Effect of repeat-sprint training in hypoxia on post-exercise interleukin-6 and F2-isoprostanes

This investigation examined the oxidative stress (F₂-Isoprostane; F₂-IsoP) and inflammatory (interleukin-6; IL-6) responses to repeat-sprint training in hypoxia (RSH). Ten trained male team sport athletes performed 3(sets)*9(repetitions)*5?s cycling sprints in simulated altitude (3000?m) and sea-level conditions. Mean and peak sprint power output (MPO and PPO) were recorded, and blood samples were collected pre-exercise, and again at 8 and 60?min post-exercise. Both MPO and PPO were significantly reduced in hypoxia (compared to sea-level) in the second (MPO: 855?±?89 vs. 739?±?95?W, p?=?.006; PPO: 1024?±?114 vs. 895?±?112?W, p?=?.010) and third (MPO: 819?±?105 vs. 686?±?83?W, p?=?.008; PPO: 985?±?125 vs. 834?±?99?W, p?=?.008) sets, respectively. IL-6 was significantly increased from pre- to 1?h post-exercise in both hypoxia (0.7?±?0.2 vs. 2.4?±?1.4?pg/mL, p?=?.004) and sea-level conditions (0.7?±?0.2 vs. 1.6?±?0.3?pg/mL, p?d?=?0.80) suggesting higher IL-6 levels of post-hypoxia. F₂-IsoP was significantly lower 1?h post-exercise in both the hypoxic (p?=?.005) and sea-level (p?=?.002) conditions, with no differences between trials. While hypoxia can impact on exercise intensity and may result in greater post-exercise inflammation, it appears to have little effect on oxidative stress. These results indicate that team sport organisations with ready access to hypoxic training facilities could confidently administer RSH without significantly increasing the post-exercise inflammatory or oxidative stress response.     

Fact or folklore? Exploring “Myths” about outdoor education accidents: Some evidence from New Zealand

Abstract

This paper provides analysis on the frequency and nature of accidents and near accidents that have occurred in larger outdoor education centres in New Zealand. This is the first time that information of this type has been collected and analysed in New Zealand.

All 25 of the known outdoor education organisations employing three or more full-time staff were invited to participate in a study that would extract and review data from their records about accidents and near accidents. Twelve agreed to participate.

The data collected is analysed in the context of various myths that are often heard referred to by the outdoor education community. These are that: 1. i.focusing on minor incidents prevents major accidents occurring,

2. ii.selecting activities with high perceived risk but low real risk reduces exposure to accidents,

3. iii.more accidents occur while under the supervision of male rather than female instructors,

4. iv.accidents are more likely in the afternoon than the morning, and

5. v.outdoor education is dangerous compared to other risks in life.

The results lend some support to the factual nature of “myths” iii and iv, but help consign “myths” i, ii and v to the category of folklore. These results provide insights that may assist in developing strategies to improve safety in outdoor education.

In view of the current size and importance of the outdoor education sector in New Zealand and its likely future growth, one of the main recommendations arising from this study is for the establishment of a national system to formally record and report incidents and accidents.     

Time motion analysis of 2001 and 2002 super 12 rugby

The aim of this study was to quantify movements of Super 12 rugby players in competition because information on elite rugby players' movements is unavailable. Players were categorized into forwards [front (n = 16) and back row (n = 15)] and backs [inside (n = 9) and outside backs (n = 7)] and their movements analysed by video-based time motion analysis. Movements were classified as rest (standing, walking and jogging) and work (striding, sprinting, static exertion, jumping, lifting or tackling). The total time, number and duration of individual activities were assessed, with differences between groups evaluated using independent sample t-tests (unequal variances), while differences between halves were assessed with paired sample t-tests. Forwards had 7:47 min:s (95% confidence limits: 6:39 to 8:55 min:s, P<0.01) more time in static exertion than backs, but backs spent 0:52 (0:34 to 1:09, P = 0.01) min:s more time sprinting than forwards, and had a 0.7 (0.3 to 1.2, P = 0.01) s longer duration of each sprint. Forwards spent 7:31 (5:55 to 9:08) min:s more time in work activities (P = 0.01) and had 2.1 (1.3 to 2.8) s longer work durations (P<0.01) than backs. The results indicate frequent short duration (<4 s) work efforts followed by moderate duration (<20 s) rest for forwards, and extended (>100 s) rest duration for backs. High-intensity efforts involved static exertion for forwards (mean +/- standard deviation frequency = 80 +/- 17) and sprinting for backs (27 +/- 9). In conclusion, after nearly a decade since becoming professional, elite rugby union is still characterized by highly intense, intermittent movement patterns and marked differences in the competition demands of forwards and backs.     

New challenges for higher education: global and Asia-Pacific perspectives

With rapid socio-economic changes, twenty-first century higher education is facing major challenges to its governance systems, curriculum, mission focus, external relations, research, and financing. A theoretical framework to analyze these post-massification challenges is suggested, with a focus on the Asia-Pacific region as well as global issues. Five main topic areas provide the basis for the theoretical framework: massification, privatization, accountability and governance, internationalization, and ranking and world-class universities. Some discussion of the possible effects of the financial crisis that commenced in 2008 is provided.     

Learning to talk: community support and views of parents from socially disadvantaged families

Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England.
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities.     

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.