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Fiona Wilson Conor Gissane John Gormley Ciaran Simms 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):132-142
Lumbar spine injury in rowers is common and ergometer rowing has been cited as a risk factor for this injury. The purpose of this study is to compare lumbar kinematics between ergometer and single scull rowing and to examine the effect of fatigue on kinematics. The sagittal lumbar spine motion of 19 elite male rowers (lumbar spine injury free in the previous six months) was measured with an electrogoniometer during a ‘step test’ on an ergometer and in a single sculling boat. Maximum range of lumbar flexion was recorded in standing for reference. Power output and heart rate were recorded during the ergometer tests. Heart rate was used as a surrogate for power output in the sculling test. Maximum lumbar flexion increased during the step test and was significantly greater on the ergometer (4.4° ± 0.9°change), compared with the boat (+1.3° ± 1.1°change), (3.1°difference, p = 0.035). Compared to the voluntary range of motion, there is an increase of 11.3% (ergometer) and 4.1% (boat). Lumbar spine flexion increases significantly during the course of an ergometer trial while changes in a sculling boat were minimal. Such differences may contribute to the recent findings linking ergometer use to lower-back injury. 相似文献
374.
Fiona Dowling 《Sport, Education and Society》2013,18(2):201-222
abstract This study investigates how National Curriculum policy for England and Wales has been translated into practice as perceived by the pupils who are its recipients. Results suggest that pupil entitlement as enshrined in the National Curriculum rationale is at best being provided at the level of access to activity and pupil experiences are differentiated sharply by activity, by gender and by school. The paper suggests that the physical education National Curriculum already advantages certain pupil groups rather than others, and that changes in the discourse of physical education, exemplified by the texts of the latest official publications, will, if translated into practice, militate further against access to a curriculum relevant to all pupils. 相似文献
375.
Changes in family and employment patterns have lead to an increasing need for families to balance work and family roles. Little research has examined work and family conflict among teachers. In the present study, 69 New Zealand teachers completed a survey examining occupational-related demands, family-related demands, work and family conflict, and perceptions of parenting programmes. Occupational task overload, their children's behaviour problems, hours of employment, and work experience increased conflict between work and family. A programme addressing inter-role conflict and managing children's misbehaviour would be of benefit to teachers. Teachers believed organisations should play a role in delivering such programmes. 相似文献
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More than a picture: helping undergraduates learn to communicate through scientific images 总被引:1,自引:0,他引:1 下载免费PDF全文
Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course. 相似文献