Hermann-Altrock-Stipendium Ausschreibung 2003

Deutscher Sportbund

Hermann-Altrock-Stipendium Ausschreibung 2003     

Do oarsmen have asymmetries in the strength of their back and leg muscles?

The aim of this study was to establish whether asymmetry of the strength of the leg and trunk musculature is more prominent in rowers than in controls. Nineteen oarsmen and 20 male controls matched for age, height and body mass performed a series of isokinetic and isometric strength tests on an isokinetic dynamometer. These strength tests focused on the trunk and leg muscles. Comparisons of strength were made between and within groups for right and left symmetry patterns, hamstring: quadriceps ratios, and trunk flexor and extensor ratios. The results revealed no left and right asymmetries in either the knee extensor or flexor strength parameters (including both isometric and isokinetic measures). Knee extensor strength was significantly greater in the rowing population, but knee flexor strength was similar between the two groups. No difference was seen between the groups for the hamstring: quadriceps strength ratio. In the rowing population, stroke side had no influence on leg strength. No differences were observed in the isometric strength of the trunk flexors and extensors between groups, although EMG activity was significantly higher in the rowing population. Patterns of asymmetry of muscle activity were observed between the left and right erector spinae muscles during extension, which was significantly related to rowing side (P < 0.01). These observations could be related to the high incidence of low back pain in oarsmen.     

A STUDY OF OLDER STUDENTS ATTENDING UNIVERSITY CLASSES

Recently, March, Hooper, and Baum (1977) described a sample of 99 nonstudent elders in terms of their demographic characteristics and their attitudes toward lifelong learning. The sample was found to be well‐educated (mean years of education = 13.61, SD = 9.43), active in the community, well‐read, and fairly affluent. The majority demonstrated a quite open attitude toward the appropriateness of formal education in old age, but also felt that learning can be acquired outside the classroom: “living is learning.”

The present study was undertaken to similarly describe a sample of elderly people enrolled in the University of Wisconsin guest student program, and to contrast these respondents with those in the earlier study. The student group was found to be significantly younger than the nonstudent group (mean = 70.78, SD = 7.21 vs. mean = 74.69, SD = 8.45; t = 2.87, p < .001). Although there is no difference in the mean years of education of the two groups, there is significantly greater variability in years of education in the student group (F = 10.98, p < .001), with 50.4% of the nonstudent group versus 21.6% of the student group having 12 years of education or less. Additionally, it was found that only 10 of the 139 student respondents did not have either personal or vicarious personal (through familial significant others) experience with higher education in youth.

The respondents’ stated preference for class format and student group age is also summarized, and some implications for educational gerontology are discussed.