The influence of serial feeding of drinks at different temperatures on thermoregulatory responses during cycling

Abstract

In this study, we examined thermoregulatory responses to ingestion of separate aliquots of drinks at different temperatures during low-intensity exercise in conditions of moderate heat stress. Eight men cycled at 50% (s = 3) of their peak oxygen uptake ([Vdot]O_2peak) for 90 min (dry bulb temperature: 25.3°C, s = 0.5; relative humidity: 60%, s = 5). Four 400-ml aliquots of flavoured water at 10°C (cold), 37°C (warm) or 50°C (hot) were ingested after 30, 45, 60, and 75 min of exercise. Immediately after the 90 min of exercise, participants cycled at 95%[Vdot]O_2peak to exhaustion to assess exercise capacity. There were no differences between trials in rectal temperature at the end of the 90 min of exercise (cold: 38.11°C, s = 0.30; warm: 38.10°C, s = 0.33; hot: 38.21°C, s = 0.30; P = 0.765). Mean skin temperature between 30 and 90 min tended to be influenced by drink temperature (cold: 34.49°C, s = 0.64; warm: 34.53°C, s = 0.69; hot: 34.71°C, s = 0.48; P = 0.091). Mean heart rate from 30 to 90 min was higher in the hot trial (129 beats · min^?1, s = 7; P < 0.05) than on the cold (124 beats · min^?1, s = 9) and warm trials (126 beats · min^?1, s = 8). Ratings of thermal sensation were higher on the hot trial than on the cold trial at 35 and 50 min (P < 0.05). Exercise capacity was similar between trials (P = 0.963). The heat load and debt induced by periodic drinking resulted in similar body temperatures during low-intensity exercise in conditions of moderate heat stress due to appropriate thermoregulatory reflexes.     

The Relationship of Cognitive Style and Instructional Strategy to Learning and Transfer of Motor Skills

Abstract

The purpose of this study was to test the validity of the games for understanding model by comparing it to a technique approach to instruction and a control group. The technique method focused primarily on skill instruction where the skill taught initially was incorporated into a game at the end of each lesson. The games for understanding approach emphasized developing tactical awareness and decision making in small game situations. Two physical education specialists taught field hockey using these approaches for 15 lessons (45 min each). The control group did not receive any field hockey instruction. Data were collected from 71 middle school children. Pretests and posttests were administered for hockey knowledge, skill, and game performance. Separate analyses of variance or analyses of covariance were conducted to examine group differences for cognitive and skill outcomes. The games for understanding group scored significantly higher on passing decision making than the technique and control groups during posttest game play and significantly higher than the control group for declarative and procedural knowledge. The games for understanding group scored significantly higher on control and passing execution than the other groups during posttest game play. For hockey skill, there were no significant differences among the treatment groups for accuracy, but the technique group recorded faster times than the control group on the posttest.     

The influence of rhythm and personality in the endurance response to motivational asynchronous music

Abstract

In this study, we examined participants' responses to motivational asynchronous music by isolating rhythmical properties and exploring personality correlates. Fifty-eight physically active participants (41 men and 17 women) aged 22.3 ± 6.4 years performed an isometric weight-holding task on three occasions while being randomly exposed to no music, rhythm and motivational music. The rhythm and music conditions were edited portions of the same musical selection and had identical fast tempi, although the rhythm condition contained no melody, harmonies or lyrics. Participants each completed a copy of Cattell's 16PF following the third and final trial. A repeated-measures analysis of variance found the participants held the weight suspended for significantly longer when listening to motivational music in comparison to rhythm or no music. When listening to rhythm, participants endured the task for significantly longer than when listening to no music. The response to music was found to be significantly related to liveliness, while sensitivity correlated with responses to music factors (harmony, melody, lyrics, etc.) not present in the rhythm condition. These results suggest that responses to motivational music are subtle in nature and are determined by both musical factors and individual characteristics, and potentially an interaction between the two.     

Research on Teaching in Physical Education: Questions and Comments

Abstract

The purpose of this investigation was to study the effect of swimming on the learning and performance of two complex gross motor skills. Forty college men were matched on the basis of a pre-test and formed into experimental and control groups. The experimental group learned the two selected skills in addition to swimming, whereas the control group learned only the selected skills. Two scoring systems were used, and findings indicated no significant difference between groups.     

Variance and Invariance in Expert and Novice Triple Junipers

Abstract

The purpose of this study was to examine relative timing, relative distance, and effector independence characteristics of the triple jump. We videotaped expert and novice triple jumpers using standing and running starts. On some trials, the triple jumpers were required to take off from their nondominant leg. Gentner's (1987) interaction test was used to assess the proportional duration model in describing the timing of the component submovements. For both experts and novices, the proportional durations varied with the type of start. For experts, the relative timing of the jump components was independent of the take-off leg. The findings were mixed for the novices. Similar results were obtained when relative distance was examined. These results are discussed with respect to constructs related to variability in skilled performance.     

Effects of Differing Prepuberty Exercise Programs on the Emotionality of Male Albino Rats

Abstract

The problem under investigation in this study was to determine if differing programs of prepuberty exercise had any effect upon the emotionality of male albino rats at puberty. The subjects were 48 male albino rats of the Sprague-Dawley strain who were subjected to a 35-day training program under conditions of sedentary existence, voluntary exercise, or forced exercise. At the end of the experimental period the animals were tested in an open field marked into 49 consecutively numbered 7 1/2-in. squares.

Emotionality in the open field was determined by two methods: (a) the total number of squares traversed by an animal in 5 min., and (b) the total number of squares traversed by an animal toward the center of the field. The relationship between exploratory behavior and emotionality is considered to be an inverse one, that is, the more exploratory the behavior, the less emotionality the animal exhibits.

The results indicated that the animals which had been subjected to the forced exercise regimen traversed significantly more squares under both testing conditions and therefore evidenced more exploratory behavior and therefore less emotionality than the animals in the voluntary exercise and sedentary groups. There were no significant differences on either measure of exploratory behavior between the voluntary exercise and sedentary groups.     

The effect of the demand control and effort reward imbalance models on the academic burnout of Korean adolescents

The purpose of this study was to examine the effects of the Demand Control Model (DCM) and the Effort Reward Imbalance Model (ERIM) on academic burnout for Korean students. Specifically, this study identified the effects of the predictor variables based on DCM and ERIM (i.e., demand, control, effort, reward, Demand Control Ratio, Effort Reward Ratio) on academic burnout. Participants were 1,530 elementary, middle, and high school students and multivariate multiple regression analysis was used. Results indicated that the variables of ERIM (i.e., effort, reward, Effort Reward Ratio) were more influential predictors than the variables of the DCM (i.e., demand, control, Demand Control Ratio). Implications and limitations are discussed.     

Some assembly required: How scientific explanations are constructed during clinical interviews

This article is concerned with commonsense science knowledge, the informally gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order to make progress, we believe it will be helpful to focus on one type of research instrument—the clinical interview—that is employed in the study of commonsense science. More specifically, we argue that we should seek to understand and model, on a moment‐by‐moment basis, student reasoning as it occurs in the interviews employed to study commonsense science. To illustrate and support this claim, we draw on a corpus of interviews with middle school students in which the students were asked questions pertaining to the seasons and climate phenomena. Our analysis of this corpus is based on what we call the mode‐node framework. In this framework, student reasoning is seen as drawing on a set of knowledge elements we call nodes, and this set produces temporary explanatory structures we call dynamic mental constructs. Furthermore, the analysis of our corpus seeks to highlight certain patterns of student reasoning that occur during interviews, patterns in what we call conceptual dynamics. These include patterns in which students can be seen to search through available knowledge (nodes), in which they assemble nodes into an explanation, and in which they converge on and shift among alternative explanations. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 166–198, 2012