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11.
Ricardo Borges Viana Mário Hebling Campos Douglas de Assis Teles Santos Isabela Cristina Maioni Xavier Rodrigo Luiz Vancini Marília Santos Andrade Claudio Andre Barbosa de Lira 《Anatomical sciences education》2019,12(1):74-81
Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
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João Pedro Araújo Naves Ana Cristina Silva Rebelo Lucas Raphael Bento E Silva Maria Sebastiana Silva Rodrigo Ramirez-Campillo Robinson Ramírez-Vélez 《European Journal of Sport Science》2019,19(5):653-660
High Intensity Interval Training (HIIT) can be performed with different effort to rest time-configurations, and this can largely influence training responses. The purpose of the study was to compare the acute physiological responses of two HIIT and one moderate intensity continuous training (MICT) protocol in young men. A randomised cross-over study with 10 men [age, 28.3?±?5.5years; weight, 77.3?±?9.3?kg; height, 1.8?±?0.1?m; peak oxygen consumption (VO2peak), 44?±?11?mL.kg?1.min?1]. Participants performed a cardiorespiratory test on a treadmill to assess VO2peak, velocity associated with VO2peak (vVO2peak), peak heart rate (HRpeak) and perceived exertion (RPE). Then participants performed three protocols equated by distance: Short HIIT (29 bouts of 30s at vVO2peak, interspersed by 30s of passive recovery, 29?min in total), Long HIIT (3 bouts of 4?min at 90% of vVO2peak, interspersed by 3?min of recovery at 60% of vVO2peak, 21?min in total) and MICT (21?min at 70% of vVO2peak). The protocols were performed in a randomised order with ≥48 h between them. VO2, HRpeak and RPE were compared. VO2peak in Long HIIT was significantly higher than Short HIIT and MICT (43?±?11 vs 32?±?8 and 37?±?8?mL.kg?1.min?1, respectively, P?0.05), as well as peak HR (181?±?10 vs 168?±?8 and 167?±?11, respectively, P?0.05), and RPE (17?±?4 vs 14?±?4 and 15?±?4, respectively, P?0.05), with no difference between Short HIIT and MICT. In conclusion, Long HIIT promoted higher acute increases in VO2, HR and RPE than Short HIIT and MICT, suggesting a higher demand on the cardiorespiratory system. Short HIIT and MICT presented similar physiologic and perceptual responses, despite Short HIIT being performed at higher velocities. 相似文献
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Filipe J. Teixeira Catarina N. Matias Cristina P. Monteiro Maria J. Valamatos Joana F. Reis Ana Batista 《European Journal of Sport Science》2019,19(6):802-810
β-hydroxy-β-methylbutyrate (calcium: HMB-Ca and free acid: HMB-FA) and α-hydroxyisocaproic acid (α-HICA) are leucine metabolites that have been proposed to improve body composition and strength when combined with resistance exercise training (RET). In this double-blind randomized controlled pragmatic trial, we evaluated the effects of off-the-shelf supplements: α-HICA, HMB-FA and HMB-Ca, on RET-induced changes in body composition and performance. Forty men were blocked randomized to receive α-HICA (n?=?10, fat-free mass [FFM]?=?62.0?±?7.1?kg), HMB-FA (n?=?11, FFM?=?62.7?±?10.5?kg), HMB-Ca (n?=?9, FFM?=?65.6?±?10.1?kg) or placebo (PLA; n?=?10, FFM?=?64.2?±?5.7?kg). The training protocol consisted of a whole-body resistance training routine, thrice weekly for 8 weeks. Body composition was assessed by dual-energy x-ray absorptiometry (DXA) and total body water (TBW) by whole-body bioimpedance spectroscopy (BIS), both at baseline and at the end of weeks 4 and 8. Time-dependent changes were observed for increase in trunk FFM (p?0.05). No statistically significant between-group or group-by-time interactions were observed. Supplementation with HMB (FA and Ca) or α-HICA failed to enhance body composition to a greater extent than placebo. We do not recommend these leucine metabolites for improving body composition changes with RET in young adult resistance trained men. 相似文献
14.
Aitor Iturricastillo Cristina Granados Asier Los Arcos Javier Yanci 《Journal of sports sciences》2017,35(8):749-755
The aim of the present study was to analyse the training load in wheelchair basketball small-sided games and determine the relationship between heart rate (HR)-based training load and perceived exertion (RPE)-based training load methods among small-sided games bouts. HR-based measurements of training load included Edwards’ training load and Stagno’s training impulses (TRIMPMOD) while RPE-based training load measurements included cardiopulmonary (session RPEres) and muscular (session RPEmus) values. Data were collected from 12 wheelchair basketball players during five consecutive weeks. The total load for the small-sided games sessions was 67.5 ± 6.7 and 55.3 ± 12.5 AU in HR-based training load (Edwards’ training load and TRIMPMOD), while the RPE-based training loads were 99.3 ± 26.9 (session RPEres) and 100.8 ± 31.2 AU (session RPEmus). Bout-to-bout analysis identified greater session RPEmus in the third [P < 0.05; effect size (ES) = 0.66, moderate] and fourth bouts (P < 0.05; ES = 0.64, moderate) than in the first bout, but other measures did not differ. Mean correlations indicated a trivial and small relationship among HR-based and RPE-based training loads. It is suggested that HR-based and RPE-based training loads provide different information, but these two methods could be complementary because one method could help us to understand the limitations of the other. 相似文献
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María Cristina Cardona Moltó 《欧洲特需教育杂志》2013,28(1):115-117
The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study. 相似文献
17.
Cristina Sin 《European Journal of Education》2012,47(3):392-404
This article aims to describe how academics in England, Denmark and Portugal understand the Bologna Process, their attitudes towards the initiative, and how understandings and attitudes determine action. It shows how contextually and culturally determined academic understandings, expectations, preferences, priorities and constraints are key influences in the process of educational change envisaged by the Bologna Process. Second, inspired by the implementation staircase metaphor which illustrates different actors' perceptions conditioned by their location on the path of the policy, the article presents three different examples of interplay between national authorities responsible for policy-making in the wake of the Bologna Process and the institutional field responsible for policy implementation. It reveals variations from country to country with regard to bottom-up and top-down initiatives, both at the level of actors' expectations and of actual measures to implement Bologna policy. This article comes in response to the frailty of an empirical base for the understanding of Bologna from an institutional and academic perspective. A video abstract of this article can be viewed at http://youtu.be/9YVouJ35XuE 相似文献
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