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1.
血液氧自由基、血乳酸、主观用力感觉、心率与运动强度相关性的研究 总被引:3,自引:0,他引:3
为探索抗氧化运动强度与监控指标的确定,采用CR2000RC氧自由基生化分析仪、LT 1710血乳酸测定仪、Borg(15、10)主观用力感觉等级量表、心率监测系统对受试者(n=9)从事300、600、900、1200、1500KPM/min不同强度踏车(Monark839E)运动(每级负荷运动5min)时血液氧自由基、血乳酸、主观用力感觉、心率的变化进行测定,并对其进行了相关性分析。结果表明:心率、RPE(15、10)与运动强度(KPM/min)之间呈现高度线性相关,r=0 959、0 923、0 918;血液氧自由基浓度与运动强度、心率、RPE之间的相关性较低,但其变化趋势类似于血乳酸的变化,低强度时(≤900KPM/min)虽运动强度增加但血液氧自由基浓度保持不变,当运动强度超过900KPM/min时,血液氧自由基浓度随运动强度增加而增加;RPE10与血乳酸之间的相关程度高于RPE15、心率、运动强度与血乳酸的相关程度。认为心率、RPE(15、10)可作为监控抗氧化运动强度的理想指标;血液氧自由基浓度不能作为运动强度的监控指标;从抗氧化运动角度而言,健身运动的强度应以血乳酸4mM、心率130beats/min、RPE15值11、RPE10值3左右为宜。 相似文献
2.
Songül Sonay Güçray 《Pastoral Care in Education》2005,23(1):34-44
The research reported in this paper aimed to examine the relationships between decision-making behaviours, self-esteem, and the perceived problem-solving skills of adolescents and to investigate the contributions of self-esteem and perceived problem-solving skills in predicting decision-making behaviours (decision response styles, decisional self-esteem, and decisional stress). Another aim of the study was to investigate whether there is a difference in the decision-making behaviours of adolescents considering gender and school type. For this purpose, Decision Behaviour Questionnaire, Self-Esteem Inventory, and Problem-Solving Inventory were administered to 511 adolescents (276 females and 235 males) in Turkish high schools. The findings revealed that decisional behaviours were positively correlated with self-esteem and problem solving. At the same time, self-esteem (general, social, academic, and home/family) and problem-solving were significant predictors of decisional behaviours. There were significant differences in decisional behaviours according to gender and type of school. 相似文献
3.
Alice A. Bamigbola Airen E. Adetimirin 《International Information and Library Review》2020,52(2):95-107
AbstractInstitutional repositories (IRs) present platform to disseminate research findings to complement the traditional scholarly communication model. The use of IRs is beneficial to authors, host institutions, libraries and society at large. Despite the numerous benefits of IRs, there is low deposit of scholarly works by lecturers and the investment on IRs seems to be a waste. This study examined determinants of perceived ease of use (PEOU) of IRs by lecturers in Nigerian universities. A survey of lecturers received 857 respondents. Awareness, anchor and adjustment factors were found to be determinants of PEOU of Institutional repositories by lecturers in Nigerian Universities. 相似文献
4.
Danielle Catona Kathryn Greene Kate Magsamen-Conrad Amanda Carpenter 《Journal of Applied Communication Research》2016,44(2):136-155
HIV remains a significant health concern entering the fourth decade of the epidemic [Centers for Disease Control and Prevention. 2014. HIV basics. Retrieved from http://www.cdc.gov/hiv/basics/index.html], and people living with HIV continue to grapple with stigma. This study uses Leary and Schreindorfer's [1998. The stigmatization of HIV and AIDS: Rubbing salt in the wound. In V. J. Derlega &; A. P. Barbee (Eds.), HIV and social interaction (pp. 12–29). Thousand Oaks, CA: Sage] conceptualization of stigma to explore prior stigmatization on reasons for and against future disclosures. We interviewed HIV+ individuals (N?=?59) and used a combination of deductive and inductive coding to analyze participants’ responses. Deductive codes consisted of four stigma characteristics (pose a threat to others’ health and safety, deviate from group standards, create negative emotional reactions in others, and failure to contribute), experiences of feeling stigmatized due to HIV status (yes or no), and the degree to which HIV stigma was a concern (major, minor, or no concern). Inductive coding identified examples of perceived and experienced stigma and stigma concerns on future disclosure decision-making. Practical implications discuss individual, institutional, and societal stigma-reduction interventions and programs. 相似文献
5.
Hannele Forsman Arto Gråstén Minna Blomqvist Keith Davids Jarmo Liukkonen Niilo Konttinen 《Journal of sports sciences》2016,34(14):1311-1318
ABSTRACTThe objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players’ levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players. 相似文献
6.
7.
The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded performance. A total of 557 students from a small city located in the Western Black Sea region of Turkey voluntarily participated in the study. Of them, 211 enrolled in an Anatolian high school and 346 enrolled in a science high school. Results showed that the level of boredom, boredom coping strategies, epistemic curiosity, and graded performance were significantly related to each other. Results also showed that deprivation-type epistemic curiosity and interest-type epistemic curiosity played significant mediating roles in the relationship between the level of boredom and graded performance. Notably, the mediating roles of interest-type epistemic curiosity and deprivation-type epistemic curiosity differed across gender groups. 相似文献
8.
This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed. 相似文献
9.
申自强 《开封教育学院学报》2000,20(2):45-49
创新教育的提出是历史的必然要求。实施创新教育必须坚持师生人格平等、“两种创造”互生互补、把握“创意临界点”、形象直观调动学生非智力因素参与创造、保护学生的创造之举、提高学生的人文素质以及层次性等原则;并树立开拓进取的文体观、“人人都有创造潜能”的唯物观和动态、开放的知识结构观。 相似文献
10.
Bart Rienties Bas Giesbers Simon Lygo-Baker Hoi Wah Serena Ma Roger Rees 《Interactive Learning Environments》2016,24(3):539-552
After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks. 相似文献