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61.
Paolo M. Cunha Alex S. Ribeiro Crisieli M. Tomeleri Brad J. Schoenfeld Analiza M. Silva Mariana F. Souza 《Journal of sports sciences》2018,36(14):1564-1571
The aim of this study was to analyze the effects of resistance training (RT) performed with 1 or 3 sets per exercise on osteosarcopenic obesity (OSO) syndrome parameters in older women. Sixty-two older women (68.0 ± 4.3 years, 26.8 ± 4.4 kg/m2) participated in a 12-week RT program. Participants were randomly assigned into one of the three groups: two training groups that performed either 1 set (G1S, n = 21) or 3 sets (G3S, n = 20) 3 times weekly, or a control group (CG, n = 21). Body composition was assessed by dual X-ray absorptiometry, strength was evaluated by 1 repetition maximum testing. The G3S presented significantly higher strength changes than G1S. The changes for percentage of body fat were higher for G3S compared to G1S. There was no difference in skeletal muscle mass between G3S and G1S, however both training groups displayed greater increases in this outcome compared to CG. There was no effect for bone mineral density. The overall analysis indicated higher (P < 0.05) positive changes for G3S than G1S (composed Z-score: G3S = 0.62 ± 0.40; G1S = 0.11 ± 0.48). The results suggest that a 12-week RT period is effective to improve the risk factors of OSO, and that 3 sets induce higher improvements than a single set. 相似文献
62.
Jo Rose Alex Stanforth Gwen Gilmore Jill Bevan-Brown 《Emotional and Behavioural Difficulties》2018,23(3):270-283
Reducing fixed term exclusions (FTE) in primary schools is a difficult proposition. This research discusses how a partnership of primary schools developed more inclusive systems to support students previously given FTEs for disciplinary purposes. Longitudinal data from interviews and documentary sources trace the development of an approach amongst primary schools with previously high levels of FTE. The process of developing a model of transferred inclusion (TI) within the partnership led to schools changing practices around behaviour management, thus developing more inclusive systems. The paper elaborates on partnership work around the TI project that opened up discussion and questioning of practice around behaviour, leading to schools thinking about their systemic practice. The benefits of TI, therefore, were a prompt for development, rather than just an intervention to reduce exclusions. Changes in practice supported through the TI process lead to claims that substantive change would not have happened without the TI project. 相似文献
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AbstractThe aim of this study was to determine the physical demands of women’s rugby union match play using time–motion analysis and heart rate (HR) response. Thirty-eight premier club level female rugby players, ages 18–34 years were videotaped and HRs monitored for a full match. Performances were coded into 12 different movement categories: 5 speeds of locomotion (standing, walking, jogging, striding, sprinting), 4 forms of intensive non-running exertion (ruck/maul/tackle, pack down, scrum, lift) and 3 discrete activities (kick, jump, open field tackle). The main results revealed that backs spend significantly more time sprinting and walking whereas forwards spend more time in intensive non-running exertion and jogging. Forwards also had a significantly higher total work frequency compared to the backs, but a higher total rest frequency compared to the backs. In terms of HR responses, forwards displayed higher mean HRs throughout the match and more time above 80% of their maximum HR than backs. In summary, women’s rugby union is characterised by intermittent bursts of high-intensity activity, where forwards and backs have similar anaerobic energy demands, but different specific match demands. 相似文献
65.
Craig S. Galbraith Alex F. DeNoble Sanford B. Ehrlich Alexandra Nadya Horowitz 《The Journal of High Technology Management Research》2013,24(1):53-63
We investigate two fundamental research questions related to the funding of early-stage technology enterprises. First, does presentation design, and the presenting entrepreneur's passion and preparedness, influence experts' assessment of the merit and commercialization potential of an emerging firm's technology? Second, are the entrepreneur's passion and preparedness during a formal presentation associated with future technology success? We analyze twenty-two video-taped presentations to a U.S. Department of Defense technology transfer and granting consortium, and track subsequent technology success. From the data it appears that both entrepreneurial passion and presentation design does influence expert assessment of a technology, and future commercialization success can be predicted to some extent by the level of entrepreneurial passion exhibited during the presentation. 相似文献
66.
Alex Kulick Laura J. Wernick Mario Alberto V. Espinoza Tarkington J. Newman Adrienne B. Dessel 《Sport, Education and Society》2013,18(9):939-953
ABSTRACTSchool-based sports and physical education play an important role in the development of youth (Jones, Edwards, et al., 2017), but participation in athletics is unequal for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth compared to their straight/cisgender peers [Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). LGBTQ youths’ school athletic experiences: A 40-year content analysis in nine flagship journals. Journal of LGBT Issues in Counseling, 11(3), 190–200]. Sport cultures, generally, recreate dynamics of exclusion for marginalized youth. However, there are opportunities to transform these spaces into more inclusive and positive environments to support positive growth for all young people [Newman, T., Alvarez, A., & Kim, M. (2017). An experiential approach to sport-based positive youth development. Journal of Experiential Education, 40(3), 308–322]. Our study uses a data set of adolescents, collected as part of a community-based participatory action research project led by high school students in southeast Michigan, USA. Respondents reported their sexual and gender identities, as well as experiences in youth sport, as well as safety using sex-segregated facilities (i.e., bathrooms and locker-rooms). Using mediation models based on linear regression, we found evidence that LGBQ high school students play sports at a significantly lower rate compared to straight students, and among those who play sports, LGBTQ respondents felt significantly less safe compared to straight and cisgender students. Opposite to the LGBQ and trans youth in this study, straight/cisgender youth also reported feeling safer using all facilities. The mediation models suggest that these inequalities help to explain disparities in rates of sports participation and feelings of safety while participating. These findings have important implications for policy, practice, and future research. 相似文献
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AbstractMassive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participants? cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environmental Education: Transdisciplinary Approaches to Addressing Wicked Problems MOOC, offered by Cornell University. Rather than train educators in a specific curriculum, the goal of the MOOC is to expand educators? critical and transdisciplinary thinking about the field of environmental education and to enhance social interactions to support learning, educators, and knowledge co-creation. Results indicate that cognitive presence is higher on the discussion board whereas social presence is higher on Facebook. Over half of cognitive posts focused on exploration, a lower level of learning, whereas just less than a fifth reflected higher level integration, suggesting room for enhancing cognitive learning. Our results suggest strategies to encourage higher levels of thinking and more meaningful social interactions to foster learning, educator support, and co-creation of knowledge, thereby improving online professional development. 相似文献
70.
Parents play a key role in developing their children's academic motivation, and parents of children with gifts and talents also may face additional parenting challenges that are less commonly faced by parents of average‐ability learners whose needs are more readily met in the school setting. School psychologists may be charged with addressing these issues, despite having little or no training on the needs of families of high‐ability learners. We use the lens provided by the self‐determination theory of motivation to consider how social–environmental climates created by parents can promote or impede the academic motivation of students with gifts and talents. © 2012 Wiley Periodicals, Inc. 相似文献