Mechanical properties of the triceps surae: Differences between football and non-football players

Abstract

We investigated the mechanical properties of the triceps surae between professional, junior, and non-football players. Fifty-nine men participated in this study. The mechanical properties of the right legs’ triceps surae were measured in vivo using a free oscillation technique; no significant differences existed between the groups. The mean results for musculo-articular stiffness, damping coefficient, and damping ratio were as follows: professional football players (21523 N· m^?1, 330.8 N · s · m^?1, and 0.201); junior football players (21063 N · m^?1, 274.4 N · s · m^?1, and 0.173); and non-players (19457 N · m^?1, 281.5 N · s · m^?1, and 0.184). When analysed according to position, the results were as follows: defender (21447 N · m^?1, 308.6 N · s · m^?1, and 0.189); midfielder (20762 N · m^?1, 250.7 N · s · m^?1, and 0.157); winger (21322 N · m^?1, 335.1 N · s · m^?1, and 0.212); forward (22085 N · m^?1, 416.2 N · s · m^?1, and 0.254); and non-players (19457 N · m^?1, 281.5 N · s · m^?1, and 0.184).

Thus, football training, football games, and the position played had no effect on triceps surae mechanical properties. These results may be attributed to opposing adaptations between different types of training that are usually implemented in football. Alternatively, the minimum strain amplitude and/or frequency threshold of the triceps surae required to trigger adaptations of mechanical properties might not be achieved by football players with football training and matches.     

Media Source Use for Health Information

Abstract

The throwing accuracy performance of 62 high school freshman males was obtained for test and retest sessions. Each throw was scored in five dimensions—concentric circle, horizontal deviation and direcional, and vertical deviation and directional. Reliability estimates of each scoring procedure were derived by the product-moment correlation and analysis of variance techniques. Both procedures yielded different reliability estimates for each accuracy scoring method, with the concentric circle scoring system yielding the highest reliability in both methods of estimation.     

The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten

This study examined the extent to which teaching practices observed in kindergarten classrooms predict children’s interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children were measured at the beginning of their kindergarten year, and their interest in reading and mathematics were assessed in the following spring. A pair of trained observers used the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004) to observe the teaching practices used by 49 kindergarten teachers. The results revealed that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices, the children showed more interest in reading and mathematics.     

A comparison between elemental and compound training of cues in retrospective revaluation

Associative learning theories assume that cue interaction and, specifically, retrospective revaluation occur only when the target cue is previously trained in compound with the to-be-revalued cue. However, there are recent demonstrations of retrospective revaluation in the absence of compound training (e.g., Matute &; Pineño, 1998a, 1998b). Nevertheless, it seems reasonable to assume that cue interaction should be stronger when the cues are trained together than when they are trained apart. In two experiments with humans, we directly compared compound and elemental training of cues. The results showed that retrospective revaluation in the elemental condition can be as strong as and, sometimes, stronger than that in the compound condition. This suggests that within-compound associations are not necessary for retrospective revaluation to occur and that these effects can possibly be best understood in the framework of general interference theory.     

Negotiating the role of sources: Educators' conceptions of credibility in participatory media

Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.     

Verification of a 6-part differential haematology analyser Siemens Advia 2120i

IntroductionThe aim of this study was to perform a comprehensive verification of a 6-part differential haematology analyser Siemens Advia 2120i (Erlangen, Germany), prior to its routine implementation.Materials and methodsOur verification protocol included: precision (within- and between-run), estimated bias (%) as measure of trueness, which was calculated from observed and manufacturers’ declared value, analytical measuring interval (AMI), carryover, confirmation of a limit of blank (LoB), determination of a limit of detection (LoD) and limit of quantitation (LoQ). The K₂ ethylenediaminetetraacetic acid (EDTA) patients’ leftover samples were used for verification of analyser Advia 2021i. Acceptance criteria were based on manufacturer technical specifications (Siemens), 2016 state-of-the-art criteria (Vis and Huisman), and EFLM Biological Variation Database.ResultsThe within- and between-run precision were acceptable for all parameters and the lowest coefficients of variation were observed for mean corpuscular volume (MCV) (0.3% and 0.6%, respectively). Estimated bias was within the acceptance criteria for all parameters except for MCV (the estimated bias was 2.2% (acceptance criteria 2.0%). AMI was confirmed for all tested parameters (r > 0.99). The carryover estimates ranged from 0.1% for platelet count (Plt) to 0.6% for red blood cell count and were within the manufacturers’ specifications (≤ 1%). Manufacturers’ claims for LoB were confirmed for leukocytes, erythrocytes, haemoglobin, and platelets. The estimated LoD and LoQ were 0.05 x10⁹/L and 0.1 x10⁹/L for white blood cell count, while for Plt values were 2 x10⁹/L and 3 x10⁹/L, respectively.ConclusionsAnalytical performance of the Siemens Advia 2120i meets predefined quality goals and is suitable for routine use in a clinical laboratory.Key words: verification, haematology analyser, haematology, blood cell count     

Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value

Cultural Studies of Science Education - Collaboration has the potential to strengthen both professional learning and well-being for teachers. However, it can also bring problematic aspects, such as...     

Effects of implementation support on children's reading outcomes following an online early reading programme: A cluster-randomised controlled trial

Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre- and post-measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.

Practitioner notes

What is already known about this topic

• Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time).
• Implementation can still affect outcomes when using educational technology, and without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced.
• The extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear.

What this paper adds

• We found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners.
• We also found the implementation support did not affect delivery of the core, app-delivered element of the programme.
• However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app-based learning and teacher intervention for learners who require further support.

Implications for practice and policy

• These findings have implications for providing access to high quality instruction in early reading skills at scale, with minimal training.
• More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training.
• However, the findings of this study identify some potential risk of an over-reliance on technology to facilitate the learning of all learners accessing the programme.
• Further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.