scholarly journals Anaerobic endurance of dance sport athletes

2020 ◽  
Vol 12 (1) ◽  
pp. 141-148
Author(s):  
Szymon Kuliś ◽  
Edyta Sienkiewicz-Dianzenza ◽  
Romuald Stupnicki
Keyword(s):  
Heart Rate ◽  
Interval Training ◽  
Accurate Method ◽  
Training Process ◽  
Specific Test ◽  
Training Cycle ◽  
Before And After ◽  
Post Test ◽  
The Impact ◽  
Individual Training

SummaryStudy aim: To assess the impact of an ordinary training week cycle lasting 6 months on the anaerobic endurance of dance sport athletes.Material and methods: Two couples of standard style and six couples of ten dance style, aged 14–26 years, of diverse competitive categories (E, D, B, A, S), were subjected to maximum runs 8 × 50 m spaced by 15-s intermissions, before and after half-year training. Running time of every run and post-run heart rate (HR) were measured. The results were expressed as running velocities (m/s) and R-R intervals for heart rates.Results: Velocities were significantly higher in the post-test (5.21 ± 0.21 m/s and 5.57 ± 0.34 m/s for women and men, respectively) than in the pre-test (5.13 ± 0.13 m/s and 5.39 ± 0.24 m/s, for women and men, respectively) (F1,14 = 14.70, p = 0.0018, η2 = 0.51) despite the fact that a significant decrease of speed in each successive run was noted (F7,98 = 82.19, p < 0.001, η2 = 0.85) for all of the participants in the pre-test and post-test.Conclusions: The half-year training cycle of dance sport couples had no significant impact on their anaerobic endurance. It seems that individual training plans should include dancing interval exercises and interval training. The performance index is a useful tool in monitoring the training process and can be used as an accurate method for evaluating the anaerobic predispositions of athletes. It is recommended to develop specific, test-suitable dancing exercises.

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

scholarly journals Ethnocentrism, Theoretical Awareness, and Intellectual Resistance in University Students’ Reading Behaviour

2021 ◽  
Vol 9 (4) ◽  
pp. 228
Author(s):  
Brahim Hiba
Keyword(s):  
Critical Pedagogy ◽  
Basic Function ◽  
General Idea ◽  
Critical Reading ◽  
Reading Habits ◽  
Convenience Sample ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Impact

This paper discusses the insightful and illuminating findings of teaching critical reading within the theoretical framework of critical pedagogy. More specifically, this paper examines the impact of a critical-reading course on students’ reading skills and beliefs about discourse production and interpretation. The course was conducted according to the principles of transformative participatory action research and, thus, a corpus of 50 essays, written by a convenience sample of 25 post-graduate students in the pre-test and post-test phases, was analyzed to examine the effect of the course on students’ reading-habits and their representations of different discourses. Pretest findings showed that most students used to think that discourses are innocent and ideology-free and that reading a text consists in understanding its general idea, extracting its writer’s viewpoint, making sense of its vocabulary, and paraphrasing it. As far as text’s function is concerned, most students used to believe that a text’s basic function is delivering information. In addition, most of them were unaware of the fact that a text has ideological and socio-political functions. Post-test findings revealed that students’ discourse awareness and reading habits have become more critical and developed at two levels: the worldview level and the meta-language level. The t-test statistics suggest that there is a significant difference of p˂.001 between students’ reading scores before and after the intervention. Therefore, the null hypothesis which says that there is no significant difference between studying critical reading from a critical pedagogy perspective and studying it from a functional or conventional perspective is false.

scholarly journals Sprint Interval Running and Continuous Running Produce Training Specific Adaptations, Despite a Similar Improvement of Aerobic Endurance Capacity—A Randomized Trial of Healthy Adults

2020 ◽  
Vol 17 (11) ◽  
pp. 3865
Author(s):  
Sigbjørn Litleskare ◽  
Eystein Enoksen ◽  
Marit Sandvei ◽  
Line Støen ◽  
Trine Stensrud ◽  
...  
Keyword(s):  
Heart Rate ◽  
Interval Training ◽  
Sprint Performance ◽  
Running Economy ◽  
Moderate Intensity ◽  
Endurance Capacity ◽  
Sprint Interval Training ◽  
Continuous Training ◽  
Before And After ◽  
Shuttle Run

The purpose of the present study was to investigate training-specific adaptations to eight weeks of moderate intensity continuous training (CT) and sprint interval training (SIT). Young healthy subjects (n = 25; 9 males and 16 females) performed either continuous training (30–60 min, 70–80% peak heart rate) or sprint interval training (5–10 near maximal 30 s sprints, 3 min recovery) three times per week for eight weeks. Maximal oxygen consumption, 20 m shuttle run test and 5·60 m sprint test were performed before and after the intervention. Furthermore, heart rate, oxygen pulse, respiratory exchange ratio, lactate and running economy were assessed at five submaximal intensities, before and after the training interventions. Maximal oxygen uptake increased after CT (before: 47.9 ± 1.5; after: 49.7 ± 1.5 mL·kg−1·min−1, p < 0.05) and SIT (before: 50.5 ± 1.6; after: 53.3 ± 1.5 mL·kg−1·min−1, p < 0.01), with no statistically significant differences between groups. Both groups increased 20 m shuttle run performance and 60 m sprint performance, but SIT performed better than CT at the 4th and 5th 60 m sprint after the intervention (p < 0.05). At submaximal intensities, CT, but not SIT, reduced heart rate (p < 0.05), whereas lactate decreased in both groups. In conclusion, both groups demonstrated similar improvements of several performance measures including VO2max, but sprint performance was better after SIT, and CT caused training-specific adaptations at submaximal intensities.

scholarly journals Cardiovascular, lactate and appetite response to light and spicy music tempo after an endurance swimming protocol in young girls

2020 ◽  
Vol 24 (4) ◽  
pp. 195-202
Author(s):  
Javad Mehrabani ◽  
Soodabeh Bagherzadeh ◽  
Abuzar Jorbonian ◽  
Eisa Khaleghi-Mamaghani ◽  
Maryam Taghdiri ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Recovery Period ◽  
Young Girls ◽  
Significant Difference ◽  
Before And After ◽  
Lactate Levels ◽  
The Impact

Background and Study Aim. During exercise, the effects of music on the performance have been previously evaluated. However, the superiority of the type of music and during recovery is not yet clear. Therefore the aim of this study was to determine the impact of music with a spicy and light beat on changes in lactate levels, blood pressure, heart rate, and appetite during the recovery period after the endurance swimming. Material and Methods. Thirteen healthy young girls participate in three control and experimental sessions. The participants performed a swimming. Immediately after swimming, they listened to music. Also, evaluations before and after (several times) swimming were performed.Results. Five minutes after swimming there was also a significant difference between the non-sound group with the music groups (p<0.05). Two and 5 minutes after swimming, there was a significant difference between the spicy and light music groups compared to the non-sound group. There was a significant difference between spicy and light music groups at time 10, 15 and 25 minutes. In the 25 minutes after the swim, reducing the heart rate in light music was more than spicy. Also, 10 minutes after swimming, the spicy music group could not cope with the increase in heart rate (p<0.05). There was a significant difference between the two music groups in minutes 5, 10 and 15 after swimming (p<0.05).Conclusions. listening to light music during recovery from endurance swimming was associated with decreased lactate levels and heart rate, but listening to spicy music increased heart rate and desire for food.

scholarly journals Solving Fractions by Applying the Bar Model Concept with the Butterfly Method

2020 ◽  
Vol 14 (2) ◽  
pp. 101-116
Author(s):  
Jessica Low ◽  
Masitah Shahrill ◽  
Nordiana Zakir
Keyword(s):  
Test Results ◽  
Model Concept ◽  
Brunei Darussalam ◽  
Whole Number ◽  
Before And After ◽  
Post Test ◽  
The Government ◽  
Teaching Fractions ◽  
The Impact ◽  
Method Approach

This study aims to investigate an intervention in the application of the Butterfly Method Algorithm with the Bar Model Concept on the addition and subtractions of Fractions to Year 9 students in one of the Government secondary schools in Brunei Darussalam. The Butterfly Method is an alternative visual method for teaching fractions where the diagonal and horizontal multiplication of the denominators and numerators are employed by drawing the Butterfly. A mixed-method approach was used to explore the impact of the intervention with data gathered from the students’ written pre- and post-tests and interview transcripts. The tests conducted before and after the intervention were used to analyze students’ errors and misconceptions. The students’ written analyses of the post-test results revealed that not all of the students applied the Butterfly Method. A few students were selected for interviews in order to gain deeper insights into how they developed the errors and misconceptions from both tests. Findings from the students’ interview transcripts revealed they were not confident with the Butterfly Method, and they needed more time to be familiar with the concept. Another factor for not applying the Butterfly Method is due to students’ confusion on subtracting fractions that has the same denominators as well as subtracting a proper fraction from a whole number. This study concluded that students who applied the Butterfly Method helped them to remember the new method from the intervention satisfactorily in comparison to those who lack the confidence in applying it.

scholarly journals EFFECT OF YOGIC EXERCISES AND MEDITATION ON EMOTIONAL WELLNESS AND SPIRITUAL WELLNESS OF WOMEN IN THOOTHUKUDI

2016 ◽  
Vol 4 (9(SE)) ◽  
pp. 63-73
Author(s):  
Thanga Selvam ◽  
Shunmuga SelvaSivaSankari ◽  
A. Nagalakshmi
Keyword(s):  
Personal Health ◽  
Spiritual Wellness ◽  
Health And Wellbeing ◽  
Study Results ◽  
Significant Difference ◽  
Emotional Wellness ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

Today, yoga is considered as an alternative exercise approach to obtain personal health and wellbeing. Yoga’s holistic methodology strives to unite one’s body, mind, and spirit; it is a method of exercise mirrored in the physical, mental, and emotional benefits which result. The focus of this paper will highlight on the effect of yogic exercises and meditation on emotional wellness and spiritual wellness among women. The objectives of this study were to find out the level of emotional wellness and spiritual wellness of women before and after treatment and to find out the impact of yogic exercises and meditation on the emotional wellness and spiritual wellness of women. The investigators have adopted quasi-experimental method for this study. Results of this study show that there is significant difference between pretest and post test scores on emotional wellness and spiritual wellness of women before and after the yogic exercises and meditation.

scholarly journals The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy

2021 ◽  
Vol 12 (1) ◽  
pp. 72-81
Author(s):  
Jyothi Thalluri ◽  
Joy Penman ◽  
Minh Chau
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Scientific Content ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
Preparatory Course ◽  
The Individual ◽  
Relationship Of ◽  
The Impact

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.

scholarly journals Is project-based transdisciplinary assessment effective in reducing the Mathematical anxiety of pre-service Biology teacher?

Biosfer ◽  
2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Jessica Elfani Bermuli ◽  
Kimura Patar Tamba
Keyword(s):  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Mathematics Learning ◽  
Biology Teachers ◽  
Significant Difference ◽  
Mathematical Anxiety ◽  
Before And After ◽  
Post Test ◽  
Z Value ◽  
The Impact

Mathematical anxiety is a constant obstacle experienced by pre-service Biology Teachers in developing their quantitative abilities. Project-based transdisciplinary assessment is one type of transdisciplinary application that has not been widely explored to solve this problem. Project-based transdisciplinary assessment in form of mini-research with the topic “Data Collection on local wisdom in each area”. The aim of this study is to determine the impact of implementing project-based transdisciplinary assessment on reducing mathematics anxiety among 23 pre-service biology Teachers. This study used a pre-experimental method with a pre-test and post-test design with one non-randomized group. The pre-test and post-test were carried out using the AMAS (Abbreviated Math Anxiety Scale) questionnaire. Data were analyzed using descriptive statistics and the Wilcoxon signed ranks test. Statistical results of this study show no significant difference in mathematics anxiety before and after the implementation of the project-based transdisciplinary assessment with a z value of-0.163 and a p-value of 0.87. Based on the aspect of mathematics anxiety, there is also no significant difference in mathematics learning anxiety and mathematics evaluation anxiety when compared before and after the implementation of project-based transdisciplinary assessment with each z value = -0.664, p = 0.506 and z = -0.931 and p = 0.352. The implication of this research is the need for a continuous, collaborative and institutional effort in the transdisciplinary application so as to improve the quantitative abilities of pre-service Biology Teachers.

scholarly journals Improving Students’ Writing Skill through the School Online Newspaper at a Public University in Vietnam

2018 ◽  
Vol 6 (2) ◽  
pp. 47
Author(s):  
Lê Thị Thu Trang ◽  
Lê Thị Khánh Linh
Keyword(s):  
Public University ◽  
External Factors ◽  
Tertiary Level ◽  
Writing Performance ◽  
Research Results ◽  
Online Newspaper ◽  
Writing Skill ◽  
Before And After ◽  
Post Test ◽  
The Impact

Writing is a crucial skill for students, particularly for those at tertiary level, yet it is a fact that many find writing challenging to master. A number of methods and strategies, therefore, have been employed in an attempt to develop students’ writing skill, and a student-run school newspaper is one of them. This paper aims at reporting whether the school newspaper The SFLook results in its members’ improved writing and how the students self-evaluate the impact of the project. First, the students’ (n = 20) pre-test and post-test before and after a twelve-week action were examined to assess their writing performance. Besides, a questionnaire was delivered to investigate their attitudes towards different aspects during the time working for the newspaper. The findings indicate that the school newspaper has reinforced its members’ writing skill and their motivations for writing are bound to external factors. The research results would suggest further applications of student – run newspapers in various educational contexts.

scholarly journals Comparing the Impact of Heart Rate-Based In-Game Adaptations in an Exergame-Based Functional High-Intensity Interval Training on Training Intensity and Experience in Healthy Young Adults

2021 ◽  
Vol 12 ◽  
Author(s):  
Anna Lisa Martin-Niedecken ◽  
Tiziana Schwarz ◽  
Alexandra Schättin
Keyword(s):  
Heart Rate ◽  
Young Adults ◽  
High Intensity ◽  
Interval Training ◽  
Whole Body ◽  
Intensity Level ◽  
High Intensity Interval Training ◽  
Individual Parameter ◽  
High Intensity Interval ◽  
The Impact

Physical inactivity remains one of the biggest societal challenges of the 21st century. The gaming industry and the fitness sector have responded to this alarming fact with game-based or gamified training scenarios and thus established the promising trend of exergaming. Exergames—games played with the (whole) body as physical input—have been extolled as potential attractive and effective training tools. Simultaneously, researchers and designers are still exploring new approaches to exploit the full potential of this innovative and enjoyable training method. One way to boost the attractiveness and effectiveness of an exergame is to individualize it with game adaptations. A physiological parameter that is often used to balance the physical challenge and intensity of exergames to the player’s fitness skills is the heart rate (HR). Therefore, researchers and designers often rely on age-based, maximum HR (HRmax) formulas originating from performance diagnostics. In combination with the player’s assessed real-time HR during an exergame session, the pre-determined HRmax is used to adapt the game’s challenge to reach a pre-defined HR and physical intensity level (in-exergame adaptations), respectively. Although the validity and reliability of these age-based HRmax formulas were proven in heterogeneous target populations, their use is still often criticized as HR is an individual parameter that is affected by various internal and external factors. So far, no study has investigated whether the formula-based pre-calculated HRmax compared to a standardized individually pre-assessed HRmax elicits different training intensities, training experiences, and flow feelings in an exergame. Therefore, we compared both variants for in-exergame adaptation with the ExerCube – a functional high-intensity interval training exergame – in healthy young adults. Comparing the results of the two conditions, no significant differences were found for HR parameters and perceived physical and cognitive exertion, nor for overall flow feelings and physical activity enjoyment. Thus, the formula-based in-exergame adaptation approach was suitable in the presented study population, and the ExerCube provided an equally reliable in-exergame adaptation and comparable exergame play experiences. We discuss our findings in the context of related work on exergame adaptation approaches and draw out some implications for future adaptive exergame design and research topics.

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