Motorische Leistungsfähigkeit von Kindern und Jugendlichen in Deutschland

Motor performance is an important health resource. Review articles revealed a decline of motor performance of approximately 10?% between 1975 and 2006. In the past most of the data available for such comparisons came from ad hoc studies with non-standardized methods. Within the framework of the ”Motorik-Modul“ (MoMo) study as part of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS), it is possible for the first time to directly compare two cohorts in the ages of 4–17 years in a nationally representative database for Germany. The aim of this article is to report changes in motor performance of children and adolescents in the time period 2003–2006 (cohort baseline n = 4528) compared to 2009–2012 (cohort wave 1, n = 2820). Overall, it is clearly shown that the motor performance of children and adolescents in Germany did not decrease within the observational period of 6 years. The comparison of mean values of the baseline cohort compared to those of wave 1 showed that 28 out of 52 mean values of the two cohorts with a high probability did not differ based on 95?% confidence intervals (CI). In 24 out of the 52 mean values positive changes could be noted based on the individual 95?% CI values. There were more positive changes in primary school aged children than in other age groups. Within these positive changes, most effect sizes were small to medium. The results indicate that recent activities aiming at elevating motor performance levels may have started to make an impact and should be expanded, also in secondary schools. The comparative cohort study presented in this article is currently being checked by the ongoing MoMo wave 2 survey of 2014–2017.     

Development communication expectations in occupational contexts: A Comparison of U.S. and foreign graduate students

This study focuses on the communication approaches used by experts in development. In line with recent “paradigm shift” issues, this study asks whether foreign and U.S. graduate students have inculcated alternative communication approaches instead of, or in addition to, the predominant “top to bottom” communication approach in their occupational communication roles. A total of 24 foreign and 23 U.S. graduate students from various departments at the University of Washington were asked to describe their expected communication with contact groups above, at the same and at lower status levels. All graduate students showed a marked tendency to exhibit “top to bottom” approaches with contacts of lower status and alternative communication approaches (i.e., bottom to top or interactive) only with peers. Few differences were found between U.S. and foreign, but those that were found were attributed to differing societal and occupational structures. Discussion focused on the lack of a coherent communication approach showing inculcation of more user oriented approaches suggested by the “paradigm shift.”     

Teachers' conceptualization of pupil control in elementary school physical education

Management of conduct has been considered the most important problem facing schools in America during 16 of the last 20 years (Gallup, 1988). Yet little is known about specific techniques teachers use to achieve pupil control in physical education. One purpose of this work is to describe the development of a conceptual framework for pupil control techniques. The framework was derived from 64 live observations and audiotapes of elementary school physical education lessons. A second purpose is to describe how teachers may potentially foster pupil self-control. Data were reduced through analytic induction, constant comparison, and topological analysis. The investigator placed 23 categories into three classifications as perceived by teachers: anticipatory, tutorial, and punitive. Teachers confirmed frequency of using techniques during interviews and on surveys. Intraobserver agreement tests yielded 88% for distinguishing among categories. Interobserver scores ranged from 83 to 86% agreement. Categories may serve to increase teachers' repertoire of control techniques in accordance with their ideological beliefs. For teachers in this study, facilitating self-control involves (a) selecting tutorial control techniques, (b) using indirect forms of techniques, and (c) conveying reasons for using techniques.     

From novice to no know-how: a longitudinal study of implicit motor learning

The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill--golf putting--for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions.     

The effects of substrate and fluid provision on thermoregulatory and metabolic responses to prolonged exercise in a hot environment

A high ambient temperature reduces the capacity to perform prolonged exercise. Total carbohydrate oxidation is less, and thus glycogen depletion is not limiting. Fluid ingestion in the heat should, therefore, focus on maintenance of hydration status rather than on substrate provision. Six healthy males cycled to exhaustion at 60% of maximum oxygen consumption (VO2max) with no drink, ingestion of a 15% carbohydrate-electrolyte drink (1.45+/-0.29 litres) or ingestion of a 2% carbohydrate-electrolyte drink (3.12+/-0.47 litres). The ambient temperature was 30.2+/-0.6 degrees C (mean +/- s), with a relative humidity of 71+/-1% and an air speed of approximately 0.7 m x s(-1) on all trials. Weighted mean skin temperature, rectal temperature and heart rate were recorded and venous samples drawn for determination of plasma volume changes, blood metabolites, serum electrolytes and osmolality. Expired gas was collected to estimate rates of fuel oxidation. Exercise capacity was significantly (P < 0.05) different in all trials. The median (range) time to exhaustion was 70.9 min (39.4-97.4 min) in the no-drink trial, 84.0 min (62.7-145 min) in the 15% carbohydrate trial and 118 min (82.6-168 min) in the 2% carbohydrate trial. The 15% carbohydrate drink resulted in significantly (P < 0.05) elevated blood glucose and total carbohydrate oxidation compared with the no-drink trial. The 2% carbohydrate drink restored plasma volume to pre-exercise values by the end of exercise. No differences were observed in other thermoregulatory or cardiorespiratory responses between trials. These results suggest that fluid replacement with a large volume of a dilute carbohydrate drink is beneficial during exercise in the heat, but the precise mechanisms for the improved exercise capacity are unclear.     

Student activity levels, lesson context, and teacher behavior during middle school physical education

There is little research on students' engagement in physical activity in middle school physical education (PE). We observed student activity, lesson context, and teacher behavior in 430 PE lessons taught by 126 teachers in 24 schools. Variables were analyzed by mixed-model nested analyses of covariance. Boys were more active than girls overall and during skill drills, game play, and free play. Student activity varied by lesson context, with fitness activities producing the most activity. Class size was negatively associated with student activity. Daily PE contributed a weekly total of 25 min of vigorous activity and 83 min of moderate-to-vigorous activity--much less than national objectives. Results suggest that numerous opportunities exist for increasing student physical activity during middle school PE.     

适应社会需求 办出体院特色——对体育学院办学模式的探索

本文在大量的调查研究基础上,全面总结了30多年高等体育教育办学的历史经验;充分论证了在有计划的商品经济条件下,高等体育教育改革的主客观依据;系统地提出了从系科改革入手,改革教学计划、教学大纲和课程设置的可行性方案;最后得出深化体育学院教育改革的几点结论。     

Accurate assessment of the brake torque on a rope-braked cycle ergometer

Sports Engineering - A Monark cycle ergometer is a device globally used in physiological studies to measure the work and energy levels of exercising humans. In this paper a rope-braked cycle...