Differences in the magnitude and reliability of velocity variables collected during 3 variants of the bench press exercise

ABSTRACT

This study aimed to compare the reliability and magnitude of velocity variables between 3 variants of the bench press (BP) exercise in participants with and without BP training experience. Thirty males, 15 with and 15 without BP experience, randomly performed 3 variants of the BP on separate sessions: (I) concentric-only, (II) fast-eccentric and (III) controlled-eccentric. The mean velocity (MV) and maximum velocity (V_max) of the concentric phase were collected against 3 loads (≈30%1RM, 50%1RM, and 75%1RM) with a linear velocity transducer. Reliability was high regardless of the variable, BP variant, and load (coefficient of variation [CV] ≤ 4.47%, intraclass correlation coefficient [ICC] ≥ 0.87). The comparison of the CVs suggested a higher reliability for the fast-eccentric BP (8 out of 12 comparisons), followed by the concentric-only BP (5 out of 12 comparisons), and finally the controlled-eccentric BP (never provided a higher reliability). No differences in reliability were observed between experienced (CV ≤ 4.71%; ICC ≥ 0.79) and non-experienced (CV ≤ 6.29%; ICC ≥ 0.76) participants. The fast-eccentric BP provided the highest MV (p < 0.05) and no differences were observed for V_max. These results support the assessment of movement velocity during the fast-eccentric BP even in participants without experience.     

The Effects of Autonomy on Motivation and Performancein the College Classroom

The goals of this study were to extend the literature about classroom autonomy in several ways. First, since previous research on autonomy has tended to focus on younger learners, we examined whether the positive effects of autonomy on motivation and performance would be replicated in a college sample. Second, we tested to see whether the well-established links between intrinsic motivation and autonomy would also be found using motivational constructs that play key roles in learning (specifically, task value, self-efficacy, and test anxiety). Third, we sought to trace the effect of autonomy on changes in student motivation over the course of a semester. Finally, we examined the role of autonomy on course performance. We found that experiences of classroom autonomy in the college classroom were more closely related to motivational factors than to performance. While the immediate experience of autonomy may not be directly facilitative of high course grades, autonomy does seem to foster intrinsic goal orientation, task value, and self-efficacy, all of which are critical components of “continuing motivation.” The data presented here lend further support for the benefits of fostering autonomy within academic settings.     

The portrayal of minorities and women in selected elementary science series

The purpose of this study was to determine the quantitative and qualitative portrayal of females and minorities in the illustrations of seven contemporary elementary science textbook series. An evaluation instrument was devised to determine the current status of the targeted groups. Illustrations were evaluated on the basis of minority/nonminority and male/female repesentation. The activity and assumed role of the individuals were also tabulated. More than 5900 human illustrations were evaluated. The results reveal that female children as a group are represented with greater frequency than are other child groups. Minority children are represented less often than nonminority children and female and minority adults are depicted less often than nonminority male adults. The textbooks evaluated in this study display science positively for most societal groups. However, minorities are underrepresented and illustrated in a limited number of career roles. Implications and suggestions for teachers, supervisors, and teacher educators are provided.     

Comparison of the force-, velocity-, and power-time curves recorded with a force plate and a linear velocity transducer

This study aimed to correlate, compare, and determine the reliability of force, velocity, and power values collected with a force plate (FP) and a linear transducer during loaded jumps. Twenty-three swimmers performed an incremental loading test at 25, 50, 75, and 100% of their own body weight on a FP. A linear velocity transducer (LVT) was attached to the bar to assess the peak and the mean values of force, velocity, and power. Both the peak variables (r = 0.94 – 0.99 for peak force, r = 0.83 – 0.91 for peak velocity, and r = 0.90–0.94 for peak power; p < 0.001) and the mean variables (r = 0.96–0.99 for mean force, r = 0.87–0.89 for mean velocity, and r = 0.93–0.96 for mean power; p < 0.001) were strongly correlated between both measurement tools. Differences in the shape of the force-, velocity-, and power-time curves were observed. The LVT data showed a steeper increase in these variables at the beginning of the movement, while the FP recorded larger values in the latter part. Peak values were more reliable than mean values. These results suggest that the LVT is a valid tool for the assessment of loaded squat jump.     

Teaching cause-effect text structure through social studies content to at-risk second graders

This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.     

Development of the social network b-learning in the University of Alicante

This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning （blended learning） in the UA （University of Alicante） （Spain）, with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo （UNESCO （United Nations Educational, Scientific and Cultural Organization） chair for University of Management and Policy）. The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers （blogs, wikis, Wimba Create （before CourseGenie）, etc.）, and digital platforms （Virtual Campus of the UA, Moodle, etc.） are used.     

Acute intraocular pressure responses to high-intensity interval-training protocols in men and women

We aimed (1) to test the acute impact of two high-intensity interval-training (HIIT) protocols differing in the level of effort on intraocular pressure (IOP) responses, and (2) to elucidate whether the IOP responses differ between men and women. Twenty-four physically active collegiate (12 men and 12 women) performed three protocols: low-fatigue HIIT (eight 30-m sprints with 60-s of rest), high-fatigue HIIT (eight 30-m sprints with 30-s of rest), and control (walking). IOP was taken at baseline, after sprints and recovery by rebound tonometry. Our data revealed an acute IOP reduction during both HIIT protocols compared to the control condition (effect size [ES]:0.81–1.65). The differences between both HIIT protocols were generally negligible (ES<0.30), however, the reduction of IOP was moderately higher for the low-fatigue HIIT protocol after the 7th (ES: 0.67) and 8th (ES: 0.74) sprints. Women showed a more prominent lowering effect on IOP during the control condition (ES: 0.42–1.02), and during the two first sprints of both HIIT protocols (ES: 0.54–1.03). These findings highlight that a time-efficient HIIT protocol may acutely reduce IOP levels, while low-fatigue HIIT protocol could be recommended since it induced a higher reduction on IOP than the high-fatigue HIIT protocol.     

Activity profile of top-class association football referees in relation to fitness-test performance and match standard

The aim of this study was to examine the kinematic activity profiles, cardiovascular responses and physical fitness of top-class football referees (n=11) during the FIFA Confederations Cup 2005. Computerised match-analyses (n=9) were performed with a two-dimensional photogrammetric video system, and the cardiovascular demand imposed on the referees (n=12) was measured using heart rate recordings. Total distance covered was 10,218, s=643 m of which 3531, s=510 m was covered at high intensities (>3.6 m.s(-1)). Both total distance covered (r2=0.59; P=0.02) and high-intensity activities (r2=0.44; P=0.05) were related to the distance covered by the ball in the same match. The referees ran at high speed 37% further (P=0.01) in the actual tournament than during under-17 top-level officiating. After the 5-min interval during which high-speed running peaked, in the following 5 min the performance was reduced by 19% (P=0.01) in relation to the mean of the game. Mean heart rate was 161, s=9 b.min(-1) (86, s=3% of maximal heart rate (HRmax)). Mean heart rate (expressed as percentage of HRmax) was related in part (r2=0.36; P<0.01) to the number of high-intensity activities performed in the same 5-min interval. The results of this study show that: (1) kinematic activity profiles of top-class referees can be influenced by the distance covered by the ball; (2) the amount of high-speed running (>5 m.s(-1)) best describes the physical performance of referees; (3) heart rate recording can be a useful tool to determine the most intense periods of a match and (4) the new fitness tests adopted by FIFA were poor predictors of match activities.