Acute effects of intense interval training on running mechanics

The aims of this study were to determine if there are significant kinematic changes in running pattern after intense interval workouts, whether duration of recovery affects running kinematics, and whether changes in running economy are related to changes in running kinematics. Seven highly trained male endurance runners (VO 2max = 72.3 +/- 3.3 ml kg -1 min -1 ; mean +/- s) performed three interval running workouts of 10 X 400 m at a speed of 5.94 +/- 0.19 m s -1 (356 +/- 11.2 m min -1 ) with a minimum of 4 days recovery between runs. Recovery of 60, 120 or 180 s between each 400 m repetition was assigned at random. Before and after each workout, running economy and several kinematic variables were measured at speeds of 3.33 and 4.47 m s -1 (200 and 268 m min -1 ). Speed was found to have a significant effect on shank angle, knee velocity and stride length (P ? 0.05). Correlations between changes pre- and post-test for VO 2 (ml kg -1 min -1 ) and several kinematic variables were not significant (P > 0.05) at both speeds. In general, duration of recovery was not found to adversely affect running economy or the kinematic variables assessed, possibly because of intra-individual adaptations to fatigue.     

Effects of active and passive recovery on performance during repeated-sprint swimming

Abstract

The effect of active and passive recovery on repeated-sprint swimming bouts was studied in eight elite swimmers. Participants performed three trials of two sets of front crawl swims with 5 min rest between sets. Set A consisted of four 30-s bouts of high-intensity tethered swimming separated by 30 s passive rest, whereas Set B consisted of four 50-yard maximal-sprint swimming repetitions at intervals of 2 min. Recovery was active only between sets (AP trial), between sets and repetitions of Set B (AA trial) or passive throughout (PP trial). Performance during and metabolic responses after Set A were similar between trials. Blood lactate concentration after Set B was higher and blood pH was lower in the PP (18.29 ± 1.31 mmol · l^?1 and 7.12 ± 0.11 respectively) and AP (17.56 ± 1.22 mmol · l^?1 and 7.14 ± 0.11 respectively) trials compared with the AA (14.13 ± 1.56 mmol · l^?1 and 7.23 ± 0.10 respectively) trial (P < 0.01). Performance time during Set B was not different between trials (P > 0.05), but the decline in performance during Set B of the AP trial was less marked than in the AA or PP trials (main effect of sprints, P < 0.05). Results suggest that active recovery (60% of the 100-m pace) could be beneficial between training sets, and may compromise swimming performance between repetitions when recovery durations are short (< 2 min).     

The polygenic profile of Russian football players

Abstract

Research concerned with predictors of talent in football has highlighted a number of potentially important and partially inherited measures such as body size, anaerobic power, aerobic capacity, agility, psychological profile, game intelligence and susceptibility to injuries. Genotyping for performance-associated DNA polymorphisms at an early age could be useful in predicting later success in football. The aim of the study was to investigate individually and in combination the association of common gene polymorphisms with football player’s status. A total of 246 Russian football players and 872 controls were genotyped for 8 gene polymorphisms, which were previously reported to be associated with athlete status. Four alleles (ACE D, ACTN3 Arg577, PPARA rs4253778 C and UCP2 55Val) were first identified, showing discrete associations with football player’s status. Next, we determined the total genotype score (TGS, from the accumulated combination of the 4 polymorphisms, with a maximum value of 100 for the theoretically optimal polygenic score) in athletes and controls. The mean TGS was significantly higher in football players (52.0 (17.6) vs. 41.3 (15.5); P < 0.0001) than in controls. These data suggest that the likelihood of becoming a football player depends on the carriage of a high number of “favourable” gene variants.     

Intentions and beliefs in students' understanding and acceptance of biological evolution

We examined the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Based on previous research, we hypothesized there would be a relation between understanding and acceptance. We also hypothesized that students who viewed knowledge as changing and who have a disposition toward open‐minded thinking would be more likely to accept the scientific explanation of human evolution, and that beliefs and dispositions would not be related to acceptance of a topic that is generally perceived as noncontroversial. Ninety‐three undergraduate students enrolled in a nonmajors biology class completed measures of their (a) content knowledge of evolution and photosynthesis and respiration; (b) acceptance of theories of animal evolution, human evolution, and photosynthesis; and (c) epistemological beliefs and cognitive dispositions. Although our findings did reveal a significant relation between knowledge and reported acceptance for photosynthesis, there was no relation between knowledge and acceptance of animal or human evolution. Epistemological beliefs were related to acceptance, but only to the acceptance of human evolution. There was no relation between students' epistemological beliefs and their general acceptance of animal evolution or photosynthesis. Three subscales, Ambiguous Information, Actively Open‐Minded Thinking, and Belief Identification, were significantly correlated with understanding evolutionary theory. We argue these findings underscore the importance of intentional level constructs, such as epistemological beliefs and cognitive dispositions, in the learning of potentially controversial topics. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 510–528, 2003