Background:The evidence concerning which physical exercise characteristics are most effective for older adults is fragmented.We aimed to characterize the extent of this diversity and inconsistency and identify future directions for research by undertaking a systematic review of metaanalyses of exercise interventions in older adults.Methods:We searched the Cochrane Database of Systematic Reviews,PsycInfo,MEDLINE,Embase,CINAHL,AMED,SPORTDiscus,and Web of Science for articles that met the following criteria:(1)meta-analyses that synthesized measures of improvement(e.g.,effect sizes)on any outcome identified in studies of exercise interventions;(2)participants in the studies meta-analyzed were adults aged 65+or had a mean age of 70+;(3)meta-analyses that included studies of any type of exercise,including its duration,frequency,intensity,and mode of delivery;(4)interventions that included multiple components(e.g.,exercise and cognitive stimulation),with effect sizes that were computed separately for the exercise component;and(5)meta-analyses that were published in any year or language.The characteristics of the reviews,of the interventions,and of the parameters improved through exercise were reported through narrative synthesis.Identification of the interventions linked to the largest improvements was carried out by identifying the highest values for improvement recorded across the reviews.The study included 56 meta-analyses that were heterogeneous in relation to population,sample size,settings,outcomes,and intervention characteristics.Results:The largest effect sizes for improvement were found for resistance training,meditative movement interventions,and exercise-based active videogames.Conclusion:The review identified important gaps in research,including a lack of studies investigating the benefits of group interventions,the characteristics of professionals delivering the interventions associated with better outcomes,and the impact of motivational strategies and of significant others(e.g.,carers)on intervention delivery and outcomes. 相似文献
ABSTRACT Studies on running biomechanics and energetics are usually conducted on a treadmill. To ensure that locomotion on a treadmill is comparable to locomotion overground, participants need to be expert in the use of the device. This study aimed to identify the number and duration of sessions needed to obtain stable measurements for spatiotemporal and metabolic parameters in unexperienced treadmill runners. Fourteen male recreational runners performed three 15-min treadmill running trials in different days at a submaximal speed. Spatiotemporal and metabolic parameters were registered at minutes: 5, 10, 15 and their within-trial and between-trial changes were analysed using a two-way repeated measures ANOVA and Bonferroni post-hoc test. Within-trial differences were found in step frequency (decreased over time), Step Length and Contact Time (increased), reaching stability at different time points. Ventilator parameters increased, reaching stability after 5–10 min, while heart rate increased progressively over time. The only between-trial differences were an increase in step length and a decrease in step frequency at min 1, between trials 1 and 3. In conclusion, at least three running trials of 15 min are required to familiarize with the device. The last 5 min of the third trial can be regarded as stable measurements. 相似文献
Wine is one of the most important Italian export products, and Nebbiolo is one of the most respected Italian grapes. In the summer of 2007, a measurement campaign was carried out in a Nebbiolo vineyard located in Vezza d'Alba, near Cuneo, Italy. Using a gauge of trade gases and some other instruments, we recorded the stomatal conductance and also some physiological parameters useful for estimating the dependence of stomatal conductance on environmental variables. The goal of this experiment was improving the parameterization of grapevine evapotranspiration through the assessment of the stomatal conductance and, in particular, of the functional dependence of the stomatal conductance on the following variables: the photosynthetically active radiation, the atmospheric temperature, the atmospheric moisture deficit, and the carbon dioxide concentration. The observations allowed us to check and, in some cases, to adapt the existing general parameterizations found in literature. The results showed some significant differences with the existing parameterizations concerning the atmospheric temperature, the atmospheric moisture deficit, and the carbon dioxide concentration. The parameterizations obtained in this experiment, although referring to a specific plant and site (namely the Nebbiolo at Vezza d'Alba), could allow assessment of the best environmental conditions under which the Nebbiolo grapevine production is the best, and in future could be tested for other grapevines or climates. 相似文献
Feature-rich data, such as audio-video recordings, digital images, and results of scientific experiments, nowadays constitute the largest fraction of the massive data sets produced daily in the e-society. Content-based similarity search systems working on such data collections are rapidly growing in importance. Unfortunately, similarity search is in general very expensive and hardly scalable. 相似文献
The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children.
It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However,
it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words),
so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may
also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and
syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli
with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared
with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible
errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid
of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance.
Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical
processing.
Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.
Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group. 相似文献