Effects of plyometric vs. resistance training on skeletal muscle hypertrophy: A review

ObjectiveIn this review, we critically evaluate studies directly comparing the effects of plyometric vs. resistance training on skeletal muscle hypertrophy.MethodsWe conducted electronic searches of PubMed/MEDLINE, Scopus, SPORTDiscus, and Web of Science to find studies that explored the effects of plyometric vs. resistance training on muscle hypertrophy.ResultsEight relevant studies were included in the review. Six studies compared the effects of plyometric vs. resistance training on muscle hypertrophy, while 2 studies explored the effects of combining plyometric and resistance training vs. isolated resistance training on acute anabolic signaling or muscle hypertrophy. Based on the results of these studies, we conclude that plyometric and resistance training may produce similar effects on whole muscle hypertrophy for the muscle groups of the lower extremities. Therefore, it seems that plyometric training has a greater potential for inducing increases in muscle size than previously thought. Despite the findings observed at the whole muscle level, the evidence for the effects of plyometric training on hypertrophy on the muscle fiber level is currently limited for drawing inferences. Compared to isolated resistance training, combining plyometric and resistance exercise does not seem to produce additive effects on anabolic signaling or muscle growth; however, this area requires future study. The limitations of the current body of evidence are that the findings are specific to (a) musculature of the lower extremities, (b) short-term training interventions that lasted up to 12 weeks, and (c) previously untrained or recreationally active participants.ConclusionThis review highlights that plyometric and resistance training interventions may produce similar effects on whole muscle hypertrophy, at least for the muscle groups of the lower extremities, in untrained and recreationally trained individuals, and over short-term (i.e., ≤12 weeks) intervention periods.     

Performance score variation between days at Australian national and Olympic women's artistic gymnastics competition

We determined the inter-day variability in elite-standard women's artistic gymnastics competition scores. National (50 gymnasts for up to three days) and Olympic (24 gymnasts for up to five days) competition scores published in the public domain ('Giant poster pull-out', 2010 ; Gymnastics Australia, 2008 ) were evaluated using three statistical measures. Analyses of the inter-day differences in the mean scores as a percentage (MDiff%), coefficient of variation percentages for the mean score across both days (CV%), and Pearson correlation coefficients for the inter-day score (r) were interpreted using thresholds from trivial to large. National-class gymnasts' two-day performance variation was trivial for vault, small for floor and beam, and moderate for bars. When senior gymnasts competed for a third day the performance variation increased to moderate for vault. Across five days of Olympic competition there were trivial (e.g. CV%: vault = 0.8) to small (e.g. CV%: bars = 2.0) variations in performances between days on all apparatus. Olympians' performance score consistency is superior to senior, national-class competitors. The performance score consistency required for gymnasts who aspire to participate at the Olympics as a top-24 competitor is better than 3%.     

Teaching Research Methodology Through Active Learning

To complement traditional learning activities in a masters-level research methodology course, social work students worked on a formal research project which involved: designing the study, constructing measures, selecting a sampling strategy, collecting data, reducing and analyzing data, and finally interpreting and communicating the results. The final product was accepted in a respected, peer-reviewed journal. In the hopes of motivating social work educators to use active learning strategies when teaching research methods and to provide some pragmatic advice on how to do so, this article presents students' perceptions of involvement and lessons learned by the instructor. Through open- and closed-ended questions, students reported that involvement was meaningful, promoted understanding of research, strengthened relations among students, and made learning more exciting. Additionally, 41% of students reported that work on the project increased their interest in pursuing doctoral level work. Students also reported that engagement was time-consuming, stressful, and occasionally frustrating. Pragmatic suggestions about how to incorporate a formal research project with teaching are given based on experiences of the students and instructor.     

Mentoring,Undergraduate Research,and Identity Development: A Conceptual Review and Research Agenda

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences.     

It＇s the Animal in Me

I have been told that in China, having a pet, particularly a dog, is often considered to be a status symbol because it shows the family can afford to have an animal. It is very different here.     

Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom

Abstract

We investigated academic buoyancy (a response to challenge) and adaptability (a response to change) among a sample of 12–16-year-olds in China (N = 3617) compared with same-aged youth from North America (N = 989) and the United Kingdom (UK; N = 1182). We found that Chinese students reported higher mean levels of buoyancy and adaptability. We also found that correlations between buoyancy and adaptability, and between these two factors and motivation and engagement outcomes, were significantly higher for Chinese students than for North American and UK samples. In path analyses, buoyancy and adaptability positively and significantly predicted motivation and engagement (typically at p < .001) in all three regions; however, buoyancy effects were significantly stronger for the Chinese students.     

Parent‐implemented reading interventions within a response to intervention framework

This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework.     

Falling in Love with an E-pal

网络让陌生的人相识。就算天各一方,也因为网络的神奇而变得没有距离感。心动在不经意中产生,等发现已经措手不及。身为学生的Nan深知学习是第一要务,可她还是喜欢上了一个网友而不可自拔。她该如何应对？     

A Modified Global Assessment of Functioning (GAF) Scale for Use in Long-Term Care Settings

ABSTRACT

Terminology in the Global Assessment of Functioning (GAF) Scale of DSM-IV often is irrelevant to the realities of nursing homes, assisted living centers, and similar facilities in which residents encounter stressors that are unique to their living environment and circumstances. As the mental health needs of long-term care residents are increasingly recognized and addressed, the need for population-congruent assessment becomes more desirable as well. This article suggests revisions to the current GAF that more accurately reflect psychological and social concerns common to the long-term care population. Several indications for the use of the revised scale are also offered.