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Bone turnover is affected by exercise throughout the lifespan, especially during childhood and adolescence. The objective of this study was to investigate the impact of different sports on total and regional bone mineral density in male Brazilian adolescent athletes. Forty-six adolescents aged 10-18 years participated in the study: 12 swimmers, 10 tennis players, 10 soccer players, and 14 sedentary individuals. The athletes had engaged in physical activities for more than 10 h per week in the previous 6 months. Bone mineral density of the lumbar spine (L1-L4), left proximal femur region, and whole body was evaluated by dual-energy X-ray absorptiometry. Results showed higher mean values in the proximal femur region of tennis and soccer players (1.02 ± 0.18; 0.96 ± 0.16, respectively) than swimmers and controls (0.91 ± 0.14 and 0.87 ± 0.06, respectively) (P < 0.05). In relation to the impact of sporting activities based on bone age determination, we observed significant differences in bone mineral density at all evaluated sites at the end of puberty (16-18 years) compared with 10-12 years, with increases of 78% in the lumbar spine, 47% in the proximal femur, and 38% in the whole body. 相似文献
994.
Torres-Martín César Acal Christian El-Homrani Mohammed Mingorance-Estrada Ángel C. 《Educational technology research and development : ETR & D》2022,70(3):909-929
Educational technology research and development - The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training... 相似文献
995.
Educational Psychology Review - The purpose of this systematic review is to describe the state of the art of sequential multiple-assignment randomized trials in education research. An iterative,... 相似文献
996.
Mazon Cécile Etchegoyhen Kattalin Saint-Supery Isabeau Amestoy Anouck Bouvard Manuel Consel Charles Sauzéon Hélène 《Educational technology research and development : ETR & D》2022,70(1):231-262
Educational technology research and development - In recent years, many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism... 相似文献
997.
Heilala C. Kalland M. Lundkvist M. Forsius M. Vincze L. Santavirta N. 《Early Childhood Education Journal》2022,50(3):399-409
Early Childhood Education Journal - We studied the working conditions in Early Childhood Education and Care (ECEC). The aim was to explore how ECEC staff experience work demands and resources and... 相似文献
998.
Measure of opportunity: assessing equitable conditions to learn twenty-first century thinking skills
Learning Environments Research - Many school change efforts aim to foster conditions for the development of students’ twenty-first century skills in an equitable and comprehensive way, but... 相似文献
999.
Peter C. Honebein Cass H. Honebein 《Educational technology research and development : ETR & D》2014,62(1):53-69
Instructional theory is intended to guide instructional designers in selecting the best instructional methods for a given situation. There have been numerous qualitative investigations into how instructional designers make decisions and the alignment of those decisions with theoretical influences. The purpose of this research is to more quantitatively explore the question of how instructional designers actually use instructional planning theory to judge the usefulness of instructional methods. We asked 56 instructional designers to rate the usefulness of 31 instructional methods for six different cognitive domain content level conditions. The results show that content level has a statistically-significant influence on a designer’s judgments regarding the usefulness of an instructional method. A designer’s gender also has a statistically-significant influence on a designer’s judgments regarding methods, but a weak effect size limits this result. Overall, the results provide evidence that supports the core principles of instructional planning theory, specifically method generality. The results also provide instructional designers further guidance in selecting the most useful instructional methods for cognitive domain content levels. 相似文献
1000.
Next Generation Science Standards: All Standards,All Students 总被引:1,自引:0,他引:1