Curriculum,caring for the Earth,and planetary responsibility

PROSPECTS - This text is a simultaneously personal and political commentary on those who inhabit the border between worlds, such as those now at war in a viral assemblage. Starting from a...     

Does a 4-week training period with hand paddles affect front-crawl swimming performance?

ABSTRACT

This study investigated the effects of a 4-week training with hand paddles (HPD) on front-crawl swimming performance (SP), clean swimming speed (SPEED), stroke rate (SR), stroke length (SL) and tethered force (TF). Twenty swimmers (10 men and 10 women) were paired according to performance and gender, and were randomly assigned to control (CON, 22.4 ± 2.3 years) or HPD (21.8 ± 1.9 years) groups. During 4 weeks both groups performed the same training, except for a sprint training set (3 times/week, 10 × 10 strokes all-out, 1-min rest) completed with (HPD = 320 cm²) and without (CON) paddles. Afterwards, both groups performed the same training over a 2-week taper period. SP, SPEED, SR, SL and TF were assessed before (PRE) and after the 4-week period (POST), after the first (T1) and second taper weeks (T2). Swimmers rated their perceived exertion for the sprint training set (RPE_TS) and the training session for determining internal training load (ITL). SP, SPEED, SR, SL and TF did not change from PRE to POST, T1 and T2. ITL and RPE_TS were not different between groups. Training 4 weeks with HPD does not affect swimming performance, so the use of HPD remains unsupported in such period.     

Effects of fixed vs. self-suggested rest between sets in upper and lower body exercises performance

In its last position stand about strength training, the American College of Sports Medicine recommends a rest interval (RI) between sets ranging between 1 and 3?min, varying in accordance with the objective. However, there is no consensus regarding the optimal recovery between sets, and most studies have investigated fixed intervals. Therefore, the aim of this study was to analyse the effects of fixed versus self-suggested RI between sets in lower and upper body exercises performance. Twenty-seven healthy subjects (26?±?1.5; 75?±?15?kg; 175?±?12?cm) were randomly assigned into two groups: G1: lower body exercises and G2: upper body exercises. Squat and leg press 1 repetition maximum (1RM) were tested for the G1 and bench press and biceps curl 1RM for G2. After the 1RM tests, both groups performed three sets to concentric failure with 75% of 1RM in combination with different RIs (2?min or self-suggested) on separate days and the exercises performance was evaluated by the number of repetitions. The results demonstrated no significant differences in the number of repetitions between 2?min and self-suggested RIs that presented similar reductions with the sets progression. It was also shown that the self-suggested RI spent less time recovering than the 2?min RI group on average. This suggests that for individuals with previous experience, the self-suggested RI can be an effective option when using workloads commonly prescribed aiming hypertrophy. Also, the self-suggested RI can reduce the total training session duration, which can be a more time-effective strategy.     

A roadmap for forming successful interdisciplinary education research collaborations: a reflective approach

Current literature about interdisciplinary education research is focused on three points: conceptual definitions of interdisciplinarity, the need for interdisciplinary research to tackle the advent of problem-based research and the positive curriculum outcomes to be gained from interdisciplinary research. While this research is important, it does not always include an account of the often complex and politicised interactions that might affect the outcomes of interdisciplinary research groups. This paper provides one possible ‘roadmap’ for successful interdisciplinary collaboration. It is based on a reflective case study of the authors’ own formation of an interdisciplinary research group and the practical resolutions to both the theoretical and the practical issues involved in achieving interdisciplinarity in education research.