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Robert Reed Simon Adrian Jobson Louis Passfield 《European Journal of Sport Science》2016,16(8):903-911
The cadence that maximises power output developed at the crank by an individual cyclist is conventionally determined using a laboratory test. The purpose of this study was two-fold: (i) to show that such a cadence, which we call the optimal cadence, can be determined using power output, heart-rate, and cadence measured in the field and (ii) to describe methodology to do so. For an individual cyclist's sessions, power output is related to cadence and the elicited heart-rate using a non-linear regression model. Optimal cadences are found for two riders (83 and 70 revolutions per minute, respectively); these cadences are similar to the riders’ preferred cadences (82–92?rpm and 65–75?rpm). Power output reduces by approximately 6% for cadences 20?rpm above or below optimum. Our methodology can be used by a rider to determine an optimal cadence without laboratory testing intervention: the rider will need to collect power output, heart-rate, and cadence measurements from training and racing sessions over an extended period (>6 months); ride at a range of cadences within those sessions; and calculate his/her optimal cadence using the methodology described or a software tool that implements it. 相似文献
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Adults are typically required to make values‐based decisions multiple times each day.Why, then, should a discussion of values not be explicit across the college curriculum and intentionally integrated into the cocurriculum? The authors describe a place where the work of values education is widely shared. 相似文献
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Mehdi Kordi Chris Fullerton Louis Passfield Len Parker Simpson 《European Journal of Sport Science》2019,19(2):192-198
Body position is known to alter power production and affect cycling performance. The aim of this study was to compare mechanical power output in two riding positions, and to calculate the effects on critical power (CP) and W′ estimates. Seven trained cyclists completed three peak power output efforts and three fixed-duration trial (3-, 5- and 12-min) riding with their hands on the brake lever hoods (BLH), or in a time trial position (TTP). A repeated-measures analysis of variance showed that mean power output during the 5-min trial was significantly different between BLH and TTP positions, resulting in a significantly lower estimate of CP, but not W′, for the TTP trial. In addition, TTP decreased the performance during each trial and increased the percentage difference between BLH and TTP with greater trial duration. There were no differences in pedal cadence or heart rate during the 3-min trial; however, TTP results for the 12-min trial showed a significant fall in pedal cadence and a significant rise in heart rate. The findings suggest that cycling position affects power output and influences consequent CP values. Therefore, cyclists and coaches should consider the cycling position used when calculating CP. 相似文献
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This study was an initial attempt to investigate the relationships among self-efficacy, outcome expectancy, behavioral intention, and actual behavior over time in a beginning weight training class. A total of 109 participants completed questionnaires assessing their self-efficacy, outcome expectancy, and intentions for future weight training. Their attendance and workout logs were calculated as a measure of actual behavior. Correlation analyses revealed significant positive relationships among all the variables during both program periods. Multiple regression analyses indicated that outcome expectancy initially played a more important role than self-efficacy in predicting behavioral intention and actual behavior. However, self-efficacy appeared more influential at midprogram. Findings of this study can enhance our understanding of the determining factors for individuals' motivated behaviors in college physical activity classes. 相似文献
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Students need practice in decision making and problem solving, and sociodrama can provide this practice in a safe, nonthreatening context. It helps them to become aware of the typical ways they solve problems, and it increases both social and personal awareness. It may promote acceptance, cooperation, and cohesiveness in the classroom. Students readily adapt to this kind of activity and find it both enjoyable and stimulating. It is recommended as a useful method in the classroom and guidance and counseling setting for helping students understand their own behavior and the behavior of others. 相似文献
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An Investigation into the Dimensionality of TOEFL Using Conditional Covariance-Based Nonparametric Approach 总被引:1,自引:0,他引:1
This article reports two studies to illustrate methodologies for conducting a conditional covariance-based nonparametric dimensionality assessment using data from two forms of the Test of English as a Foreign Language (TOEFL). Study 1 illustrates how to assess overall dimensionality of the TOEFL including all three subtests. Study 2 is aimed at illustrating how to conduct dimensionality analyses for a testlet-based test by focusing on the Reading Comprehension (RC) section in combination with item content analyses and hypothesis testing. The results of Study 1 indicated that both TOEFL forms involve two dominant dimensions corresponding to the Listening Comprehension section and the combination of the Reading Comprehension section and Structure and Written Expression section. The extensive RC analyses from Study 2 revealed strong evidence that a significant amount of the RC multidimensionality came from testlet effects. Confirmatory analyses coupled with exploratory cluster analyses and substantive item content analyses further identified dimensionality structure having to do with reading subskills. 相似文献
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ABSTRACTOne remarkable feature of the contemporary school landscape in England is the number of schools that have chosen the co-operative framework to shape their work and relationships. When a group of schools decides to become a co-operative trust, leadership challenges arise both in the process of establishing an inclusive collaborative cluster and in living out co-operative values. To add to the limited literature on co-operative school leadership, a study in a school cluster trust explored headteachers’, governors’ and teachers’ perspectives and beliefs through interviews, group discussions and questionnaires. These data sources revealed some of the motivations for, benefits of, and strategies to support inter-school collaboration guided by the co-operative values of democracy, solidarity, equality, equity, self-help and self-responsibility. Importantly, a range of perspectives on the extent to which leadership was viewed as, and appeared to be, an inclusive practice undertaken by all members of the cluster was identified. A particular contribution of this work is that it exemplifies resonances between the values and principles of the co-operative movement and those of the Leadership for Learning framework. Since these two models are being increasingly adopted and integrated into a variety of educational settings, the research findings may inform leadership practice more widely. 相似文献
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