Yo-Yo IR2 testing of elite and sub-elite soccer players: Performance,heart rate response and correlations to other interval tests

Abstract

We examined performance, heart rate response and construct validity of the Yo-Yo IR2 test by testing 111 elite and 92 sub-elite soccer players from Norway and Denmark. VO₂max, Yo-Yo IR1 and repeated sprint tests (RSA) (n = 51) and match-analyses (n = 39) were also performed. Yo-Yo IR2 and Yo-Yo IR1 performance was 41 and 25% better (P < 0.01) for elite than sub-elite players, respectively, and heart rate after 2 and 4 min of the Yo-Yo IR2 test was 20 and 15 bpm (9 and 6% HRmax), respectively, lower (P < 0.01) for elite players. RSA performance and VO₂max was not different between competitive levels (P > 0.05). For top-teams, Yo-Yo IR2 performance (28%) and sprinting distance (25%) during match were greater (P < 0.05) than for bottom-teams. For elite and sub-elite players, Yo-Yo IR2 performance was correlated (P < 0.05) with Yo-Yo IR1 performance (r = 0.74 and 0.76) and mean RSA time (r = ?0.74 and ?0.34). We conclude that the Yo-Yo IR2 test has a high discriminant and concurrent validity, as it discriminates between players of different within- and between-league competitive levels and is correlated to other frequently used intermittent elite soccer tests.     

Soccer and Zumba as health-promoting activities among female hospital employees: a 40-weeks cluster randomised intervention study

Abstract

The aim of this study was to evaluate the physiological effects of soccer and Zumba among female hospital employees during a 40-week intervention period. Hospital employees (n = 118) were cluster-randomised to either a soccer group (n = 41), a Zumba group (n = 38) or a control group (n = 39). Both training groups were encouraged to perform 1-h training sessions twice a week outside working hours throughout the 40 weeks. Maximal oxygen uptake (VO₂ max), blood pressure and body composition were measured and blood samples collected before and after the intervention period. Using intention-to-treat analyses, the Zumba group improved VO₂ max compared to the control group (2.2 mL · kg^?1 · min^?1, 95% CI, 0.9, 3.5, P = 0.001), with no significant increase in the soccer group (1.1 mL · kg^?1 · min^?1, 95% CI, ?0.2, 2.4, P = 0.08). Both intervention groups reduced total body fat mass and fat percentage compared to the control group (P < 0.01). In the soccer group, but not the Zumba group, a significant difference in lower limb bone mineral density and bone mineral content was observed in comparison to the control group (P < 0.01). Furthermore, the soccer group, but not the Zumba group, had increased plasma osteocalcin (6.6 µg · L^?1, 95% CI, 2.2, 11.0, P < 0.01) and decreased plasma leptin (?6.6 µg · L^?1, 95% CI, ?12.5, ?0.7, P < 0.05) compared to the control group. The present study suggests that workplace-initiated soccer and Zumba training comprising 1–2 sessions per week outside working hours may promote physiological health among female hospital employees.     

Who aspires to higher education? Axes of inequality,values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

This article reports a study that investigated secondary school students’ higher education aspirations (towards university studies, ISCED 6 and above) and how these differ between student groups as well as how these are impacted by values of education. Panel data of more than 300 secondary school students in two countries, Luxembourg and Switzerland (the Swiss Canton of Bern) was analysed. Schools are structured differently in the education systems of Luxembourg and the Swiss Canton of Bern. The results of our analysis show that students in the Luxembourgish sample more often aspire to higher education than in the Swiss sample. Disparities in higher education aspirations were also more pronounced in the Luxembourgish sample, boys and students from families of low socio‐economic status (SES) were less likely to aspire to higher education. While the effects of values of education are generally scarce, stimulation in terms of anticipated enjoyment and interest derived from participation in higher education seems to have a positive effect on higher education aspirations.     

Effects of S-adenosylmethionine on production of secondary metabolites in Streptomyces diastatochromogenes 1628

Journal of Zhejiang University-SCIENCE B -...     

Chronische Myeloproliferative Erkrankungen (CMPE)

Ohne Zusammenfassung     

Introducing a symbolic interactionist approach on teaching mathematics: the case of revoicing as an interactional strategy in the teaching of probability

This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher’s role in the negotiation of meaning. Using methods inspired by grounded theory, patterns of teachers’ interaction are categorized. The results show how teachers’ actions, interpretations and intentions form interactional strategies that guide the negotiation of meaning in the classroom. The theoretical case of revoicing as a teacher action, together with interpretations of mathematical objects from probability theory, is used to exemplify conclusions from the proposed perspective. Data are generated from a lesson sequence with two teachers working with known and unknown constant sample spaces with their classes. In the lessons presented in this article, the focus is on negotiations of the meaning of chance. The analysis revealed how the teachers indicate their interpretations of mathematical objects and intentions to the students to different degrees and, by doing so, create opportunities for the students to ascribe meaning to these objects. The discussion contrasts the findings with possible interpretations from other perspectives on teaching.     

Infant-directed speech does not always involve exaggerated vowel distinctions: Evidence from Danish

This study compared the acoustic properties of 26 (100% female, 100% monolingual) Danish caregivers' spontaneous speech addressed to their 11- to 24-month-old infants (infant-directed speech, IDS) and an adult experimenter (adult-directed speech, ADS). The data were collected between 2016 and 2018 in Aarhus, Denmark. Prosodic properties of Danish IDS conformed to cross-linguistic patterns, with a higher pitch, greater pitch variability, and slower articulation rate than ADS. However, an acoustic analysis of vocalic properties revealed that Danish IDS had a reduced or similar vowel space, higher within-vowel variability, raised formants, and lower degree of vowel discriminability compared to ADS. None of the measures, except articulation rate, showed age-related differences. These results push for future research to conduct theory-driven comparisons across languages with distinct phonological systems.     

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.

Key Points

• Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.
• Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.
• School-wide positive behaviour support (SW-PBS) provides a useful framework to help special schools meet these expectations.