Physiological responses and performance in a simulated trampoline gymnastics competition in elite male gymnasts

Abstract

Physiological responses and performance were examined during and after a simulated trampoline competition (STC). Fifteen elite trampoline gymnasts participated, of which eight completed two routines (EX1 and EX2) and a competition final (EX3). Trampoline-specific activities were quantified by video-analysis. Countermovement jump (CMJ) and 20 maximal trampoline jump (20-MTJ) performances were assessed. Heart rate (HR) and quadriceps muscle temperature (T_m) were recorded and venous blood was drawn. A total of 252 ± 16 jumps were performed during the STC. CMJ performance declined (P < 0.05) by 3.8, 5.2 and 4.2% after EX1, EX2 and EX3, respectively, and was 4.8% lower (P < 0.05) than baseline 24 h post-competition. 20-MTJ flight time was ~1% shorter (P < 0.05) for jump 1–10 after EX2 and 24 h post STC. T_m increased (P < 0.05) to ~39°C after the warm-up, but declined (P < 0.05) 1.0 and 0.6ºC before EX2 and EX3, respectively. Peak HR was 95–97% HR_max during EX1-3. Peak blood lactate, plasma K⁺ and NH₃ were 6.5 ± 0.5, 6.0 ± 0.2 mmol · l^?1 and 92 ± 10 µmol · l^?1, respectively. Plasma CK increased (P < 0.05) by ~50 and 65% 0 and 24 h after STC. In conclusion, a trampoline gymnastic competition includes a high number of repeated explosive and energy demanding jumps, which impairs jump performance during and 24 h post-competition.     

Economy in track runners and orienteers during path and terrain running

The aims ofthe present study were to assess running economy in track runners and orienteers and to identify the factors responsible for any differences. The participants were 11 orienteers and 10 track runners of similar age, body mass, maximal oxygen uptake and training background. However, the orienteers included heavy terrain running in their daily training, whereas the track runners ran almost entirely on the roads and tracks. Maximal oxygen uptake and running economy were calculated during horizontal path running and during cross-country running in rough terrain with steep hills, using a telemetric system (K2, Cosmed, Italy). Running economy during path running was 217 +/- 12 and 212 +/- 14 ml.kg -1 .km -1 (mean +/- s) in the orienteers and the track runners, respectively. Running economy was impaired by 41-52% in heavy terrain (P ? 0.05), and was less pronounced in the orienteers than in the track runners (88 +/- 18 vs 109 +/- 26 ml.kg -1 .km -1 ; P ? 0.05). In conclusion, the better running economy of orienteers when changing from horizontal path to heavy terrain running could be an innate ability, or it could be speculated that specific training may improve running economy, indicating the importance of specific training for orienteers.     

Psychometric Properties of the Eating Attitudes Test

The study was designed to develop an instrument to examine students' reports of the type and frequency of various student behaviors in physical education classes that might disrupt classroom management. This study had multiple phases, including instrument development, preliminary studies, content-related evidence study, and an exploratory factor analysis and internal consistency reliability study. Participants for the content-related evidence study were 27 experts in physical education pedagogy. They were sent items from the student disruptive behavior instrument and asked to organize them into 3 management severity categories. Participants for the factor analysis and internal consistency reliability study were 2,309 middle and high school students from 2 states. The following 6 factors emerged from the exploratory factor analysis: (a) aggressive, (b) low engagement or irresponsibility, (c) fails to follow directions, (d) illegal or harmful, (e) distracts or disturbs others, and (f) poor self-management. Alpha reliability coefficients for the factors were mostly above .70 and the rotated factor loadings for the items ranged from .26 to .73. Investigating students' reports of the type and frequency of potentially troublesome behaviors may lead to a better understanding of student disruptive behaviors in physical education contexts.     

Adapting to changing task demands: variability in children's response to manipulations of resistance and cadence during pedaling

Reduction in performance variability is characteristic of skill acquisition during childhood. Less understood is the role of variability in adaptive skill. The purpose of this study was to determine children's capacity for adapting to changing task requirements. Children ages 4-14 years and adults rode a stationary ergometer at different levels of cadence and resistance. Younger children were less successful in meeting task requirements. When they did succeed, the younger children were more variable. However, no interactions were found. Variability did not change with resistance, and all groups showed increasing variability as cadence increased. It was concluded that in spite of a weaker synergy (more variability), children were adept to changes in task demand within tested limits.     

No More Liaisons: Collection Management Strategies in Hard Times

Collection development in medium to large academic libraries typically involves multiple subject librarians or “liaisons.” The University of Alaska Fairbanks (UAF) Libraries have lost significant numbers of personnel in the last four years due to attrition and retirements, including most of the professional liaison librarians whose positions will not be replaced in the foreseeable future. In addition to this challenge, collection budgets have been severely reduced due to the State of Alaska's ongoing budget crisis, necessitating large cancellation projects. This article examines UAF Libraries’ collection strategies used to sustain a research-intensive collection without liaisons and with a drastically reduced budget.     

Educational TV Consumption and Children’s Interest in Leisure Reading and Writing: A Test of the Validated Curriculum Hypothesis

The relationship between children’s TV consumption and literacy outcomes is currently unclear, as past research has identified both linear and curvilinear trends. One explanation for the contradictory results is the varying content children consume; specifically, researchers have argued that research-based educational TV programming should be positively related to literacy outcomes whereas non research-based programming should be negatively related to literacy outcomes (what we refer to as the validated curriculum hypothesis). To test this hypothesis, students in grades 4 and 5 N = 120) completed a survey assessing educational TV consumption and leisure reading/writing behaviors. The results upheld the validated curriculum hypothesis and revealed several key moderators including composite TV consumption and parents’ reading behavior.     

Combining Theory with Tutorial Experience: pre‐service training for the teaching of disadvantaged pupils

The goal of the course described here was to train prospective teachers towards the teaching of disadvantaged pupils. Teacher trainers should pay special attention to both the needs of the disadvantaged and the attitudes of the student teachers towards them. Pre‐service training of teachers should strive to provide the students with knowledge of the socio‐economic background of the disadvantaged, their mental and affective condition, their language, ways of thinking and behaviour. It should also promote positive attitudes towards these pupils. With these views in mind, a course was planned which included both theoretical components and practical tutoring experience. It consisted of theoretical introductions, individual tutoring activities with small groups of pupils, and post‐activity theoretical discussions. Furthermore, each tutorial session was planned according to the same pattern. The results were that changes in attitudes and meaningful theoretical learning happened simultaneously and in close relations with each other. The students developed positive attitudes, designed appropriate unconventional tutorial activities and were able to apply theoretical conceptions to the analysis of their teaching behaviours.