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441.
Morten B. Randers Jannick Marschall Tina-Thea Nielsen Andreas Møller Mette K. Zebis Peter Krustrup 《Sportwissenschaft》2018,48(2):211-217
Street soccer has been shown to be effective in improving cardiovascular and musculoskeletal fitness in homeless men, due to high heart rate (HR) and multiple intense actions. The purpose of this study was to investigate HR, movement pattern, rating of perceived exertion (RPE), flow and worry during street soccer for homeless women. Fifteen homeless women (30.3?±?5.0?years [± standard deviation, SD], 1.65?±?0.08?m, 65.1?±?11.0?kg, 5?±?4?years football experience) from three countries participated in 4?a-side street soccer games in Women’s Homeless World Cup 2015. Mean and peak HR were 174?±?7 and 188?±?10?beats per minute (bpm), respectively, and >160 bpm 76?±?23% of the playing time (11.1?±?2.6?min). Distance covered per minute was 68.6?±?8.9?m of which 82?±?14, 15?±?6 and 3?±?3% were covered with low- (0–9?km/h), moderate- (9–13?km/h) and high-speed (>13?km/h) running, respectively. The 43?±?5, 45?±?3 and 12?±?3% of the distance were covered running forward, sideways, and backward, respectively. Player Load was 9.2?±?1.7?arbitrary units (AU) per minute and the number of accelerations >1.5?ms–2 was 15.3?±?2.7 per minute. The score for flow was high (5.5?±?0.8), whereas rating of perceived exertion (RPE) values (4.8?±?2.5) and the score for worry (4.6?±?1.3) were moderate. Street soccer for homeless women elicits high HR and a movement pattern comparable and for some parameters even higher than street soccer and recreational football for homeless and untrained men. Street soccer may be a suitable training intervention for homeless women, and especially moderate RPE and high flow score speaks in favour of an expectation of high participation and adherence. 相似文献
442.
Lasse Ishøi Per Hölmich Per Aagaard Kristian Thorborg Thomas Bandholm Andreas Serner 《Journal of sports sciences》2018,36(14):1663-1672
This assessor-blinded, randomized controlled superiority trial investigated the efficacy of the 10-week Nordic Hamstring exercise (NHE) protocol on sprint performance in football players.Thirty-five amateur male players (age: 17–26 years) were randomized to a do-as-usual control group (CG; n = 17) or to 10-weeks of supervised strength training using the NHE in-season (IG; n = 18). A repeated-sprint test, consisting of 4 × 6 10 m sprints, with 15 s recovery period between sprints and 180 s between sets, was conducted to evaluate total sprint time as the primary outcome. Secondary outcomes were best 10 m sprint time (10mST) and sprint time during the last sprint (L10mST). Additionally, peak eccentric hamstring strength (ECC-PHS) and eccentric hamstring strength capacity (ECC-CAPHS) were measured during the NHE.Ten players were lost to follow-up, thus 25 players were analyzed (CG n = 14; IG n = 11). Between-group differences in mean changes were observed in favor of the IG for sprint performance outcomes; TST (?0.649 s, p = 0.056, d = 0.38), 10mST (?0.047 s, p = 0.005, d = 0.64) and L10mST (?0.052 s, p = 0.094, d = 0.59), and for strength outcomes; ECC-PHS (62.3 N, p = 0.006, d = 0.92), and ECC-CAPHS (951 N, p = 0.005, d = 0.95).In conclusion, the NHE showed small-to-medium improvements in sprint performance and large increases in peak eccentric hamstring strength and capacity.Trial Registration Number: NCT02674919 相似文献
443.
Christopher Cox Christina Dideriksen Tamar Keren-Portnoy Andreas Roepstorff Morten H. Christiansen Riccardo Fusaroli 《Child development》2023,94(6):1672-1696
This study compared the acoustic properties of 26 (100% female, 100% monolingual) Danish caregivers' spontaneous speech addressed to their 11- to 24-month-old infants (infant-directed speech, IDS) and an adult experimenter (adult-directed speech, ADS). The data were collected between 2016 and 2018 in Aarhus, Denmark. Prosodic properties of Danish IDS conformed to cross-linguistic patterns, with a higher pitch, greater pitch variability, and slower articulation rate than ADS. However, an acoustic analysis of vocalic properties revealed that Danish IDS had a reduced or similar vowel space, higher within-vowel variability, raised formants, and lower degree of vowel discriminability compared to ADS. None of the measures, except articulation rate, showed age-related differences. These results push for future research to conduct theory-driven comparisons across languages with distinct phonological systems. 相似文献
444.
Louise D. Denne Corinna F. Grindle Suzi J. Sapiets Millie Blandford-Elliott Richard P. Hastings Marguerite Hoerger Katy Lambert-Lee Andreas Paris Gemma Nicholls J. Carl Hughes 《Support for Learning》2023,38(4):183-193
The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.
Key Points
- Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.
- Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.
- School-wide positive behaviour support (SW-PBS) provides a useful framework to help special schools meet these expectations.