Monitoring markers of muscle damage during a 3 week periodized drop-jump exercise programme

The aim of this study was to examine changes in indirect markers of muscle damage during 3 weeks of stretch-shortening exercise with a progressively increasing load and continued modulation of various key training variables. Eight healthy untrained men performed a drop-jump programme involving a progressive increase in load impact with respect to the number of jumps performed, drop (platform) height, squat depth amplitude, and addition of weights. Maximal concentric and isometric knee extensor strength were assessed immediately before and 10?min after each training session. Voluntary and 100 Hz-stimulation-evoked torque decreased acutely after each training session relative to pre-exercise values (P?相似文献   

Alternative Pathways to Chronic Depressive Symptoms in Young Adults: Gender Differences in Developmental Trajectories

Personality and intelligence associated with depressive symptoms in 23-year-olds were evaluated using prospective data from preschool through adolescence. Gender moderated the prospective relations between personality/intelligence and age-23 depressive symptoms. Young men with elevated age-23 General Behavior Inventory (GBI) scores manifested as early as in preschool allocentric behaviors: undersocialization and interpersonal antagonism. This pattern remained highly stable over the following 15 years. Prospective correlates of depressive symptoms in young women—not reliably identified until adolescence—were more likely than in young men to express autocentric concerns: oversocialization and introspective concern with self. These gender differences continued to persist but decreased in strength after puberty. Intellectual competence displayed significantly stronger negative correlations with age-23 GBI scores in males than in females. Findings were discussed in terms of gender differences in the development of chronic depressive symptoms, with special emphasis on equifinality in developmental pathways.     

Effects of rule changes on physical demands and shot characteristics of elite-standard men’s squash and implications for training

The physical demands and rally characteristics of elite-standard men’s squash have not been well documented since recent rule changes (scoring and tin height). This information is needed to design optimal training drills for physical conditioning provided here based on an analysis of movement and shot information. Matches at the 2010 (n = 14) and 2011 (n = 27) Rowe British Grand Prix were analysed. Rallies were split into four ball-in-play duration categories using the 25th (short), 75th (medium), 95th percentiles (long) and maximum values. Cohen’s d and chi-squared tests of independence evaluated effects of rally and rule changes on patterns of play. The proportion of long, middle and short shots was related to the duration of the rally with more shots played in the middle and front of the court in short rallies (phi = 0.12). The frequencies of shots played from different areas of the court have not changed after the adoption of new rules but there is less time available to return shots that reflect the attacking nature of match play for elite-standard men players. Aspiring and current elite-standard players need to condition themselves to improve their ability to cope with these demands using the ghosting patterns presented that mimic demands of modern match play.     

Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study

Mindfulness based stress reduction (MBSR) for academic evaluation anxiety and self-confidence in 70 help-seeking bachelor’s and master’s students was examined. A repeated measures analysis of covariance on the 46 students who completed pretreatment and posttreatment measures (median age = 24 years, 83% women) showed that evaluation anxiety and self-confidence improved. A growth curve analysis with all 70 original participants showed reductions in both cognitive and emotional components of evaluation anxiety, and that reduction continued postintervention. Although more research is needed, this study indicates that MBSR may reduce evaluation anxiety.     

Introducing a symbolic interactionist approach on teaching mathematics: the case of revoicing as an interactional strategy in the teaching of probability

This study examines an interactional view on teaching mathematics, whereby meaning is co-produced with the students through a process of negotiation. Further, teaching is viewed from a symbolic interactionism perspective, allowing the analysis to focus on the teacher’s role in the negotiation of meaning. Using methods inspired by grounded theory, patterns of teachers’ interaction are categorized. The results show how teachers’ actions, interpretations and intentions form interactional strategies that guide the negotiation of meaning in the classroom. The theoretical case of revoicing as a teacher action, together with interpretations of mathematical objects from probability theory, is used to exemplify conclusions from the proposed perspective. Data are generated from a lesson sequence with two teachers working with known and unknown constant sample spaces with their classes. In the lessons presented in this article, the focus is on negotiations of the meaning of chance. The analysis revealed how the teachers indicate their interpretations of mathematical objects and intentions to the students to different degrees and, by doing so, create opportunities for the students to ascribe meaning to these objects. The discussion contrasts the findings with possible interpretations from other perspectives on teaching.     

Parental beliefs and their role in child-rearing

Beliefs have been a topic of considerable interest among researchers in various fields. In this article 71 articles reporting a study on parental beliefs and published in the course of fifteen years (1980–1995) are reviewed. After clarifying the term ‘belief’, the topics and the methodological solutions of the studies are discussed. Throughout the discussion the question of the origins of parental beliefs and the belief — behaviour dilemma are dealt with. Finally, the implications of the findings and suggestions for future research are presented.     

Conflicts of interest: an indispensable element of education for sustainable development

A central concept introduced in the Nordic debate on sustainable development is ‘action competence’. The concept has been defined as a competence of learners, i.e. the ability to take into consideration the social factors and human conflicts of interest that lies behind environmental questions and sustainable development. The concern of this article is the role of such conflicts for making meaning in relation to sustainable development. With this aim, we analyze a series of interviews with seven high school students. Our analysis takes its point of departure in the works of Dewey and Wittgenstein. It shows that the dialogue partners in this study continuously put one another in the position of having to make communicative choices in the dialogue. Moreover, the choices facing these dialogue partners can be translated into human conflicts of interest of a broader kind. A conclusion we draw from our work is that value judgments dealing with human conflicts of interest are a foundation upon which the dialogue on sustainable development is constructed, and that they seem to be a prerequisite if the dialogue is not to come to a standstill. We discuss the consequences of this finding for education for sustainable development.     

Linguistic Resources Used in Grade 8 Students’ Submicro Level Explanations—Science Items from TIMSS 2007

Explanations involving submicro levels of representation are central to science education, but known to be difficult for students in secondary school. This study examines students’ written explanations of physical and chemical phenomena regarding matter and changes in matter, in a large-scale test. This is done in order to understand linguistic challenges in constructing submicro level explanations involving the particle model of matter. Drawing from systemic functional linguistics, the lexicogrammatics used in explanations for realising experiential meaning in student explanations were analysed. We used answers to two partly constructed response items from the Swedish part of Trends in International Mathematics and Science Studies 2007, grade 8, to sort out explanations referring to the particle model of matter. These answers (86 from 954) were analysed regarding choices of vocabulary and grammar to distinguish between macro and submicro level of representation. The results show that students use a wide variety of lexicogrammatical resources to realise what happens on both macro and submicro level of representation, with greater diversity of verbs on the submicro level of explanation. The results suggest an uncertainty about the distinction between macro and submicro level of explanation.     

Governing through non/recognition: the missing ‘R’ in the PLAR for immigrant professionals in Canada and Sweden

Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault’s concept of governmentality, the study examines the difficulties that immigrant professionals have experienced in having their foreign credentials and work experience recognized in the contexts of Canada and Sweden. Using document analysis and interviews, the study analyses how PLAR has created a system of governing through technologies of power and technologies of the self which work as dividing practices in discounting and devaluating immigrants’ prior learning and work experience. The study concludes that PLAR has become a technical exercise and a governing tool rather than a form of social transformation.