Physiological correlates to off-road cycling performance

The aim of this study was to examine the relationships between maximal and submaximal tests for aerobic fitness and performance in an off-road cross-country circuit race. Thirteen competitive off-road male cyclists participated in the study. Peak oxygen uptake (VO2peak), peak power output, and lactate thresholds corresponding to 1 mmol x l(-1) above baseline (lactate threshold) and to 4 mmol x l(-1) (onset of blood lactate accumulation) were measured during an incremental cycling test. Race time and final ranking within the same group of cyclists were determined during a cross-country off-road competition. All correlations between the measured parameters of aerobic fitness and off-road cycling performance were significant, particularly between race time and physiological parameters scaled to body mass0.79 (r = -0.68 to -0.94; P < 0.05) and between final ranking and physiological parameters expressed relative to body mass0.79 (r = -0.81 to - 0.96; P < 0.001). Moreover, there was a large difference (effect sizes = 1.12-1.70) in all measured parameters of aerobic fitness between the group of six cyclists with a race time above the median and the group of six cyclists with a race time below the median (P < 0.05). In conclusion, the results of this study provide empirical support to the widespread use of these maximal (VO2peak, peak power output) and submaximal (lactate thresholds) parameters of aerobic fitness in the physiological assessments of off-road cyclists. Furthermore, our results suggest body size should be taken into account when evaluating such athletes.     

What drives teacher engagement: a study of different age cohorts

Despite the growing body of research on work engagement, little is known about what drives work engagement among different age cohorts. This study aims to investigate whether engagement varies across age cohorts and examine the job resources that foster teacher engagement. A questionnaire was distributed to 537 teachers who were employed in elementary, lower and upper secondary school. Findings show that work engagement did indeed vary across the diverse age group and is influenced by different resources. In line with previous studies, data revealed that the engagement of younger teachers is driven by the opportunity for development and interaction with colleagues, while older employees appreciate the opportunity to see their competencies acknowledged. What is most noteworthy is the opportunity to design practices and to provide every age group with the appropriate set of motivators.     

Academic self-concept and academic interest measurement: A multi-sample European study

Academic self-concept and academic interest are crucial concepts for understanding students’ academic achievement. Yet, few questionnaires currently exist that have been used and validated in more than one country. This study aimed at assessing these concepts using an academic self-concept questionnaire (Marsh, 1990) and an academic interest questionnaire (Corbière & Mbekou, 1997) with French and Italian student samples. Confirmatory Factor Analyses enabled us to assess the structure of the two questionnaires with regard to two academic subjects — Math and First Language (French or Italian) — and to determine the theoretical directions between the concepts. Results from Confirmatory Factor Analyses of both French and Italian samples supported a theoretical model in which academic self-concept and academic interest were intercorrelated, yet maintaining their unique characteristics. On the other hand, results from Multi-Sample Confirmatory Factor Analyses (French and Italian samples) endorsed a correlational model between the two concepts. Finally, the results indicated a significant and positive correlation between academic self-concept, academic interest, and academic achievement in both academic subjects.     

Landing techniques in volleyball

Knee injuries such as anterior cruciate ligament lesions and patellar tendonitis are very frequent in volleyball, and are often attributed to micro traumas that occur during the landing phase of airborne actions. The aim of the present study was to compare different jumping activities during official men's and women's volleyball games. Twelve top-level matches from the Italian men's and women's professional leagues were analysed. The jumps performed during the games were classified according to the landing technique used by the player (left or right foot or both feet together), court position, and ball trajectory. Chi-square analyses were performed to detect differences in landing techniques between the sexes, court positions, and trajectories when serving, attacking, blocking, and setting. Significant differences (P?相似文献   

Factors influencing physiological responses to small-sided soccer games

Abstract

The aim of this study was to examine the effects of exercise type, field dimensions, and coach encouragement on the intensity and reproducibility of small-sided games. Data were collected on 20 amateur soccer players (body mass 73.1 ± 8.6 kg, stature 1.79 ± 0.05 m, age 24.5 ± 4.1 years, [Vdot]O_2max 56.3 ± 4.8 ml · kg^?1 · min^?1). Aerobic interval training was performed during three-, four-, five- and six-a-side games on three differently sized pitches, with and without coach encouragement. Heart rate, rating of perceived exertion (RPE) on the CR10-scale, and blood lactate concentration were measured. Main effects were found for exercise type, field dimensions, and coach encouragement (P < 0.05), but there were no interactions between any of the variables (P > 0.15). During a six-a-side game on a small pitch without coach encouragement, exercise intensity was 84 ± 5% of maximal heart rate, blood lactate concentration was 3.4 ± 1.0 mmol · l^?1, and the RPE was 4.8. During a three-a-side game on a larger pitch with coach encouragement, exercise intensity was 91 ± 2% of maximal heart rate, blood lactate concentration was 6.5 ± 1.5 mmol · l^?1, and the RPE was 7.2. Typical error expressed as a coefficient of variation ranged from 2.0 to 5.4% for percent maximal heart rate, from 10.4 to 43.7% for blood lactate concentration, and from 5.5 to 31.9% for RPE. The results demonstrate that exercise intensity during small-sided soccer games can be manipulated by varying the exercise type, the field dimensions, and whether there is any coach encouragement. By using different combinations of these factors, coaches can modulate exercise intensity within the high-intensity zone and control the aerobic training stimulus.     

The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.     

Beliefs of teachers in Italian schools concerning the inclusion of disabled students: a Q‐sort analysis

This paper presents a course of research into the beliefs of class teachers concerning the scholastic integration of children with disabilities. In the current situation in Italy, due to limited specialist training, the attitudes that teachers develop can constitute an obstacle to the full realization of scholastic integration. Of the 23 teachers who took part in the study, conducted using the Q‐sort methodology, some had direct experience with scholastic integration (with opinions both positive and negative); and others had no direct experience (but also had both positive and negative opinions). Using the Q‐sort system, the paper sets out to verify whether effectively the simple manifestation of positive or negative beliefs in relation to inclusion on the part of the teachers (whether they had direct experience or not) could be confirmed, and whether it lent itself to being developed in reference to specific areas of scholastic experience. From the factorial analysis of the Q‐data, four factors emerged that confirm our hypothesis regarding the existence of different beliefs among teachers.     

Assessing cultural values: developing an attitudinal scale

Effective measurement of cultural value is often elusive because of its multidimensional nature. It is also influenced by sociodemographic characteristics (manifest variables) and attitudinal characteristics (latent variables) of populations. While the former is easily available to researchers, the latter has not been fully studied. This paper suggests the use of a cultural worldview scale that was developed to measure cultural attitudes of people, using factor and cluster analysis. Four factors comprise the scale: cultural linkages, recognition of cultural values, cultural loss and preservation of traditions and customs. Some advantages of using this scale are demonstrated, and relationships with sociodemographic variables are investigated. Managerial and policy implications are discussed.