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361.
James D. Greenwood G. Edward Moses F. Mark Bernardino Glenn A. Gaesser 《Journal of sports sciences》2013,31(1):29-34
Abstract The aim of this study was to examine the effects of active versus passive recovery on blood lactate disappearance and subsequent maximal performance in competitive swimmers. Fourteen male swimmers from the University of Virginia swim team (mean age 20.3 years, s = 4.1; stature 1.85 m, s = 2.2; body mass 81.1 kg, s = 5.6) completed a lactate profiling session during which the speed at the lactate threshold (VLT), the speed at 50% of the lactate threshold (VLT.5), and the speed at 150% of the lactate threshold (VLT1.5) were determined. Participants also completed four randomly assigned experimental sessions that consisted of a 200-yard maximal-effort swim followed by 10 min of recovery (passive, VLT.5, VLT, VLT1.5) and a subsequent 200-yard maximal effort swim. All active recovery sessions resulted in greater lactate disappearance than passive recovery (P < 0.0001 for all comparisons), with the greatest lactate disappearance associated with recovery at VLT (P = 0.006 and 0.007 vs. VLT.5 and VLT1.5 respectively) [blood lactate disappearance was 2.1 mmol · l?1 (s = 2.0), 6.0 mmol · l?1 (s = 2.6), 8.5 mmol · l?1 (s = 1.8), and 6.1 mmol · l?1 (s = 2.5) for passive, VLT.5, VLT, and VLT1.5 respectively]. Active recovery at VLT and VLT1.5 resulted in faster performance on time trial 2 than passive recovery (P = 0.005 and 0.03 respectively); however, only active recovery at VLT resulted in improved performance on time trial 2 (TT2) relative to time trial 1 (TT1) [TT2?TT1: passive +1.32 s (s = 0.64), VLT.5+1.01 s (s = 0.53), VLT?1.67 s (s = 0.26), VLT1.5?0.07 s (s = 0.51); P < 0.0001 for VLT). In conclusion, active recovery at the speed associated with the lactate threshold resulted in the greatest lactate disappearance and in improved subsequent performance in all 14 swimmers. Our results suggest that coaches should consider incorporating recovery at the speed at the lactate threshold during competition and perhaps during hard training sessions. 相似文献
362.
We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self‐perception of reading skill, self‐perception of reading speed, actual reading skill and actual reading speed to determine the relations that exist. The results supported our predictions. Primarily, self‐perceived reading speed strongly correlated with self‐perceived reading skill, whereas the correlation between actual reading speed and actual reading skill was low. Next, a multiple regression analysis showed that self‐perception of reading speed significantly predicted self‐perception of reading skill after controlling for actual reading skill. Lastly, how highly correlated reading skill was with self‐perceived reading speed was found to affect how accurately one perceived his or her reading skill. Consequently, the study results suggest a negative impact of self‐perceived reading speed on accuracy of self‐perceived reading skill, as hypothesised. 相似文献
363.
Tracy A. Stinchfield Nicole R. Hill David M. Kleist 《Counselor Education & Supervision》2007,46(3):172-183
Current Council for Accreditation of Counseling and Related Eduational Programs (CACREP; 2001) standards promote the use of triadic supervision by counselor educators and supervisors. However, conceptual models of triadic supervision do not presently exist in the supervision literature. This article describes the process and structure of 1 model of triadic supervision (D. M. Kleist & N. R. Hill, 2003). This model provides a vehicle for implementing triadic supervision in response to changes in the CACREP standards and adds to the literature on triadic supervision. Implications for counselor educators and supervisors, as well as future research, are conceptualized. 相似文献
364.
Sabrina J. Ashwell Patricia K. Baskin Stacy L. Christiansen Sara A. DiBari Annette Flanagin Tracy Frey Racquel Jemison Mia Ricci 《Learned Publishing》2023,36(1):94-99
- Inclusive language will make scholarly publishing more accurate and more respectful, and it has the potential to help authors reach a wider audience.
- JAMA and the JAMA Network journals, the American Chemical Society and the Coalition for Diversity and Inclusion in Scholarly Communications have free guides on inclusive language, formatting and images.
- The guides provide principles and rationale, as well as examples of preferred language, in order to equip people with knowledge to choose the most inclusive words even as terminology preferences change.