Influence of bench angle on upper extremity muscular activation during bench press exercise

This study compared the muscular activation of the pectoralis major, anterior deltoid and triceps brachii during a free-weight barbell bench press performed at 0°, 30°, 45° and –15° bench angles. Fourteen healthy resistance trained males (age 21.4 ± 0.4 years) participated in this study. One set of six repetitions for each bench press conditions at 65% one repetition maximum were performed. Surface electromyography (sEMG) was utilised to examine the muscular activation of the selected muscles during the eccentric and concentric phases. In addition, each phase was subdivided into 25% contraction durations, resulting in four separate time points for comparison between bench conditions. The sEMG of upper pectoralis displayed no difference during any of the bench conditions when examining the complete concentric contraction, however differences during 26–50% contraction duration were found for both the 30° [122.5 ± 10.1% maximal voluntary isometric contraction (MVIC)] and 45° (124 ± 9.1% MVIC) bench condition, resulting in greater sEMG compared to horizontal (98.2 ± 5.4% MVIC) and –15 (96.1 ± 5.5% MVIC). The sEMG of lower pectoralis was greater during –15° (100.4 ± 5.7% MVIC), 30° (86.6 ± 4.8% MVIC) and horizontal (100.1 ± 5.2% MVIC) bench conditions compared to the 45° (71.9 ± 4.5% MVIC) for the whole concentric contraction. The results of this study support the use of a horizontal bench to achieve muscular activation of both the upper and lower heads of the pectoralis. However, a bench incline angle of 30° or 45° resulted in greater muscular activation during certain time points, suggesting that it is important to consider how muscular activation is affected at various time points when selecting bench press exercises.     

The acute effects of bodyweight suspension exercise on muscle activation and muscular fatigue

This investigation examined effects of two exercise modes (barbell, BB; bodyweight suspension, BWS) on muscle activation, resistance load, and fatigue. During session one, nine resistance-trained males completed an elbow flexion one-repetition maximum (1RM). During sessions two and three, subjects completed standing biceps curls to fatigue at 70% 1RM utilizing a randomized exercise mode. Surface electromyography (sEMG) recorded muscle activation of the biceps brachii, triceps brachii, anterior deltoid, posterior deltoid, rectus abdominis, and erector spinae. BWS resistance load was measured using a force transducer. Standing maximal voluntary isometric contractions of the elbow flexors recorded at 90° were used to determine the isometric force decrement and rate of fatigue (ROF) during exercise. sEMG and resistance load data were divided into 25% contraction duration bins throughout the concentric phase. BWS resulted in a 67.7?±?7.4% decline in resistance load throughout the concentric phase (p?≤?0.05). As a result, BB elicited higher mean resistance loads (31.4?±?4.0?kg) and biceps brachii sEMG (84.7?±?27.8% maximal voluntary isometric contractions, MVIC) compared with BWS (20.4?±?3.4?kg, 63.4?±?21.6% MVIC). No difference in rectus abdominis or erector spinae sEMG was detected between exercise modes. Isometric force decrement was greater during BWS (?21.7?±?7.0?kg) compared with BB (?14.9?±?4.7?kg); however, BB (?3.0?±?0.8?kg/set) resulted in a steeper decline in ROF compared with BWS (?1.7?±?0.6?kg/set). The variable resistance loading and greater isometric force decrement observed suggest that select BWS exercises may resemble variable resistance exercise more than previously considered.     

Helping children to get along: teachers’ strategies for dealing with bullying in primary schools

This brief report describes a small-scale qualitative interview study with primary school teachers in England, investigating their perceptions of bullying and strategies to prevent and manage it. Findings showed that much intervention work was situationally dependent, with teachers making subtle judgements about when and how to intervene. Prevention and intervention work centred on empathy development and teaching children skills to help them nurture effective social relationships. We suggest that this holistic approach to bullying enables teachers to address multiple agendas aligned towards promoting children’s social and emotional learning.