The physiological effects of concurrent strength and endurance training sequence: A systematic review and meta-analysis

We conducted a systematic literature review and meta-analysis to assess the chronic effects of the sequence of concurrent strength and endurance training on selected important physiological and performance parameters, namely lower body 1 repetition maximum (1RM) and maximal aerobic capacity (VO₂max/peak). Based on predetermined eligibility criteria, chronic effect trials, comparing strength-endurance (SE) with endurance-strength (ES) training sequence in the same session were included. Data on effect sizes, sample size and SD as well other related study characteristics were extracted. The effect sizes were pooled using, Fixed or Random effect models as per level of heterogeneity between studies and a further sensitivity analyses was carried out using Inverse Variance Heterogeneity (IVHet) models to adjust for potential bias due to heterogeneity. Lower body 1RM was significantly higher when strength training preceded endurance with a pooled mean change of 3.96 kg (95%CI: 0.81 to 7.10 kg). However, the training sequence had no impact on aerobic capacity with a pooled mean difference of 0.39 ml.kg.min^?1 (95%CI: ?1.03 to 1.81 ml.kg.min^?1). Sequencing strength training prior to endurance in concurrent training appears to be beneficial for lower body strength adaptations, while the improvement of aerobic capacity is not affected by training order.     

Rankings or leagues or rankings on leagues? - Ranking in fair reference groups

Tertiary Education and Management - There are several well-known rankings of universities and higher education systems. Numerous recent studies question whether it is possible to compare...     

Sensitivity to rhythmic parameters in dyslexic children: a comparison of Hungarian and English

It has been proposed that sensitivity to the parameters underlying speech rhythm may be important in setting up well-specified phonological representations in the mental lexicon. However, different acoustic parameters may contribute differentially to rhythm and stress in different languages. Here we contrast sensitivity to one such cue, amplitude envelope onset (rise time), in dyslexic and normally-developing children in two languages, Hungarian and English, ages from 7 to 11. Dyslexic and control children received phonological tasks, reading and spelling tasks and auditory processing tasks. While sensitivity to rise time was related to phonological representation in both languages, clear differences were found between languages. It is suggested that these differences may reflect differential language-specific weighting of different acoustic cues to rhythm and stress.