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81.
We evaluated the effects of specific inspiratory muscle training on simulated time-trial performance in trained cyclists. Using a double-blind, placebo-controlled design, 16 male cyclists (VO 2max = 64 - 2 ml·kg -1 ·min -1 ; mean - sx ¥ ) were assigned at random to either an experimental (pressure-threshold inspiratory muscle training) or sham-training control (placebo) group. Pulmonary function, maximum dynamic inspiratory muscle function and the physiological and perceptual responses to maximal incremental cycling were assessed. Simulated time-trial performance (20 and 40 km) was quantified as the time to complete pre-set amounts of work. Pulmonary function was unchanged after the intervention, but dynamic inspiratory muscle function improved in the inspiratory muscle training group ( P h 0.05). After the intervention, the inspiratory muscle training group experienced a reduction in the perception of respiratory and peripheral effort (Borg CR10: 16 - 4% and 18 - 4% respectively; compared with placebo, P h 0.01) and completed the simulated 20 and 40 km time-trials faster than the placebo group [66 - 30 and 115 - 38 s (3.8 - 1.7% and 4.6 - 1.9%) faster respectively; P = 0.025 and 0.009]. These results support evidence that specific inspiratory muscle training attenuates the perceptual response to maximal incremental exercise. Furthermore, they provide evidence of performance enhancements in competitive cyclists after inspiratory muscle training. 相似文献
82.
ABSTRACTThe research aimed to evaluate the effects of an intervention aimed at altering pressure towards the medial aspect of the foot relating to stability mechanisms associated with the golf swing. We hypothesised that by altering the position of the foot pressure, the lower body stabilisation would improve which in turn would enhance weight distribution and underpinning lower body joint kinematics. Eight professional golf association (PGA) golf coaches performed five golf swings, recorded using a nine-camera motion analysis system synchronised with two force platforms. Following verbal intervention, they performed further five swings. One participant returned following a one-year intervention programme and performed five additional golf swings to provide a longitudinal case study analysis. Golf performance was unchanged evidenced by the velocity and angle of the club at ball impact (BI), although the one-year intervention significantly changed the percentage of weight experienced at each foot in the final 9% of downswing, which provided an even weight distribution at BI. This is a highly relevant finding as it indicates that the foot centre of pressure was central to the base of support and in-line with the centre of mass (CoM), indicating significantly increased stability when the CoM is near maximal acceleration. 相似文献
83.
Abstract This paper reports a simple experiment which explores young children's written representation of number. Previous research (e.g. Hughes, 1983; Sinclair, Siegrist & Sinclair, 1982) has shown that several factors may influence the extent to which children will spontaneously deploy their knowledge of numerals to represent numerosity, but the available evidence is insufficient to provide a clear account of the relative weight of these factors. The present experiment involved presenting five to six year‐old children with arrays of simple objects and manipulating the wording of the instructions. The results showed that the use of the term ‘how many’ led the vast majority of the children to show numerosity by using materials. In contrast, when asked to represent ‘what’ they could see, most children concerned themselves with depicting the nature of the objects in the array by drawing or writing. These findings suggest that the linguistic context of the task is important in determining the children's representational strategies. Furthermore, it is argued that children's understanding of number and their ability to use numerals is quite separable from their knowledge of when it is appropriate to deploy these skills. 相似文献
84.
Jeffree, Dorothy M. and Skeffington, Margaret (1980) Let Me Read. MacFarlane, Tom, with Moyle, Donald (adviser), (1980) Comprehension Through the Newspaper. Pugh, A.K., Lee, V.J. and Swann, J. (Ed.) (1980) Language and Language Use. Veatch, Jeannette (1978) Reading in the Elementary School. 相似文献
85.
Alison Jones 《Gender and education》1993,5(2):157-166
Post‐structuralist analyses have yet to be used widely by feminist classroom researchers. Some, such as Bronwyn Davies and Valerie Walkerdine, have showed how post‐structuralism provides a conceptual language which transcends agency/structure dualisms, as well as avoids the simplicities of theories which invoke a monolithic notion of patriarchal power in understanding girls’ classroom experiences. This paper attempts to spell out some of the diverse benefits of post‐structuralism for feminist empirical research in education. 相似文献
86.
87.
Results are presented from a pilot study and a larger scale study aligning a curriculum-based passage reading test, the Wheldall Assessment of Reading Passages (WARP), with the literacy components of the New South Wales Basic Skills Test (BST). A strong relationship between the WARP and BST Literacy is demonstrated, particularly for Year Three students. Representative (approximate) norms for students in Years One to Five on the WARP are reported, based on the results from a school with a BST literacy profile that is very similar to that for the state of New South Wales as a whole. 相似文献
88.
Rena Hallam Alison Hooper Kaitlin Bargreen Martha Buell Myae Han 《Early education and development》2017,28(6):669-683
ABSTRACTResearch Findings. The current study is a mixed-methods investigation of family child care provider participation in voluntary Quality Rating and Improvement Systems (QRIS) in 2 states. Study 1 is an analysis of matched QRIS and child care licensing administrative data extracted from both states in May, 2014. Poverty and population density variables were added to the dataset by aligning U.S. Census data and Rural Urban Commuting Area codes (RUCA) to the matched state child care data. Participation patterns differed in the 2 states relative to provider characteristics (subsidy receipt, years licensed, and location). Study 2 consists of focus groups with participating (n = 22) and non-participating (n = 19) providers. Professionalism and financial incentives emerged as significant in attracting family child care providers to QRIS. Although family child care providers identified several clear benefits to QRIS, many more challenges emerged that negatively impact their participation. Practice or Policy. As most states are employing a QRIS framework to integrate quality improvement efforts, perspectives from this sector of early care and education are often overlooked. Study findings suggest that QRIS can be more responsive and effective with family child care providers if more consideration of their unique features are considered in systems design and implementation. 相似文献
89.
90.