstrated that learning is facilitated if feedback is provided after good rather than poor trials. The findings are interpreted as evidence for a motivational function of feedback.     

Effects of rest interval during high-repetition resistance training on strength, aerobic fitness, and repeated-sprint ability

The effect of altering the rest period on adaptations to high-repetition resistance training is not well known. Eighteen active females were matched according to leg strength and repeated-sprint ability and randomly allocated to one of two groups. One group performed resistance training with 20-s rest intervals between sets, while the other group employed 80-s rest intervals between sets. Both groups performed the same total training volume and load. Each group trained 3 days a week for 5 weeks [15- to 20-repetition maximum (RM), 2 - 5 sets]. Repeated-sprint ability (5x6-s maximal cycle sprints), 3-RM leg press strength, and anthropometry were determined before and after each training programme. There was a greater improvement in repeated-sprint ability after training with 20-s rest intervals (12.5%) than after training with 80-s rest intervals (5.4%) (P = 0.030). In contrast, there were greater improvements in strength after training with 80-s rest intervals (45.9%) than after training with 20-s rest intervals (19.6%) (P = 0.010). There were no changes in anthropometry for either group following training. These results suggest that when training volume and load are matched, despite a smaller increase in strength, 5 weeks of training with short rest periods results in greater improvements in repeated-sprint ability than the same training with long rest periods.     

Kinetic comparison of a side-foot soccer kick between experienced and inexperienced players

The aim of this study was to identify critical kinetic variables that lead to increased ball velocity during a side-foot passing kick in soccer. Seven experienced male soccer players and eight inexperienced players participated in the experiment. They were instructed to perform side-foot kicks along the ground with maximum effort with an eye on the target line. The joint angles, angular velocities, and torques of the kicking leg were determined based on the three-dimensional kinematic data. The mean ball speed of the experienced group (21.4 +/- 1.5 m/s) was significantly faster than that of the inexperienced group (16.0 +/- 1.0m/s; P < 0.001). The motions of the inexperienced players tended to be less dynamic than those of the experienced players. The most noticeable difference in the kinetics of the kick was found in the hip flexion torque throughout the back-swing phase until the leg-cocking phase. The mean peak value of the experienced group (168 +/- 20 N x or m) was significantly greater than that of the inexperienced group (94 +/- 17 N x or m; P < 0.001). To increase ball speed during a side-foot passing kick, the generation of hip-flexion torque during the earlier stage of kicking is critical.     

The role of upper torso and pelvis rotation in driving performance during the golf swing

While the role of the upper torso and pelvis in driving performance is anecdotally appreciated by golf instructors, their actual biomechanical role is unclear. The aims of this study were to describe upper torso and pelvis rotation and velocity during the golf swing and determine their role in ball velocity. One hundred recreational golfers underwent a biomechanical golf swing analysis using their own driver. Upper torso and pelvic rotation and velocity, and torso-pelvic separation and velocity, were measured for each swing. Ball velocity was assessed with a golf launch monitor. Group differences (groups based on ball velocity) and moderate relationships (r > or = 0.50; P < 0.001) were observed between an increase in ball velocity and the following variables: increased torso-pelvic separation at the top of the swing, maximum torso-pelvic separation, maximum upper torso rotation velocity, upper torso rotational velocity at lead arm parallel and last 40 ms before impact, maximum torso-pelvic separation velocity and torso-pelvic separation velocity at both lead arm parallel and at the last 40 ms before impact. Torso-pelvic separation contributes to greater upper torso rotation velocity and torso-pelvic separation velocity during the downswing, ultimately contributing to greater ball velocity. Golf instructors can consider increasing ball velocity by maximizing separation between the upper torso and pelvis at the top of and initiation of the downswing.