No effect of HMB or α-HICA supplementation on training-induced changes in body composition

β-hydroxy-β-methylbutyrate (calcium: HMB-Ca and free acid: HMB-FA) and α-hydroxyisocaproic acid (α-HICA) are leucine metabolites that have been proposed to improve body composition and strength when combined with resistance exercise training (RET). In this double-blind randomized controlled pragmatic trial, we evaluated the effects of off-the-shelf supplements: α-HICA, HMB-FA and HMB-Ca, on RET-induced changes in body composition and performance. Forty men were blocked randomized to receive α-HICA (n?=?10, fat-free mass [FFM]?=?62.0?±?7.1?kg), HMB-FA (n?=?11, FFM?=?62.7?±?10.5?kg), HMB-Ca (n?=?9, FFM?=?65.6?±?10.1?kg) or placebo (PLA; n?=?10, FFM?=?64.2?±?5.7?kg). The training protocol consisted of a whole-body resistance training routine, thrice weekly for 8 weeks. Body composition was assessed by dual-energy x-ray absorptiometry (DXA) and total body water (TBW) by whole-body bioimpedance spectroscopy (BIS), both at baseline and at the end of weeks 4 and 8. Time-dependent changes were observed for increase in trunk FFM (p?相似文献   

Cardiorespiratory and perceptual responses of two interval training and a continuous training protocol in healthy young men

High Intensity Interval Training (HIIT) can be performed with different effort to rest time-configurations, and this can largely influence training responses. The purpose of the study was to compare the acute physiological responses of two HIIT and one moderate intensity continuous training (MICT) protocol in young men. A randomised cross-over study with 10 men [age, 28.3?±?5.5years; weight, 77.3?±?9.3?kg; height, 1.8?±?0.1?m; peak oxygen consumption (VO₂peak), 44?±?11?mL.kg^?1.min^?1]. Participants performed a cardiorespiratory test on a treadmill to assess VO₂peak, velocity associated with VO₂peak (vVO₂peak), peak heart rate (HRpeak) and perceived exertion (RPE). Then participants performed three protocols equated by distance: Short HIIT (29 bouts of 30s at vVO₂peak, interspersed by 30s of passive recovery, 29?min in total), Long HIIT (3 bouts of 4?min at 90% of vVO₂peak, interspersed by 3?min of recovery at 60% of vVO₂peak, 21?min in total) and MICT (21?min at 70% of vVO₂peak). The protocols were performed in a randomised order with ≥48 h between them. VO₂, HRpeak and RPE were compared. VO₂peak in Long HIIT was significantly higher than Short HIIT and MICT (43?±?11 vs 32?±?8 and 37?±?8?mL.kg^?1.min^?1, respectively, P?P?P?2, HR and RPE than Short HIIT and MICT, suggesting a higher demand on the cardiorespiratory system. Short HIIT and MICT presented similar physiologic and perceptual responses, despite Short HIIT being performed at higher velocities.     

Objective and subjective methods for quantifying training load in wheelchair basketball small-sided games

The aim of the present study was to analyse the training load in wheelchair basketball small-sided games and determine the relationship between heart rate (HR)-based training load and perceived exertion (RPE)-based training load methods among small-sided games bouts. HR-based measurements of training load included Edwards’ training load and Stagno’s training impulses (TRIMP_MOD) while RPE-based training load measurements included cardiopulmonary (session RPEres) and muscular (session RPEmus) values. Data were collected from 12 wheelchair basketball players during five consecutive weeks. The total load for the small-sided games sessions was 67.5 ± 6.7 and 55.3 ± 12.5 AU in HR-based training load (Edwards’ training load and TRIMP_MOD), while the RPE-based training loads were 99.3 ± 26.9 (session RPEres) and 100.8 ± 31.2 AU (session RPEmus). Bout-to-bout analysis identified greater session RPEmus in the third [P < 0.05; effect size (ES) = 0.66, moderate] and fourth bouts (P < 0.05; ES = 0.64, moderate) than in the first bout, but other measures did not differ. Mean correlations indicated a trivial and small relationship among HR-based and RPE-based training loads. It is suggested that HR-based and RPE-based training loads provide different information, but these two methods could be complementary because one method could help us to understand the limitations of the other.     

Low-achieving (learning disabled) pupils in year 2 of the primary school in Hungary

We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.     

European Journal of Special Needs Education Vol. 18, No. 3, October 2003 erratum

The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.     

Academic Understandings of and Responses to Bologna: a three-country perspective

This article aims to describe how academics in England, Denmark and Portugal understand the Bologna Process, their attitudes towards the initiative, and how understandings and attitudes determine action. It shows how contextually and culturally determined academic understandings, expectations, preferences, priorities and constraints are key influences in the process of educational change envisaged by the Bologna Process. Second, inspired by the implementation staircase metaphor which illustrates different actors' perceptions conditioned by their location on the path of the policy, the article presents three different examples of interplay between national authorities responsible for policy-making in the wake of the Bologna Process and the institutional field responsible for policy implementation. It reveals variations from country to country with regard to bottom-up and top-down initiatives, both at the level of actors' expectations and of actual measures to implement Bologna policy. This article comes in response to the frailty of an empirical base for the understanding of Bologna from an institutional and academic perspective. A video abstract of this article can be viewed at http://youtu.be/9YVouJ35XuE     

What are Emergent Democratic Societies Doing to Democracy?

New evidence from the largest democracy in the world, India,and her four neighboring countries in South Asia has come tocomplete a picture that is difficult to ignore. Today we gather,in the Globalbarometer, public opinion data from 46 emergentdemocracies. The query posed by the new South Asian Barometeris not what democracy is doing to these societies, but whatthese societies are doing to democracy. Comparing results for Africa, Latin America, East Asia, andSouth Asia renders a map of a reduced understanding of democracy.It appears that the more democracy spreads, the more simplethe conception of democracy in people's minds gets. It seemswith few exceptions in the countries surveyed that democracyto the people means above all freedom, whereas the institutionaland procedural dimension of the concept is not so salient