Effect of Intermittent Exercise on Multiple-Choice Reaction Times of Soccer Players

2005 ◽  
Vol 100 (1) ◽  
pp. 85-95 ◽  
Author(s):  
Koen A. P. M. Lemmink ◽  
Chris Visscher
Keyword(s):  
Intermittent Exercise ◽  
Multiple Choice ◽  
Reaction Times ◽  
Bicycle Ergometer ◽  
Soccer Players ◽  
Control Group ◽  
Choice Response ◽  
Response Accuracy ◽  
And Control ◽  
Reaction Speed

The influence of intermittent exercise on a choice-response time task was investigated. Two groups of 8 male soccer players ( M age = 20.9, SD = 2.0) participated. They spent 4.4 ( SD = 1.3) weekly hours on soccer training and had been playing soccer for 13 ( SD = 3.3) years. Multiple-choice reaction speed and response accuracy were measured four times. Between measurements, one group performed 8-min. blocks of intermittent exercise on a bicycle ergometer and one group rested. Analysis showed that reaction speed and response accuracy were not significantly different between the two groups. Furthermore, there were significant faster reaction times and a larger number of correct reactions through Block 2 in both the exercise and control group ( p<.05), probably a result of learning processes and familiarization with the task procedures. Further research towards the specific influence of mode of exercise, intensity, work-rest ratio and duration of intermittent exercise, and the sensitivity of reaction time tasks will be necessary to clarify the relationship between intermittent exercise and cognitive performance.

scholarly journals The Influence Of Flash Card Toward Students’ English Vocabulary Mastery During Covid-19

2021 ◽  
Vol 1 (11) ◽  
pp. 735-748
Author(s):  
Hermansyah Hermansyah ◽  
Nurhendi Nurhendi
Keyword(s):  
Quantitative Research ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Quantitative Research Methods ◽  
Flash Cards ◽  
Homogeneity Of Variance ◽  
And Control ◽  
Learning English

The purpose of this research is to see how flash cards influence the students' English vocabulary mastery. The researchers of this research used quantitative research methods with posttest only control design of true experimental design. The random sampling method was employed in this research's sampling. The data collected in this research was put to the test (multiple choice test). The researchers of this research gave different treatments for the experimental and control groups. The treatment for the experimental group was learning English with flash card media and the treatment for the control group was learning English conventionally. After the two sample groups were given different treatment, the two sample groups were each given a posttest with an instrument consisting of 20 multiple-choice questions with 4 alternative answer choices that had been tested beforehand and validated empirically. Analysis of research data is descriptive and inferential, which inferentially uses the t test, by first testing the assumptions of data normality and homogeneity of variance. The results showed that flash cards had an influence on students' English vocabulary mastery. Therefore, it can be said that this research has proved that there was a significant result of using Flash Cards towards children's English vocabulary mastery.

Injury Prevention in Sweden: Helping Soccer Players at Risk

2005 ◽  
Vol 27 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Urban Johnson ◽  
Johan Ekengren ◽  
Mark B. Andersen
Keyword(s):  
At Risk ◽  
Injury Risk ◽  
Intervention Program ◽  
Collegiate Athletes ◽  
Soccer Players ◽  
Control Group ◽  
Event Scale ◽  
Injury Model ◽  
And Control ◽  
Psychosocial Profiles

This study examined the effectiveness of a prevention intervention program to lower the incidence of injury for soccer players with at-risk psychosocial profiles. The Sport Anxiety Scale, the Life Event Scale for Collegiate Athletes, and the Athletic Coping Skills Inventory-28 were used to screen for psychosocial risk factors outlined in the stress and injury model (Williams & Andersen, 1998). Thirty-two high injury-risk players were identified and randomly assigned to treatment and control groups. Injuries of participants were reported by their coaches. The intervention program consisted of training in 6 mental skills distributed in 6 to 8 sessions during 19 weeks of the competitive season. The results showed that the brief intervention prevention program significantly lowered the number of injuries in the treatment group compared with the control group.

scholarly journals Effects of combined plyometric and sled training on vertical jump and linear speed performance ​​in young soccer players (Efectos de la combinación de entrenamiento pliométrico y de arrastres sobre el rendimiento en salto vertical y la velocidad lineal e

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 228-235
Author(s):  
Moisés Falces-Prieto ◽  
Javier Raya-González ◽  
Eduardo Sáez de Villarreal ◽  
Jesús Rodicio-Palma ◽  
Francisco Javier Iglesias-García ◽  
...  
Keyword(s):  
Vertical Jump ◽  
Young Male ◽  
Soccer Players ◽  
Control Group ◽  
General Development ◽  
Speed Performance ◽  
Level Of Significance ◽  
And Control ◽  
Los Grupos ◽  
Experimental Group

The objective of this study was to evaluate the effects of a combined plyometrics and sled training carried out two days a week for 8 weeks. 60 young male soccer players were distributed in 4 groups (Under U16) [Experimental Group (U16 Exp, n=15) and Control Group (U16 Cont, n=15); and (Under19) [U19 Exp, (n=15) and U19 Cont, (n=15)]. The jump with countermovement (CMJ) was evaluated with Chronojump-Boscosystem® and the time in seconds (sec) in the 10, 20, and 40 m split with FitLight Trainer®. Was calculated a level of significance of p≤0.05, the effect size (ES) and % change. Both experimental groups improved from pre-to pots-test in CMJ [U16Exp (p<0.02) and U19Exp (p<0.01)] and the 10, 20, and 40 m splits [U16Exp (p<0.02, p<0.03, and p<0.01, respectively) and U19Exp (p<0.02, p<0.02, and p<0.01, respectively)]. Therefore, the combination of football and plyometric and resisted methods can be used for a general development of the neuromuscular capacities of young soccer players. Resumen. El objetivo fue evaluar los efectos de un entrenamiento combinado de pliometría y arrastres realizado 2 días en semana durante 8 semanas. 60 jugadores jóvenes de fútbol fueron distribuidos en 4 grupos (Cadete (CAD) [Grupo Experimental (CADExp n= 15) y Grupo Control (CADCont n= 15)] y (Juvenil (JUV) [JUVExp n= 15 y JUVCont n= 15]. Se evaluó el salto con contramovimiento (CMJ) con Chronojump-Boscosystem® y el tiempo en segundos (seg) en los tramos de 10, 20, y 40 m con FitLight Trainer®. Se calculó en nivel de significación p≤0.05, tamaño del efecto (TE) y % de cambio. Los grupos experimentales mejoraron del pre al pots-test en CMJ [CADExp (p<0.02) y JUVExp (p<0.01)] y los tramos de 10, 20, y 40 m [CADExp (p<0.02, p<0.03, p<0.01, respectivamente) y JUVExp (p<0.02, p<0.02, p<0.01, respectivamente)]. Por tanto, la combinación de fútbol y métodos pliométricos y resistidos puede utilizarse para un desarrollo general de las capacidades neuromusculares de los futbolistas jóvenes.

scholarly journals THE APPLICATION OF LEARNING WITH COGNITIVE CONFLICT APPROACH IN IMPROVING UNDERSTANDING CONCEPT OF PHYSICS OF CLASS VIII STUDENTS OF SMP 40 PEKANBARU

2018 ◽  
Vol 6 (1) ◽  
pp. 31
Author(s):  
Emiliani Emiliani ◽  
Zulirfan Zulirfan ◽  
Fakhruddin Z ◽  
Februartati Februartati
Keyword(s):  
Conceptual Understanding ◽  
Multiple Choice ◽  
Cognitive Conflict ◽  
Average Score ◽  
Control Group ◽  
Homogeneity Tests ◽  
Concept Understanding ◽  
Class Viii ◽  
And Control ◽  
Experimental Group

This study aims to determine the improvement of conceptual understanding of physics of class VIII studentsof SMP Negeri 40 Pekanbaru on the topic of light and optical through learning with cognitive conflict approaches. The type of this research is quasi experiment with population of 172 students of class VIII SMP Negeri 40 Pekanbaru consisted of 4 classes. Two classes were selected to be a research sample based on normality and homogeneity tests on repetition of sound material to obtain experimental and control classes, each of 43 people. The data collected by giving the physics’ conceptual understanding test in Bloom's taxonomy in the form of two tier multiple choice with 14 items. This instrument consists of 7 indicators ofconceptual understanding, namely: interpretation, modeling, classifying, summarizing, drawing inference,comparing, and explaining. The result of the research showed that the ability of studens’ concept understanding after the application of learning with cognitive conflict approach was in the good category. The average score of the students’ understanding of the physics concept on the experimental group was higer than the average score of the control group. it can be concluded that learning with cognitive conflict approach can improve conceptual understanding of physics of class VIII SMP Negeri 40 Pekanbaru student on the topic of light and optics.

Stimulation of the dorsolateral-prefrontal cortex improves working memory and planning

2021 ◽  
Vol 25 (1) ◽  
pp. 1-17
Author(s):  
Puladi Farzaneh ◽  
Bagheri Masood ◽  
Ghasem Askarizadeh ◽  
Afsaneh Moradi
Keyword(s):  
Working Memory ◽  
Prefrontal Cortex ◽  
Response Time ◽  
Dorsolateral Prefrontal Cortex ◽  
Control Group ◽  
Response Accuracy ◽  
Significant Difference ◽  
Dorsolateral Prefrontal ◽  
The Right ◽  
And Control

The present study aimed to investigate whether working memory (WM) and planning performances can be enhanced using transcranial direct current stimulation (tDCS). A total of 30 healthy individuals were randomly assigned to two groups: active (A)-tDCS and control (S)-tDCS. Anodal stimulation over the left dorsolateral prefrontal cortex (DLPFC) (F3) and cathodal stimulation over the right orbitofrontal cortex (OFC) (FP2) were further implemented at 2 mA in the A-tDCS group, while there was no intervention in the control group. The tools used were software versions of the three-level n-back task and Tower of London (TOL) task, and for each task we measured participants’ response accuracy and response time. The results showed a significant difference between the groups in both cognitive functions, suggesting that tDCS can improve response accuracy in memory and problem-solving ability, but it is less effective in terms of improving response time on planning. Overall, findings suggest that tDCS can enhance WM and planning performances.

scholarly journals PENGARUH MODEL PEMBELAJARAN MULTILITERASI TERHADAP KEMAMPUAN MEMBACA SISWA SEKOLAH DASAR

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Febrina Dafit
Keyword(s):  
Elementary Students ◽  
Multiple Choice ◽  
Reading Skill ◽  
Objective Test ◽  
Control Group ◽  
Teaching Reading ◽  
Equivalent Control ◽  
Research Questions ◽  
And Control ◽  
Quasi Experiment

Penelitian ini dilatarbelakangi oleh kemampuan siswa SD yang masih kurang dalam memahami bacaan secara kritis dan kreatif pada pembelajaran membaca. Penelitian ini bertujuan mengetahui dan mendeskripsikan pengaruh model pembelajaran multiliterasi terhadap kemampuan membaca siswa SD. Metode yang digunakan dalam penulisan ini adalah eksperimen kuasi dengan desain non-equivalent control group pretest posttest. Data yang dikumpulkan untuk menjawab pertanyaan penelitian yaitu data hasil pretest dan posttest kemampuan membaca dari siswa kelas eksperimen dan kelas kontrol. Teknik pemberian tes yaitu tes obyektif pendekatan pilihan ganda (multiple choice) dan essai. Perlakukan (treatment) yang diberikan adalah model pembelajaran multiliterasi pada kelas eksperimen, sedangkan kelas kontrol tidak belajar dengan model pembelajaran multiliterasi. Hasil skor rata-rata posttest kelas eksperimen adalah 18,76, sedangkan skor rata-rata posttest siswa kelas kontrol adalah 16,04. Dari hasil penulisan tersebut menunjukkan bahwa model pembelajaran multiliterasi memberikan pengaruh pada kemampuan membaca siswa SD. Kata kunci: Pembelajaran multiliterasi, kemampuan membaca  THE EFFECT OF TEACHING MULTILITERACY MODEL IN READING SKILL OF ELEMENTARY STUDENTS Abstract This study is backed by the lack of competence of elementary students in terms of comprehending a text critically and creatively in teaching reading. The method used in the study  is quasi-experiment for which its design is non-equivalent control group pretest posttest.  The collected data that answer the research questions is derived from pretest and posttest of reading skill shown both students from the experiment and control class. The  technique of test is objective test approaches, multiple choice and essay for reading skill. Teaching multiliteracy model as the treatment in this research is applied for the experiment class but the control class is not. The everage score of posttest in reading skill for the students in the experiment class showed 18,76 and the students in the control class showed 16,04. The result of study points out that teaching multiliteracy model gives an effect for the students in reading skill. Keywords: learning multiliteracy model, reading skill

scholarly journals The effectiveness of using text and pictograms on oral rehydration, dry-mixture sachet labels

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Jeanne Heyns ◽  
Mea Van Huyssteen ◽  
Angeni Bheekie
Keyword(s):  
Control Group ◽  
Response Accuracy ◽  
Medicine Use ◽  
Control Groups ◽  
Oral Rehydration ◽  
Primary Health ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group ◽  
Group 1

Background: Medication labels are often the only information available to patients after obtaining medication from a healthcare practitioner. Pictograms are graphic symbols that have shown to increase understanding of medicine use instructions.Aim: To compare the accuracy of the interpretation of medicine use instructions from two different oral rehydration (OR) dry-mixture sachet labels – the control ‘routine textonly’ label and an experimental label with ‘text-and-pictograms’.Setting: Participants were recruited from waiting rooms in public primary health care (PHC) facilities in Cape Town.Method: Each participant was required to answer six questions about OR preparation. Response accuracy was determined by comparing the participant’s answer to the actual information written on the relevant label. Afterwards, participants could offer their opinion about the label and ways to improve their understanding.Results: Of the 132 participants who were recruited, 67 were allocated to the experimental group and 65 to the control group. Only the significant difference between the experimental and control groups for the six questions regarding the label, was recorded for the answer that could be read from a single pictogram (p = 0.00) on the experimental group’s label. When asked about this question, more control participants (15/65) found the dosing instruction difficult to understand when compared to the experimental group (1/67). A third of the control participants (22/65) indicated that they could not see or locate instructions on the label.Conclusion: Text and pictograms on written medicine labels may be an effective tool to aid understanding of medicine use instructions amongst patients attending PHC facilities.

scholarly journals Acute ischemic preconditioning does not influence high-intensity intermittent exercise performance

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e4118 ◽  
Author(s):  
Isabela Coelho Marocolo ◽  
Gustavo Ribeiro da Mota ◽  
André Monteiro Londe ◽  
Stephen D. Patterson ◽  
Octávio Barbosa Neto ◽  
...  
Keyword(s):  
Heart Rate ◽  
Ischemic Preconditioning ◽  
Exercise Performance ◽  
High Intensity ◽  
Perceived Exertion ◽  
Intermittent Exercise ◽  
Lactate Concentration ◽  
Soccer Players ◽  
Rate Of Perceived Exertion ◽  
And Control

This study evaluated the acute effect of ischemic preconditioning (IPC) on a high-intensity intermittent exercise performance and physiological indicators in amateur soccer players. Thirteen players (21.5 ± 2 yrs) attended three trials separated by 3–5 days in a counterbalanced randomized cross-over design: IPC (4 × 5-min occlusion 220 mmHg/reperfusion 0 mmHg) in each thigh; SHAM (similar to the IPC protocol but “occlusion” at 20 mmHg) and control (seated during the same time of IPC). After 6-min of each trial (IPC, SHAM or control), the players performed the YoYo Intermittent Endurance Test level 2 (YoYoIE2). The distance covered in the YoYoIE2 (IPC 867 ± 205 m; SHAM 873 ± 212 m; control 921 ± 206 m) was not different among trials (p = 0.10), furthermore, lactate concentration and rate of perceived exertion did not differ (P > 0.05) among protocols. There were also no significant differences in either mean heart rate (HR) or peak HR (p > 0.05) for both IPC and SHAM compared to control. Therefore, we conclude that acute IPC does not influence high-intensity intermittent exercise performance in amateur soccer players and that rate of perceived exertion, heart rate and lactate do not differ between the intervention IPC, SHAM and control.

Four Weeks of Power Optimized Sprint Training Improves Sprint Performance in Adolescent Soccer Players

2021 ◽  
pp. 1-9
Author(s):  
Mikael Derakhti ◽  
Domen Bremec ◽  
Tim Kambič ◽  
Lasse Ten Siethoff ◽  
Niklas Psilander
Keyword(s):  
Body Height ◽  
Sprint Performance ◽  
Soccer Players ◽  
Control Group ◽  
Sprint Training ◽  
Control Groups ◽  
Match Play ◽  
Youth Athletes ◽  
Soccer Training ◽  
And Control

Purpose: This study compared the effects of heavy resisted sprint training (RST) versus unresisted sprint training (UST) on sprint performance among adolescent soccer players. Methods: Twenty-four male soccer players (age: 15.7 [0.5] y; body height: 175.7 [9.4] cm; body mass: 62.5 [9.2] kg) were randomly assigned to the RST group (n = 8), the UST group (n = 10), or the control group (n = 6). The UST group performed 8 × 20 m unresisted sprints twice weekly for 4 weeks, whereas the RST group performed 5 × 20-m heavy resisted sprints with a resistance set to maximize the horizontal power output. The control group performed only ordinary soccer training and match play. Magnitude-based decision and linear regression were used to analyze the data. Results: The RST group improved sprint performances with moderate to large effect sizes (0.76–1.41) across all distances, both within and between groups (>92% beneficial effect likelihood). Conversely, there were no clear improvements in the UST and control groups. The RST evoked the largest improvements over short distances (6%–8%) and was strongly associated with increased maximum horizontal force capacities (r = .9). Players with a preintervention deficit in force capacity appeared to benefit the most from RST. Conclusions: Four weeks of heavy RST led to superior improvements in short-sprint performance compared with UST among adolescent soccer players. Heavy RST, using a load individually selected to maximize horizontal power, is therefore highly recommended as a method to improve sprint acceleration in youth athletes.

scholarly journals An Instructional Application of the Multiple-Choice Cloze: A Case Study in the EFL Classroom

2018 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Abby Deng-Huei Lee ◽  
Richard Jenn-Rong Wu
Keyword(s):  
Multiple Choice ◽  
General Idea ◽  
Control Group ◽  
Test Items ◽  
Test Taking ◽  
Teaching Objectives ◽  
Test Taking Strategies ◽  
Short Time ◽  
Instructional Application ◽  
And Control

We explored using multiple-choice cloze (MCC) tests for classroom instruction. The practice of “testing leading teaching” is frequently criticized because it might distort the original teaching objectives. We do not primarily emphasize how to get high scores; instead, we show how to use testing techniques and teaching activities to provide feedback that energizes teaching methods and increases learning effectiveness. We analyzed MCC test-taking strategies, which include leading students to: 1) skim for the first and the last sentence in cloze passages; 2) read the whole cloze passage to grasp its general idea; 3) look for contextual clues; 4) orally express (“thinking out loud”) their reasons for choosing one MCC test item instead of another; and 5) conduct group discussions. Finally, 6) teachers guided the entire class, discussed contextual and situational clues, and provided feedback about student choices and reasons. The experimental design of this research primarily compared the performance between two groups: Experimental and Control. Differences in cloze scores between the two groups were significant, but differences in reading comprehension scores were not. After six 25-minute MCC test lessons, Experimental group students had better MCC test scores than did Control group students. Our findings supported our hypothesis that MCC instruction, even for a short time, would improve performance on a cloze test. We also discuss how to use MCC tests to teach strategies for answering MCC test items.

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