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981.
Thiago Lasevicius Carlos Ugrinowitsch Brad Jon Schoenfeld Hamilton Roschel Lucas Duarte Tavares Eduardo Oliveira De Souza 《European Journal of Sport Science》2018,18(6):772-780
The present study investigated the effects of different intensities of resistance training (RT) on elbow flexion and leg press one-repetition maximum (1RM) and muscle cross-sectional area (CSA). Thirty men volunteered to participate in an RT programme, performed twice a week for 12 weeks. The study employed a within-subject design, in which one leg and arm trained at 20% 1RM (G20) and the contralateral limb was randomly assigned to one of the three conditions: 40% (G40); 60% (G60), and 80% 1RM (G80). The G20 started RT session with three sets to failure. After G20 training, the number of sets was adjusted for the other contralateral limb conditions with volume-matched. CSA and 1RM were assessed at pre, post-6 weeks, and post-12 weeks. There was time effect for CSA for the vastus lateralis (VL) (8.9%, 20.5%, 20.4%, and 19.5%) and elbow flexors (EF) (11.4%, 25.3%, 25.1%, and 25%) in G20, G40, G60, and G80, respectively (p?>?.05). G80 showed higher CSA than G20 for VL (19.5% vs. 8.9%) and EF (25% vs. 11.4%) at post-12 weeks (p?.05). There was time effect for elbow flexion and unilateral leg press strength for all groups post-12 weeks (p?.05). However, the magnitude of increase was higher in G60 and G80. In conclusion, when low to high intensities of RT are performed with volume-matched, all intensities were effective for increasing muscle strength and size; however, 20% 1RM was suboptimal in this regard, and only the heavier RT intensity (80% 1RM) was shown superior for increasing strength and CSA compared to low intensities. 相似文献
982.
Paul J. Read Jon L. Oliver Mark B. A. De Ste Croix Gregory D. Myer Rhodri S. Lloyd 《Journal of sports sciences》2018,36(13):1542-1548
Regulations now state that professional academies in the United Kingdom are required to substantially increase the volume of soccer training. This study assessed the current injury occurrence, providing an update to reports published prior to the introduction of the Elite Player Performance Plan (EPPP). 608 soccer players aged 11–18 years from six professional soccer clubs were prospectively monitored, recording injuries during the 2014–2015 season. An injury rate of 1.32 injuries per player/season was indicated with a mean time loss of 21.9 days per injury. The greatest time loss per injury was in the U14s-U15s, and the highest rate of severe injuries in the U15s. Strains and sprains were the most common injury type, with the knee and ankle the most frequently injured anatomical sites. Seasonal variation indicated two peaks in injury incidence, occurring in September and January. In comparison to a published audit prior to the inception of the EPPP, this study indicates that academy soccer players are three-times more likely to experience an injury. Given that time loss and injury severity also increased during periods that typically follow rapid growth, these players should be considered an important group for training load monitoring and injury prevention strategies. 相似文献
983.
Bodvin Kathleen Verschueren Karine De Haene Lucia Struyf Elke 《European Journal of Psychology of Education - EJPE》2018,33(2):215-233
European Journal of Psychology of Education - As low socioeconomic status (SES) and ethnic minority students often experience barriers during their school career, increased levels of referral of... 相似文献
984.
Michiel Voet Mario Gielen Ruth Boelens Bram De Wever 《European Journal of Psychology of Education - EJPE》2018,33(1):145-164
Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for feedback, have therefore been put forward as an alternative to supporting peer assessment, even though there is little known about their exact impact on feedback. Operationalizing effective feedback as feedback that (1) elaborates on the evaluation and (2) to which the receiver is agreeable, the present study examines how these two variables are affected by feedback requests, compared to an explanation of assessment criteria in the form of a content checklist. Situated against the backdrop of a writing task for 125 first-year students in an educational studies program at university, the study uses a 2 × 2 factorial design that resulted in four conditions: a control, feedback request, content checklist, and combination condition. The results underline the importance of taking message length into account when studying the effects of support for peer assessment. Although feedback requests did not have an impact on the raw number of elaborations, the proportion of informative elaborations within feedback messages was significantly higher in conditions that used a feedback request. In other words, it appears that the feedback request stimulated students to write more focused messages. In comparison with feedback content, the use of a feedback request did, however, not have a significant effect on agreement with feedback. 相似文献
985.
L. Van den Broeck T. De Laet M. Lacante M. Pinxten C. Van Soom G. Langie 《European Journal of Engineering Education》2018,43(5):741-756
To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin’s Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students. 相似文献
986.
T.E. Vossen I. Henze R.C.A. Rippe J.H. Van Driel M.J. De Vries 《International Journal of Science Education》2018,40(13):1629-1652
Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design), in which students perform authentic research and design projects related to STEM disciplines; and (2) students that do not take O&O. The subject O&O is only taught at a limited number of certified, so called ‘Technasium’, schools. A questionnaire, developed by the authors, was completed by 1625 students from Grades 8 and 11. Unlike previous studies on student attitudes, which usually use abstract concepts like ‘science’ or ‘technology’, the questionnaire used in this study contains active verbs to characterise research and design activities. The results showed that, in general, students who took the subject O&O had more positive attitudes towards doing research and design activities than regular students. Both student groups appeared to find doing design activities more enjoyable than doing research activities. The results of this study provide useful information for teachers as well as teacher educators about the existing attitudes of students, for example their preference for design projects over research projects. 相似文献
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988.
989.
van Oudenhoven Jean Pieter Wiersema Bert 《European Journal of Psychology of Education - EJPE》1988,3(1):153-156
European Journal of Psychology of Education - 相似文献
990.