Influence of Training Models at 3,900-m Altitude on the Physiological Response and Performance of a Professional Wheelchair Athlete

2019 ◽  
Vol 33 (6) ◽  
pp. 1714-1722 ◽  
Author(s):  
Santiago Sanz-Quinto ◽  
Raúl López-Grueso ◽  
Gabriel Brizuela ◽  
Andrew A. Flatt ◽  
Manuel Moya-Ramón
Keyword(s):  
Physiological Response ◽  
Training Models ◽  
And Performance ◽  
Wheelchair Athlete

Combined Effects of Goal Setting and Performance Feedback on Performance and Physiological Response on a Maximum Effort Task

1998 ◽  
Vol 86 (3) ◽  
pp. 1035-1041 ◽  
Author(s):  
Yannis Theodorakis ◽  
Kostas Laparidis ◽  
Efthimis Kioumourtzoglou ◽  
Marios Goudas
Keyword(s):  
Heart Rate ◽  
Goal Setting ◽  
Performance Feedback ◽  
Physiological Response ◽  
Control Group ◽  
Personal Goal ◽  
Beneficial Effects ◽  
Maximum Effort ◽  
And Performance ◽  
Mean Heart Rate

A laboratory experiment was conducted ( N = 40 subjects) to examine whether goal setting would be associated with reduced heart rate on an endurance task. Participants performed an endurance task on an ergometer bicycle. One week later when participants performed the task again half of them set a specific personal goal for an increase in performance. Analysis indicated that subjects who set a goal showed significant improvement in comparison with the control group. Moreover, subjects in the goal group had a significantly lower mean heart rate during the test and had a higher mean heart rate at the end of the test than on the first trial. Results are discussed in terms of combining cognitive and physiological explanations for the beneficial effects of goal setting on performance.

scholarly journals Characteristics of the handball game at the senior’s level in the current time period

2019 ◽  
Vol 1 ◽  
pp. 46-49
Author(s):  
Mihai Timofte ◽  
Florin Leuciuc
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Current Time ◽  
Training Models ◽  
Time Period ◽  
Fast Pace ◽  
The Difference ◽  
And Performance ◽  
And Training ◽  
Sporting Performance

In order to properly prepare a team, it is necessary to act physically, technically, tactically and motivationally to learn to analyze the situations of the game and to solve them in complex conditions. Achieving sporting performance is based on the implementation of an optimal game strategy and concept, from which game models are developed and training models are tailored according to the potential of the team. In order to achieve performance in handball, efficiency is an essential part, and this largely depends on the handball player's experience and his ability to concentrate on key moments of matches. The increasing number of scored goals is a consequence of the increasing number of attacks, the reduction of the duration of the attack and the marking of goals on the counterattack; all these rely on the principles of dynamic and fast pace game. To meet these requirements in the current handball, players have to face the new physical, technical and tactical demands required by the fast and sustained rhythm of the game. The difference in game is done by individual or small group actions and where decisional speed is essential in gaining efficiency and performance, so workouts must focus on: improving the technique and individual tactics; creating the ability to solve the 1-to- 1 relationship in attack and defence; compliance with the established tactical plan; to improve collaboration on small groups (2 to 2, 3 to 3).

Supervision in Performance Settings (Dance, Music, Acting)

2019 ◽  
Author(s):  
Gene M. Moyle
Keyword(s):  
Service Delivery ◽  
Performing Arts ◽  
Organizational Context ◽  
Dance Music ◽  
Performance Psychology ◽  
Training Models ◽  
Roles And Responsibilities ◽  
The Social ◽  
And Performance ◽  
Sport And Exercise

Literature regarding supervision and related supervisory and training models applied within the field of sport, exercise, and performance psychology (SEPP) has grown exponentially as the field continues to define and redefine itself. A range of supervision models from mainstream psychology has been explored and applied within SEPP settings, with research indicating that regardless of the preferred model of supervision, a key component of effective supervision is the supervisor’s knowledge and skills related to the area of service delivery. Whilst the supervision of psychologists-in-training within performing arts settings presents similar challenges faced by those working in sport and exercise settings, the social, cultural, and artistic considerations embedded within these performance contexts necessitates a nuanced approach. The provision of supervision for psychologists within performing arts (e.g., dance, music, acting) requires scaffolded learning opportunities that assist the practitioner to gain an in-depth understanding of the context, including how to best tailor, translate, and communicate psychological concepts and skills to their clients that will address their unique challenges and meet their distinctive needs. Furthermore, clarity regarding the roles and responsibilities of the supervisee within the organizational context of an artistic setting is vital to ensuring that effective and ethical service delivery can be provided.

scholarly journals Effective Communication-Based Teaching Skill for Early Childhood Education Students

2019 ◽  
Vol 9 (1) ◽  
pp. 153
Author(s):  
Yuliani Nurani ◽  
Sofia Hartati ◽  
Ade Dwi Utami ◽  
Hapidin Hapidin ◽  
Niken Pratiwi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Curriculum ◽  
Effective Communication ◽  
Theory And Practice ◽  
Teaching Skill ◽  
Teaching Skills ◽  
Training Models ◽  
Childhood Education ◽  
And Performance

The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jakarta are related to the theory and practice of teaching skills with observation, interviews and performance tests. The results of the study are indicators for Early Childhood Education (PAUD) teacher teaching skills. On the other hand, drafts of effective communication practices are conducted to be applied in teacher teaching skills. These two concepts will be used to develop a model of effective communication based teaching skills for teachers of early childhood. The result can be consideration of educational institutions educators, researchers and governments in developing training models to improve teacher teaching skills.

The Stress of Online Learning

2011 ◽  
pp. 1931-1936
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler ◽  
Naomi Lungstrom
Keyword(s):  
Physiological Response ◽  
Information Age ◽  
Educational Practice ◽  
Well Being ◽  
Student Relationships ◽  
Performance Events ◽  
And Performance ◽  
Length Of Life ◽  
Reducing Stress

Stress is recognized today as impacting both quality and length of life (Kiecolt-Glaser, McGuire, Robles, & Glaser, 2002). Stress was defined by Hans Seyle (1936) as the unspecified physiological response to aversive stimuli. The stress of learning is not yet understood. If stress impacts physical and emotional well-being, and lifelong learning is needed to survive in the information age, then a study of the stress of learning may impact both nursing and educational practice. Learning stress can create a number of long-term physiological and performance complications. Stress reduces immune function, making people vulnerable to disease. Studies indicate stress hormone levels can be predictive of relationship problems and chronic disease. Reducing stress could avoid colds, flu, and mild depressive symptoms, which complicate student relationships and achievements, thus increasing stress (Glaser, Robles, Malarkey, Sheridan & Kiecolt-Glaser, 2004). Stress also blocks learning by limiting perceptions, thinking, and memory capabilities during performance, triggering higher levels of stress during later performance events (Sapolsky, 1998). The inability to think or remember concepts, procedures, and methods during patient encounters can threaten lives.

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