Muscular adaptations in low- versus high-load resistance training: A meta-analysis

There has been much debate as to optimal loading strategies for maximising the adaptive response to resistance exercise. The purpose of this paper therefore was to conduct a meta-analysis of randomised controlled trials to compare the effects of low-load (≤60% 1 repetition maximum [RM]) versus high-load (≥65% 1 RM) training in enhancing post-exercise muscular adaptations. The strength analysis comprised 251 subjects and 32 effect sizes (ESs), nested within 20 treatment groups and 9 studies. The hypertrophy analysis comprised 191 subjects and 34 ESs, nested with 17 treatment groups and 8 studies. There was a trend for strength outcomes to be greater with high loads compared to low loads (difference = 1.07 ± 0.60; CI: ?0.18, 2.32; p = 0.09). The mean ES for low loads was 1.23 ± 0.43 (CI: 0.32, 2.13). The mean ES for high loads was 2.30 ± 0.43 (CI: 1.41, 3.19). There was a trend for hypertrophy outcomes to be greater with high loads compared to low loads (difference = 0.43 ± 0.24; CI: ?0.05, 0.92; p = 0.076). The mean ES for low loads was 0.39 ± 0.17 (CI: 0.05, 0.73). The mean ES for high loads was 0.82 ± 0.17 (CI: 0.49, 1.16). In conclusion, training with loads ≤50% 1 RM was found to promote substantial increases in muscle strength and hypertrophy in untrained individuals, but a trend was noted for superiority of heavy loading with respect to these outcome measures with null findings likely attributed to a relatively small number of studies on the topic.     

The improvement in walking speed induced by resistance training is associated with increased muscular strength but not skeletal muscle mass in older women

Objective: The purpose of the present study was to analyze whether improvements in fast walking speed induced by resistance training (RT) are associated with changes in body composition, muscle quality, and muscular strength in older women. Methods: Twenty-three healthy older women (69.6?±?6.4 years, 64.95?±?12.9?kg, 1.55?±?0.07?m, 27.06?±?4.6?kg/m²) performed a RT program for 8 weeks consisting of 8 exercises for the whole body, 3 sets of 10–15 repetitions maximum, 3 times a week. Anthropometric, body composition (fat-free mass [FFM], skeletal muscle mass [SMM], legs lean soft tissue [LLST], fat mass), knee extension muscular strength (KE1RM), muscle quality index (MQI [KE1RM/LLST]), and 10-meter walking test (10-MWT) were performed before and after the intervention. Results: Significant (P?<?.05) changes were observed from pre- to post-training for FFM (+1.6%), MQI (+7.2%), SMM (+2.4%), LLST (+1.8%), KE1RM (+8.6%), fat mass (?1.4%), and time to perform 10-MWT (?3.7%). The percentage change in 10-MWT was significantly associated with percentage change in MQI (r?=??0.46, P?=?.04) and KE1RM (r?=??0.45, P?=?.04), however not associated percentage of changes in SMM (r?=?0.01, P?=?.97), LLST (r?=??0.22, P?=?.33), and body fat (r?=?0.10, P?=?.66). Conclusion: We conclude that the improvement in the 10-MWT after an 8-week RT program is associated with increases in lower limb muscular strength and muscle quality, but not with muscle mass or body fat changes in older women.     

Dose-response relationship between weekly resistance training volume and increases in muscle mass: A systematic review and meta-analysis

The purpose of this paper was to systematically review the current literature and elucidate the effects of total weekly resistance training (RT) volume on changes in measures of muscle mass via meta-regression. The final analysis comprised 34 treatment groups from 15 studies. Outcomes for weekly sets as a continuous variable showed a significant effect of volume on changes in muscle size (P = 0.002). Each additional set was associated with an increase in effect size (ES) of 0.023 corresponding to an increase in the percentage gain by 0.37%. Outcomes for weekly sets categorised as lower or higher within each study showed a significant effect of volume on changes in muscle size (P = 0.03); the ES difference between higher and lower volumes was 0.241, which equated to a percentage gain difference of 3.9%. Outcomes for weekly sets as a three-level categorical variable (<5, 5–9 and 10+ per muscle) showed a trend for an effect of weekly sets (P = 0.074). The findings indicate a graded dose-response relationship whereby increases in RT volume produce greater gains in muscle hypertrophy.     

Uses of video in understanding and improving mathematical thinking and teaching

This article characterizes my use of video as a tool for research, design and development. I argue that videos, while a potentially overwhelming source of data, provide the kind of large bandwidth that enables one to capture phenomena that one might otherwise miss; and that although the act of taping is in itself an act of selection, there is typically enough shown in a video that it rewards multiple watching and supports the kinds of arguments over data that are essential for theory testing and replication. In pragmatic terms, video presents phenomena in ways that have an immediacy that is tremendously valuable. I discuss ways in which videos help students and teachers focus on phenomena that might otherwise be very hard to grapple with. This article begins with a brief review of my uses of video, almost 40 years ago, for research and development in problem solving. It then moves to the discussion of very fine-grained research on learning and decision making. The bulk of the article is devoted to a discussion of the teaching for robust understanding (TRU) framework, which was derived in large measure from the extensive review of classroom videotapes, and which serves as the basis for an extensive program of pre-service and in-service professional development. The professional development relies heavily on the use of videos to convey the key ideas in TRU, and to help teachers plan and review instruction.     

An electromyographic comparison of a modified version of the plank with a long lever and posterior tilt versus the traditional plank exercise

The purpose of the study was to compare core muscle activation of the tradition prone plank with a modified version performed with a long-lever and posterior-tilt using surface electromyography. To further determine if a specific component of this modified plank was more effective than the other in enhancing muscle activity, the plank with a long lever and the plank with a posterior pelvic tilt were studied individually. Nineteen participants performed all four variations of the plank for 30 seconds in a randomized order with 5-minute rest between exercise bouts. Compared to the traditional prone plank, the long-lever posterior-tilt plank displayed a significantly increased activation of the upper rectus abdominis (p < 0.001), lower abdominal stabilizers (p < 0.001), and external oblique (p < 0.001). The long-lever plank showed significantly greater activity compared to the traditional plank in the upper rectus abdominis (p = 0.015) and lower abdominal stabilizers (p < 0.001), while the posterior tilt plank elicited greater activity in the external oblique (p = 0.028). In conclusion, the long-lever posterior-tilt plank significantly increases muscle activation compared to the traditional prone plank. The long-lever component tends to contribute more to these differences than the posterior-tilt component.     

浅析英语交际能力训练方法

本文从如何培养良好的听的习惯和创造形式活泼的说的情境相结合入手,重点论述了一些行之有效的听说能力训练方法,并在提高教学技能和技巧,强化学生运用语言进行交流方面进行了探讨。     

民族的心理诉求与趋同

人类社会在现时期的发展与滞后以及产生在政治、经济、文化各方面的矛盾与冲突，皆与民族主义思潮有深深的纠葛和牵连。调适与选择一种健康理性的民族心理意识，可以帮助人类从冲突中走出来，携手建造一个和平发展的世界。     

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.