scholarly journals INFLUENCE OF INSPIRATORY MUSCLE WARM-UP EXERCISE ON FIELD HOCKEY DRAG-FLICK AND SHOOTING PERFORMANCE

2021 ◽  
Vol 6 (11) ◽  
Author(s):  
Nahsen Avci ◽  
Mustafa Özdal ◽  
Mehmet Vural
Keyword(s):  
Analysis Of Variance ◽  
Performance Test ◽  
Repeated Measurements ◽  
Inspiratory Muscle ◽  
Muscle Exercise ◽  
Warm Up ◽  
Significant Difference ◽  
The One ◽  
Positive Effect ◽  
Experimental Group

The aim of this study is to examine the effect of inspiratory muscle exercise on drag-flick and shooting performance in hockey. For this purpose, 30 individuals engaged in hockey sports participated in the study as an experimental group. The subjects were applied three inspiratory muscle warm-up exercises (maximal inspiratory pressure, MIP): at 5% intensity (placebo) and 40% intensity (RWU), with 30 breaths x 2 sets and 1 minute rest between sets, first without warming up. After each test, 20 shots drag-flick and 20 shots were performed at the hockey goal, whose scoring was prepared before. The data obtained were analyzed in SPSS 22.0 program. After testing for normality and homogeneity, one-way analysis of variance and LSD correction were performed for repeated measurements. According to the one-way analysis of variance test in repeated measurements; in the drag-flick performance test, a significant difference in favor of the RWU application was observed between the RWU application and placebo and no warming applications (p <0.05). In the shooting performance test, there was a significant difference between RWU application and placebo and no warm-up applications in favor of RWU application (p <0.05). In the drag-flick performance test, when the change of the fatigue scores of the subjects between the applications was examined; there was a significant difference in favor of RWU application (p <0.05). Fatigue was found to be less in RWU application. When the change of fatigue scores between applications in the shooting performance test was examined; there was a significant difference between RWU application and placebo and no warming applications in favor of RWU application (p <0.05). Fatigue was found to be less in RWU application. As a result, it can be said that inspiratory muscle exercise has a positive effect on drag-flick and shooting performance in hockey. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0776/a.php" alt="Hit counter" /></p>

scholarly journals Using Google Docs in Omani EFL College Classes: Students’ Writing Performance and Perceptions towards Use

2019 ◽  
Vol 8 (1) ◽  
pp. 53
Author(s):  
Noura Al Burtamani ◽  
Fawzia Al Seyabi ◽  
Abdo Al Mekhlafi
Keyword(s):  
Performance Test ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Significant Difference ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
College Classes ◽  
Experimental Group

This quasi experimental study aimed at investigating the effect of using Google Docs on EFL Omani college students’ writing performance and students’ perceptions of its use. The sample of the study included 81 Level 3 Foundation Program students in Nizwa College of Technology, Oman. The experimental group consisted of 39 students while the control group consisted of 42 students. The research instruments included a writing performance test that was administered as pre and post- test and a students’ perceptions questionnaire. Data analysis revealed that there was a statistically significant difference between the writing performance of the experimental and control groups in favour of the experimental group. The experimental group outperformed the control group in task achievement, task organization, grammar and vocabulary. Also, the students perceived using Google Docs in EFL writing as a very beneficial tool in improving their writing and collaboration skills. In light of these findings, a number of recommendations for practice are presented.

scholarly journals Effect of Immediate Dentin Sealing and Surface Conditioning on the Microtensile Bond Strength of Resin-based Composite to Dentin

2019 ◽  
Vol 44 (6) ◽  
pp. E289-E298 ◽  
Author(s):  
CRG van den Breemer ◽  
M Özcan ◽  
MS Cune ◽  
AP Almeida Ayres ◽  
B Van Meerbeek ◽  
...  
Keyword(s):  
Bond Strength ◽  
Analysis Of Variance ◽  
Water Storage ◽  
Silica Coating ◽  
Microtensile Bond Strength ◽  
Surface Conditioning ◽  
Clinical Procedures ◽  
Significant Difference ◽  
The One ◽  
Storage Times

SUMMARY This study evaluated the microtensile bond strength (μTBS) of resin-based composite (RBC) to dentin after different immediate dentin sealing (IDS) strategies and surface-conditioning (SC) methods and on two water storage times. Human molars (n=48) were randomly divided into eight experimental groups involving four different IDS strategies—IDS-1L with one layer of adhesive, IDS-2L with two layers of adhesive, IDS-F with one layer of adhesive and one layer of flowable RBC, and DDS (delayed dentin sealing) with no layer of adhesive (control)—and two different SC methods—SC-P with pumice rubbing and SC-PC with pumice rubbing followed by tribochemical silica coating. The μTBS test was performed after one week and after six months of water storage, being recorded as the “immediate” and “aged” μTBS, respectively. Composite-adhesive-dentin microspecimens (0.9×0.9×8–9 mm) were stressed in tension until failure to determine the μTBS. Failure mode and location of failure were categorized. Two-way analysis of variance was applied to analyze the data for statistically significant differences between the experimental groups (p&lt;0.05). Two-way analysis of variance revealed no significant differences between the one-week μTBS specimens for IDS strategy (p=0.087) and SC methods (p=0.806). However, the interaction of IDS strategy and SC methods appeared statistically significant (p=0.016). The six-month specimen evaluation showed no significant difference in μTBS for SC (p=0.297) and SC/IDS interaction (p=0.055), but the μTBS of the IDS strategies differed significantly among them (p=0.003). For tribochemical silica-coated IDS, no significant effect of aging on μTBS was recorded (p=0.465), but there was a highly significant difference in μTBS depending on the IDS strategy (p&lt;0.001). In addition, the interaction of IDS and aging was borderline statistically significant (p=0.045). The specimens failed mainly at the adhesive-dentin interface for all experimental groups. Dentin exposure during clinical procedures for indirect restorations benefits from the application of IDS, which was shown to result in higher bond strength. No significant differences were found between cleaning with solely pumice or pumice followed by tribochemical silica coating.

scholarly journals Explicit Affective Strategy Instruction to Develop Speaking Performance of Egyptian EFL University Students

2019 ◽  
Vol 12 (4) ◽  
pp. 85 ◽  
Author(s):  
Samah Mohammed Fahim El Sakka
Keyword(s):  
Performance Test ◽  
Strategy Instruction ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Speaking Performance ◽  
The Difference ◽  
Experimental Group

The purpose of the present study is to investigate the effect of explicit affective strategy instruction on the speaking performance of Freshmen English majors at Faculty of Education, Suez University, Egypt. The design of the study is a pre-post quasi experimental one. The instrument is a pre/post speaking performance test (designed by the researcher). Participants were eighty Freshmen English majors, randomly divided into two groups: a control group (N=40) and an experimental one (N=40). During the experiment, the experimental group was explicitly taught some affective strategies (lowering anxiety, encouraging yourself and monitoring emotions) while the control group was taught using the traditional method. All participants were tested using the pre/post speaking performance test before and after the intervention. The difference between the post test&rsquo;s mean scores of the control and experimental groups were calculated using Independent Samples t-test and the difference in the mean scores between the pre- and post tests of speaking performance was calculated for each group separately using Paired Samples t-test. A significant difference was found between the post test&rsquo;s mean scores of the control and the experimental groups in favor of the experimental group. Moreover, a significant difference was found between the mean scores of the pre and post test of the experimental group in favor of the post test. It was concluded that participants&rsquo; level of speaking performance significantly improved after receiving the explicit affective strategy instruction.

scholarly journals The Effect of Reflection-Supported Process-Based Writing Teaching on Iraqi EFL Students' Writing Performance and Attitude

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salam Hamid
Keyword(s):  
Performance Test ◽  
College Of Education ◽  
Attitude Scale ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Writing Assignment ◽  
And Control ◽  
Experimental Group

The study aims at finding out the effect of process-based writing teaching supported by students' reflection on their performance in, and attitude toward writing. It hypothesizes that there is no statistically significant difference between the mean score of the experimental group taught writing according to the reflection-supported process-based approach and the control group taught writing according to the process-based approach in the writing performance test and writing attitude scale. To achieve the aims of the study, two second year sections in the Department of English of the College of Education/ Ibn Rushd for Human Sciences are randomly assigned as the experimental and control groups with 43 and 45 students respectively. The experiment in this study lasts for 15 weeks during which both groups are taught writing according to the process approach and given one writing assignment per week. Only the experimental group students are required to reflect on their writing performance in every writing assignment by using a reflection sheet prepared for this purpose. At the end of the experiment, the two instruments of the study, i.e., a writing performance test and attitude toward writing scale are administered on both groups. The statistical manipulation of the results achieved shows that supporting the process orientation to writing teaching with a phase of students reflection on their writing performance is effective in developing their writing performance and helping them formulate positive attitude toward writing. In the light of the results and conclusions achieved, a set of recommendations is put forward.

Infant Walkers: Developmental Tool or Inherent Danger

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1201-1202 ◽  
Author(s):  
Marcella V. Ridenour
Keyword(s):  
Analysis Of Variance ◽  
Onset Time ◽  
Control Group ◽  
Bipedal Locomotion ◽  
Control Groups ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This study investigated the influence of pre-walking practice in an infant walker on the onset time of independent walking. 15 pairs of twins were randomly divided into experimental and control groups. Only the experimental group was exposed to an infant walker. This group spent a minimum of 1 hr. per day in an infant walker from 4 mo. of age until the onset of bipedal locomotion. The infants in the control group were not placed in infant walkers. A one-way analysis of variance indicated there was no significant difference between the mean ages of initial walking for the experimental and control groups. The use of the infant walker did not influence the onset of independent walking.

scholarly journals Backward Running: Acute Effects on Sprint Performance in Preadolescent Boys

Sports ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 55
Author(s):  
Dimitrios Petrakis ◽  
Eleni Bassa ◽  
Anastasia Papavasileiou ◽  
Anthi Xenofondos ◽  
Dimitrios A. Patikas
Keyword(s):  
Perceived Exertion ◽  
Acute Effect ◽  
Sprint Performance ◽  
Acute Effects ◽  
Warm Up ◽  
Sprint Speed ◽  
Significant Difference ◽  
Alternative Means ◽  
Rest Time ◽  
Positive Effect

The aim of this study was to examine the acute effect of backward running (BwR) during warm-up on a 20-m sprint of boys’ performance, compared to forward running (FwR). Fourteen recreationally active preadolescent boys (aged 12.5 ± 0.5 years) were examined in 3 protocols: warm-up (control condition), warm-up with 3 × 10 m additional BwR sprints and warm-up with 3 × 10 m additional FwR sprints. Participants were evaluated 4 minutes after each protocol on a 20-m sprint and intermediate distances, as well as the rate of perceived exertion (RPE). Sprint speed across 10-20 m was significantly higher for the BwR warm-up compared to the regular warm-up (p < 0.05) and a significantly higher RPE after the BwR and FwR protocols compared to the control condition was recorded (p < 0.05). No significant difference was detected across the distances 0–5, 5–10, 0–10 and 0–20 m. Although adding 3 × 10-m sprints of BwR or FwR after the warm-up did not enhance performance in a 20 m sprint of preadolescent boys, the positive effect of BwR across 10–20 m distance suggests that BwR could be an alternative means for enhancing performance for certain phases of a sprint for this age. However, preadolescent boys’ response to different sprint conditioning exercise stimuli and the optimization of rest time to maximize performance remain to be determined.

scholarly journals The Effect of Using Circular House Strategy on Teaching International Relations Unit on Achievement and Attitudes towards Social and National Studies for Grade 8 Students

2020 ◽  
Vol 44 (3) ◽  
pp. 319-351
Keyword(s):  
Social Studies ◽  
International Relations ◽  
Traditional Instruction ◽  
Control Group ◽  
Significant Difference ◽  
Teaching Unit ◽  
National Studies ◽  
The One ◽  
Experimental Group ◽  
Grade 8

The purpose of this study was to examine the effect of the roundhouse strategy related to teaching international relations unit on grade eight students’ achievement and attitudes toward national and social studies module. The researcher prepared a teaching unit in international relations embedded in the one of the units of national and social studies module taught to grade eight students. The researcher also prepared a teacher’s guide in using roundhouse strategy. The sample comprised forty students in grade 8 at Al- majmaah governance. The students were divided into two groups: an experimental group taught using roundhouse method, and a control group following the traditional instruction. The results showed that there was a statistically significant difference (α ˂ 0.05) in the post-testing results of the international relations unit in favor of experimental group students. In addition, a statistically significant difference (α ˂ 0.05) was found in the post-testing of the attitudes scale in favor of the experimental group. Due to its role in strengthening student's national allegiance, loyalty and acknowledgement of kingdom's efforts.

scholarly journals Influence of mentalis muscle relaxation on oronasal breathing

Revista CEFAC ◽  
2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Mara Letícia Gobbis ◽  
Bruno Luis Amoroso Borges ◽  
Karina Aparecida Tramonti ◽  
Cynthia Lopes da Silva ◽  
Mirian Hideko Nagae
Keyword(s):  
Standard Deviation ◽  
Root Mean Square ◽  
Analysis Of Variance ◽  
Muscle Relaxation ◽  
Massage Therapy ◽  
Control Group ◽  
Mean Square ◽  
Significance Level ◽  
Significant Difference ◽  
Experimental Group

ABSTRACT Purpose: to investigate the existence of changes in the electromyographic patterns of the mentalis and inferior orbicularis oris muscles in oronasal breathers, submitted to massage therapy on the mentalis muscle. Methods: a controlled blind placebo experiment, with a sample of 19 oronasal breathers (1 man and 18 women), mean age (standard deviation) 22.3 (2.63) years, randomly divided into control and experimental groups, respectively with 7 and 12 volunteers. The experimental group alone underwent myotherapy with massages for 3 months, while electromyographic data were collected from both groups at the beginning and end of the treatment, both at rest and when swallowing water. The analysis of variance was conducted to test the existence of differences between the means; the 5% significance level was used. Results: the analysis of variance revealed signs of interaction between the group and phase effects when analyzing the root mean square values of both the inferior orbicularis oris and the mentalis muscles. As expected, no signs of significant differences were found between the means of the phases in the control group. On the other hand, signs of significant difference were found in the experimental group, with reduced root mean square values in both muscles. The inferior orbicularis oris muscle, which in the pre-phase had a mean (standard deviation) of 202.10 (161.47) µV, had, in the post-phase, values of 131.49 (159.18) µV. The mentalis muscle, in its turn, had in the pre- and post-phase, respectively, a mean (standard deviation) of 199.31 (279.77) µV and 114.58 (253.56) µV. Conclusion: given that no effect was detected in the control group, the decrease in the root mean square values of the mentalis and inferior orbicularis oris muscles in oronasal breathers was attributed to the massage therapy on the mentalis muscle.

scholarly journals The Effect of Using Semantic Map Technique in Teaching Reading Comprehension on Students' Achievement

2021 ◽  
Vol 2 (137) ◽  
pp. 43-52
Author(s):  
Ramziya Khaleel Ismael
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
Control Group ◽  
Teaching Reading ◽  
Semantic Map ◽  
Significant Difference ◽  
The Mean ◽  
Innovative Techniques ◽  
Positive Effect ◽  
Experimental Group

The positive effect that innovative techniques have has been a broad debate in recent years especially in the matter of teaching reading comprehension. Semantic map is one of the latest techniques used to develop reading comprehension. The current study attempts to provide a more detailed investigation regarding the effects of using semantic map on students' reading comprehension achievement. To investigate the objective of this paper, a null hypothesis is used claiming that there is no statistically significant difference between the mean scores of the experimental group, which is used semantic map technique in teaching reading comprehension and those of the control group which is taught by traditional techniques. A sample of 60 students has been chosen randomly to be divided into equal groups. After 10 weeks of experiment, a posttest is applied for both groups. Then the T-test is used to collect and analyze the data. The findings from this investigation proved that there is a statistically significant difference between the mean scores of the experimental group and those of the control group in the reading comprehension achievement posttest for the benefit of the experimental group.

scholarly journals Mathematical Modeling: Effects on Problem Solving Performance and Math Anxiety of Students

2015 ◽  
Vol 65 ◽  
pp. 103-115 ◽  
Author(s):  
M. Lian Kamyl P. Santos ◽  
Rene R. Belecina ◽  
Rosemarievic V. Diaz
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Performance Test ◽  
Anxiety Level ◽  
Control Group ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Experimental Group

This study determined the effects of the integration of mathematical modeling on the problem solving performance and math anxiety level of Grade 9 students. Two groups of students were exposed to different strategies: the control group was taught using guided practice while the experimental group was taught using the integration of mathematical modelling. Pretests and Posttests were given to measure the performance of both groups in terms of their problem solving skills and their math anxiety level. T-test of independent and dependent were used to determine whether there exists significant difference between the performance of the two groups in terms of their pretest and posttest scores. Questionnaire and Interview Method were implemented were used to elicit students’ reactions on the integration of mathematical modeling in the classroom.Findings showed that there is a significant difference between the pretest and posttest mean scores of both groups in terms of their problem solving performance test and their mathematics anxiety test. However, when their posttest mean scores were compared, the experimental group made a large improvement in terms of their problem solving performance and a reduction in terms of their mathematics anxiety level, thus, the integration of mathematical modeling was effective in improving the problem solving performance and reducing the math anxiety level of students

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