Motor Pool Excitability to a Reaction Time Stimulus Preceded by a Varied Foreperiod

Abstract

Motor pool excitability, H-reflex amplitude, was studied in RT responses preceded by varied foreperiods. Rapid plantar flexion of the foot followed auditory warning signals, varied foreperiods, and visual RT stimuli. Response speed was latency of EMG onset in the soleus muscle (PMT). The H-reflex stimulus was either omitted (none), or presented at one of three intervals in the movement response period: 0 (simultaneous with RT stimulus), 100 or 200 ms following stimulus. Control H-reflexes were taken before and after RT trials. The motor pool was not differentially excited following the random foreperiods. In fact it was not elevated over control values until late into the preparatory period (200 ms) which probably reflects the direct expression of the motor command. Using the H-reflex paradigm in combination with a RT response strongly altered the PMT when the H-reflex was presented early in the preparatory period (0). Since motor pool excitability changes were not evident early in the movement preparation period, they poorly predicted PMTs.     

Variability of Physical Activity Patterns by Type of Day and Season in 8-10-Year-Old Boys

Abstract

The purposes of this study were to generate correction equations for self-reported height and weight quartiles and to test the accuracy of the body mass index (BMI) classification based on corrected self-reported height and weight among 739 male and 434 female college students. The BMIqc (from height and weight quartile-specific, corrected self-reported measurements) provided a more accurate estimation of BMI classification than BMIc (from corrected self-reported measurements) and BMIs (from self-reported measurements) by showing a greater ability to predict cases with either a high or a low BMI category while still maintaining a high specificity. However, the equations are applicable only to Caucasian college student populations, so cross-validation in similar populations is needed before they are used more broadly.     

Gymnastics and the reconstitution of Republican motherhood among true women of civic virtue, 1830–1870

Between 1830–1870 discourses promoting gymnastics for U.S. women sought to institutionalize those exercise regimens both within families and within single-sex secondary schools conceptualized in terms of familial structures that were defined largely by the dynamics of maternal care. Doing so within the purview of child nurture and coordinated, liberalized pedagogical agendas, those texts encouraged women to assume the overlapping roles of teacher and mother, to supervise closely their students' and children's physical conditions and behaviors, and to inculcate correct performances not only of gymnastics exercises but also of domestic management and manners. In turn, the material, procedural, and ideological dimensions of the idealized mode of femininity those works promoted – true womanhood that had inherited essential qualities of Republican motherhood – constituted both gymnastics students and teachers as the bearers of morality and civic virtue.     

Rethinking employability: how students build on interest in a subject to plan a career

Higher Education - An entrepreneurship movement has advanced into higher education. There is a growing expectation that universities demonstrate an economic contribution to the public good by...     

Is a picture always worth 1000 words? Website images of classrooms and perceptions of the institution

Learning Environments Research - When classroom facilities are out of date, students complain (Habaci et al., in Procedia Soc Behav Sci 64:58-64 2012, https://doi.org/10.1016/j.sbspro.2012.11.008...     

Community-Engaged Teaching: A Project-Based Model

“Community engagement” provides a framework for curriculum development in environmental design residencies with elementary students.     

A Call for Wellness Curricula in the Arts

Although there is no shortage of instruction in popular literature as to how to eat for health, live your best life, and above all lose weight, there is not a great deal of literature instructing young artists on ways to stay healthy and vibrant—nurturing creativity and longevity at the same time. This article proposes simple solutions to health and wellness concerns for teaching artists and outlines next steps related to self-care, action, and accountability.