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Alexandre Abel Bertrand Baron Frédéric Grappe Marc Francaux 《Journal of sports sciences》2019,37(3):291-297
The purpose of this study was to analyze the pacing strategy and its affective consequences during self-paced cycling time trials (TT) performed at different severity of hypoxia. Eight competitive cyclists performed five 30 min self-paced TTs at their best performance in the following conditions: 1) normobaric normoxia (NNSL); 2) normobaric hypoxia under two simulated altitudes: 2000 m (NH2000) and 3500 m (NH3500) and 3) normobaric hypoxia but the cyclists were deceived and thought to be at sea level for 2000 m (DecNH2000) and 3500 m (DecNH3500). Power Output (PO), oxygen uptake (VO2), and blood lactate concentration ([La]) were recorded to assess exercise intensity and physiological adaptations. The rate of perceived exertion (RPE) and pleasure were measured with a CR10 Borg scale to evaluate the affective load (AL). PO and VO2 decreased with the severity of hypoxia but no significantly difference on performance was measured between deceived and real conditions, except for pacing strategy. The started intensity depends on the exercise expectations, but PO was rapidly adjusted with the physiological constraints and the rate of increase of RPE. Finally, AL did not reach maximal values so that the athletes sustained a physiological and emotional reserve to perform a final spurt. 相似文献
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Background: The absence of Physical Education (PE) from the South African school curriculum before its reintroduction in recent years contributed to health concerns regarding the low physical activity (PA) levels of children and adolescents in South Africa.Purpose: This study evaluated the effects of a once-a-week enhanced quality PE programme on the PA levels of South African Grade 7 learners.Methods: Using a pre-test and post-test control-group design, 110 Grade 7 learners aged 12–13 years (experimental school, n?=?40; control schools, n?=?70) from two primary schools in Potchefstroom, South Africa, were studied. They participated in a 12-week PE intervention programme based on the guidelines of the South African Curriculum and Assessment Policy Statement, which allocates one hour per week to PE teaching. The intervention included five quality-enhancing components, namely well-trained teachers, homework activities, a reward system, hand-made apparatus and the monitoring of activity intensity. In the experimental school, 40 learners were randomly assigned from the total Grade 7 class (n?=?124) to the experimental group, while two control groups (n?=?37 and n?=?33) were used, one from the same school as the experimental school and the other from a different school. Additionally, to control for PE teacher interaction effect, the experimental group was divided into 4 experimental sub-groups of 10 learners each, which were taught by 4 different PE teachers, and the pre-test and post-test data of these experimental sub-groups were also analysed. Children's PA levels were measured before and after the intervention using a validated Children's Leisure Activities Study Survey questionnaire. The Kruskal–Wallis and Wilcoxon signed-rank tests were used to evaluate the effects of the intervention programme.Results: No significant differences were found within the experimental group between the 4 experimental sub-groups and between the 2 control groups at pre- and post-test measurements (p?>?.05). There was a significant effect for the experimental group as a whole, as results of the total experimental group showed statistically significant increases in moderate PA (ES?=?0.47; p?=?.014), vigorous PA (ES?=?0.48; p?=?.012) and total PA (ES?=?0.51; p?=?.008) as well as decreases in sedentary behaviours (ES?=?0.39; p?=?.041) after the 12-week intervention programme, whereas no significant changes were found in the control group. Statistically significant improvements were also found in all 4 experimental sub-groups between pre- and post-tests for the time spent in moderate PA (p?=?.028–.05; ES?=?0.23–0.64), vigorous PA (p?=?.018–.036; ES?=?0.23–0.63), total PA (p?=?.017–.05; ES?=?0.30–0.68) and sedentary time (p?=?.014–.049; ES?=?0.26–0.66), whereas no marked changes were observed among the two control groups, indicating no PE teacher interaction effect on the results.Conclusions: The enhanced quality PE programme can be used as a valuable framework for PE implementation targeted at promoting learners’ PA levels, even in the presence of restricted time allocation, and limited teaching and learning resources. 相似文献
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Working with practicing teachers, this article demonstrates, through the facilitation of a statistical activity, how to introduce and investigate the unique qualities of the statistical process including: formulate a question, collect data, analyze data, and interpret data. 相似文献
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The effects of a stress management course on the stress knowledge and coping techniques of 101 graduate students in counseling were examined. Participants, drawn from various racial groups, were typically female (79%) and 21 to 55 years of age. Seven of the 8 null hypotheses were rejected. There were significant differences on 6 of the 7 dependent variables (overall knowledge of stress, perceived state and trait anxiety, stress response to positive and negative self‐statements, and general and current stress level). The treatment group learned and implemented stress management strategies to better cope with stress. Recommendations and further directions for research are offered. 相似文献