scholarly journals The acquisition of aquatic skills in preschool children: deep versus shallow water swimming lessons

Motricidade ◽  
2018 ◽  
Vol 14 (1) ◽  
pp. 66 ◽  
Author(s):  
Helena A Rocha ◽  
Daniel A Marinho ◽  
Nuno D Garrido ◽  
Liliane S Morgado ◽  
Aldo M Costa
Keyword(s):  
Preschool Children ◽  
Shallow Water ◽  
Body Position ◽  
The Body ◽  
Stepwise Discriminant Analysis ◽  
School Aged Children ◽  
Face Immersion ◽  
Eye Opening ◽  
Teaching Learning ◽  
Breath Control

One of the key factors in the swimming teaching-learning process seems to be the variation of water’s depth.However, there are almost no studies about this topic and the existing ones usually follow a basic approach and with no control of the educational program used. It was our purpose to determine the effect of deep versus shallow water differences on developing pre-schoolers’ aquatic skills after 6 months of practice. Twenty-one Portuguese school-aged children of both genders (4.70 ± 0.51 yrs.), inexperienced in aquatic programs, participated in this study. The children were divided into two groups performing a similar aquatic program but in a different water depth: shallow water (n=10) and deep water (n=11). Each participant was evaluated twice for their aquatic readiness using an observation check list of 17 aquatic motor skills: during the first session (T0) and after six months of practice (two sessions per week with a total of 48 sessions) (T1). The aquatic proficiency on each skill was compared between the groups and a stepwise discriminant analysis was conducted to predict the conditions with higher or lower aquatic competence. Results suggested that swimming practice contributed positively to improvements on several basic aquatic skills, in both groups. The results showed that shallow water group managed to acquire a higher degree of aquatic competence particularly in five basic aquatic skills (p< .05): breath control combined with face immersion and eye opening; horizontal buoyancy; body position at ventral gliding; body position at dorsal gliding; leg kick with breath control at ventral body position, without any flutter device. The discriminant function revealed a significant association between both groups and four included factors (aquatic skills) (p< .001), accounting for 88% between group variability. The body position at ventral gliding was the main relevant predictor (r=0.535). Shallow water swimming lessons generated greater aquatic competence in preschool children after a period of 6 months of practice.

Obesity impairs performing and learning a timing perception task regardless of the body position

2021 ◽  
Author(s):  
Fernanda Mottin Refinetti ◽  
Ricardo Drews ◽  
Umberto Cesar Corrêa ◽  
Flavio Henrique Bastos
Keyword(s):  
Body Position ◽  
The Body ◽  
Perception Task ◽  
Timing Perception

Lepeophtheirus salmonis (Krøyer, 1837): second nauplius and copepodid locomotor appendages, surface areas and possible appendage functions

Crustaceana ◽  
2013 ◽  
Vol 86 (13-14) ◽  
pp. 1695-1710 ◽  
Author(s):  
Susan E. Allen ◽  
A. G. Lewis
Keyword(s):  
Body Position ◽  
Ventral Surface ◽  
Total Surface Area ◽  
The Body ◽  
Lepeophtheirus Salmonis ◽  
Sinking Rate ◽  
Surface Areas ◽  
Thoracic Legs ◽  
Two Stages ◽  
Suitable Location

Locomotor appendage-body relationships were used to examine whether swimming or reduction in sinking rate is the more important function in the second nauplius and copepodid stages of Lepeophtheirus salmonis (Krøyer, 1837). Except for the similarity in swimming appendage surface areas without setae, the appendages of the two stages are morphologically distinct. Although the nauplius is smaller than the copepodid it has long slender appendages that, with setae, provide greater total surface area than the paddle-shaped copepodid thoracic legs. Copepodid thoracic legs are more similar to those used for swimming by planktonic copepods although with more limited propulsion capability. Naupliar appendages project from the body while copepodid appendages can be folded against the ventral surface, improving hydrodynamic flow as well as body position after attachment to a host. Both copepodid and naupliar appendages are of sufficient size that they should provide escape velocities of more than 100 mm ⋅ s−1. The nature and display of the naupliar appendages suggest they could be used to reduce sinking rate by as much as 64%, reducing the need to swim to maintain a suitable location in the water. Although copepodid thoracic legs could reduce sinking rate by over 40%, their position on the ventral surface and the nature of other appendages suggests a more important use, for orientation and attachment once a host is located.

scholarly journals A faster escape does not enhance survival in zebrafish larvae

2017 ◽  
Vol 284 (1852) ◽  
pp. 20170359 ◽  
Author(s):  
Arjun Nair ◽  
Christy Nguyen ◽  
Matthew J. McHenry
Keyword(s):  
High Speed ◽  
Larval Fish ◽  
Body Position ◽  
Three Dimensional ◽  
Limited Range ◽  
The Body ◽  
Model Parameters ◽  
Fish Prey ◽  
Zebrafish Larvae ◽  
Fish Predators

An escape response is a rapid manoeuvre used by prey to evade predators. Performing this manoeuvre at greater speed, in a favourable direction, or from a longer distance have been hypothesized to enhance the survival of prey, but these ideas are difficult to test experimentally. We examined how prey survival depends on escape kinematics through a novel combination of experimentation and mathematical modelling. This approach focused on zebrafish ( Danio rerio ) larvae under predation by adults and juveniles of the same species. High-speed three-dimensional kinematics were used to track the body position of prey and predator and to determine the probability of behavioural actions by both fish. These measurements provided the basis for an agent-based probabilistic model that simulated the trajectories of the animals. Predictions of survivorship by this model were found by Monte Carlo simulations to agree with our observations and we examined how these predictions varied by changing individual model parameters. Contrary to expectation, we found that survival may not be improved by increasing the speed or altering the direction of the escape. Rather, zebrafish larvae operate with sufficiently high locomotor performance due to the relatively slow approach and limited range of suction feeding by fish predators. We did find that survival was enhanced when prey responded from a greater distance. This is an ability that depends on the capacity of the visual and lateral line systems to detect a looming threat. Therefore, performance in sensing, and not locomotion, is decisive for improving the survival of larval fish prey. These results offer a framework for understanding the evolution of predator–prey strategy that may inform prey survival in a broad diversity of animals.

Children in Self-Care: A New Priority for Pediatricians

PEDIATRICS ◽  
1986 ◽  
Vol 77 (4) ◽  
pp. 548-549
Author(s):  
PATRICIA FOSARELLI
Keyword(s):  
Preschool Children ◽  
Extended Family ◽  
Self Care ◽  
Divorce Rate ◽  
Common Reason ◽  
After School ◽  
Alternative Care ◽  
School Aged Children ◽  
Common Time ◽  
World Report

Everyday in this country, approximately 2 to 5 million 6- to 13-year-old children are in their own care1,2 (US News and World Report, Sept 14, 1981, pp 42, 47). In addition, at least 20,000 children younger than 6 years care for themselves.1 These figures are estimates because many parents do not like to admit to the practice of leaving their children alone. The most common time children are in selfcare is after school, and the most common reason is because their parents work and alternative care arrangements might be unavailable or unaffordable. Currently, 47% of mothers of preschool children and 64% of mothers of school-aged children work outside of the home.3 This situation, coupled with the increasing number of families headed by women, the staggering 50% divorce rate in this country, and the disappearance of the extended family, creates a situation in which certain children must care for themselves.

scholarly journals The Body Position Spatial Task, a Test of Whole-Body Spatial Cognition: Comparison Between Adults With and Without Parkinson Disease

2018 ◽  
Vol 32 (11) ◽  
pp. 961-975 ◽  
Author(s):  
Jessica Battisto ◽  
Katharina V. Echt ◽  
Steven L. Wolf ◽  
Paul Weiss ◽  
Madeleine E. Hackney
Keyword(s):  
Parkinson Disease ◽  
Spatial Cognition ◽  
Body Position ◽  
Spatial Task ◽  
The Body ◽  
Whole Body

An Improved Body-Exact Method to Predict Large Amplitude Ship Roll Responses

2018 ◽  
Author(s):  
Rahul Subramanian ◽  
Naga Venkata Rakesh ◽  
Robert F. Beck
Keyword(s):  
Incident Wave ◽  
Large Amplitude ◽  
Nonlinear Models ◽  
Body Position ◽  
Computational Cost ◽  
Offshore Structures ◽  
The Body ◽  
Surface Boundary ◽  
Strip Theory ◽  
New Formulation

Accurate prediction of the roll response is of significant practical relevance not only for ships but also ship type offshore structures such as FPSOs, FLNGs and FSRUs. This paper presents a new body-exact scheme that is introduced into a nonlinear direct time-domain based strip theory formulation to study the roll response of a vessel subjected to moderately large amplitude incident waves. The free surface boundary conditions are transferred onto a representative incident wave surface at each station. The body boundary condition is satisfied on the instantaneous wetted surface of the body below this surface. This new scheme allows capturing nonlinear higher order fluid loads arising from the radiated and wave diffraction components. The Froude-Krylov and hydrostatic loads are computed on the intersection surface of the exact body position and incident wave field. The key advantage of the methodology is that it improves prediction of nonlinear hydrodynamic loads while keeping the additional computational cost small. Physical model tests have been carried out to validate the computational model. Fairly good agreement is seen. Comparisons of the force components with fully linear and body-nonlinear models help in bringing out the improvements due to the new formulation.

scholarly journals The brain as a fundamental axis in learning process

2019 ◽  
Vol 5 (4) ◽  
pp. 38-45
Author(s):  
Luis Raul Meza Mendoza ◽  
María Elena Moya Martinez ◽  
Angelica Maria Sabando Suarez
Keyword(s):  
Learning Process ◽  
The Body ◽  
Traditional Scheme ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain ◽  
Learning Schemes ◽  
New Strategies ◽  
The Way

Since the beginning of humanity, an attempt has been made to explain the way in which man acquires knowledge, the way in which he assimilates, processes and executes it in order to develop the teaching-learning process that people need throughout of his life, which forces to change the learning schemes using new study methodologies, such as neuroscience, which is a discipline that studies the functioning of the brain, the relationship of neurons to the formation of synapses creating immediate responses which transmits to the body voluntarily and involuntarily, in addition to controlling the central and peripheral nervous system with their respective functions. It is necessary to change the traditional scheme and implement new strategies that allow the teacher to venture into neuroscience, in order to individually understand the different learning processes that students do. As some authors of neuroscience say, the brain performs processes of acquisition, storage and evocation of information, which form new knowledge schemes that generate changes in the attitude of the human being, for this reason teachers are responsible for taking advantage of what It is known about the multiple functions of the brain and be clear about the various ways of acquiring knowledge.

scholarly journals Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Norman G. Lederman ◽  
Judith S. Lederman
Keyword(s):  
Empirical Research ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Curriculum And Instruction ◽  
The Body ◽  
Science Practices ◽  
History Of Research ◽  
History Of ◽  
Déjà Vu ◽  
Teaching Learning

AbstractThis review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers’ challenges. Finally, a variety of important questions yet to be answered are delineated and explained.

scholarly journals Embodiment of sleep-related words: evidence from event-related potentials

2020 ◽  
Author(s):  
Mareike J. Hülsemann ◽  
Björn Rasch
Keyword(s):  
Cognitive Processing ◽  
Word Processing ◽  
Body Position ◽  
Event Related Potentials ◽  
Event Related Potential ◽  
The Body ◽  
Semantic Meaning ◽  
Related Potentials ◽  
Multimodal Networks ◽  
Lying Down

AbstractOur thoughts, plans and intentions can influence physiological sleep, but the underlying mechanisms are unknown. According to the theoretical framework of “embodied cognition”, the semantic content of cognitive processes is represented by multimodal networks in the brain which also include body-related functions. Such multimodal representation could offer a mechanism which explains mutual influences between cognition and sleep. In the current study we tested whether sleep-related words are represented in multimodal networks by examining the effect of congruent vs. incongruent body positions on word processing during wakefulness.We experimentally manipulated the body position of 66 subjects (50 females, 16 males, 19-40 years old) between standing upright and lying down. Sleep- and activity-related words were presented around the individual speech recognition threshold to increase task difficulty. Our results show that word processing is facilitated in congruent body positions (sleep words: lying down and activity words: standing upright) compared with incongruent body positions, as indicated by a reduced N400 of the event-related potential (ERP) in the congruent condition with the lowest volume. In addition, early sensory components of the ERP (N180 and P280) were enhanced, suggesting that words were also acoustically better understood when the body position was congruent with the semantic meaning of the word. However, the difference in ERPs did not translate to differences on a behavioural level.Our results support the prediction of embodied processing of sleep- and activity-related words. Body position potentially induces a pre-activation of multimodal networks, thereby enhancing the access to the semantic concepts of words related to current the body position. The mutual link between semantic meaning and body-related function could be a key element in explaining influences of cognitive processing on sleep.

Reappraisal of Factors Disturbing the Relationship between Body Water Volumes and Total Body Electrical Resistance in Patients on Hemodialysis

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Schotman JM ◽  
◽  
Reichert LJM ◽  
de Boer H ◽  
van Borren MMGJ ◽  
...  
Keyword(s):  
Electrical Resistance ◽  
Body Position ◽  
Body Water ◽  
The Body ◽  
Current Evidence ◽  
Electrode Position ◽  
Fluid Redistribution ◽  
Interpretation Errors ◽  
Water Volumes ◽  
Total Body

Background: Measurements of Total Body Electrical Resistance (TBER) are used to improve fluid balance management in patients on Hemodialysis (HD). This approach is based on the inverse relation that exists between TBER and body water volumes. Interpretation errors may occur if TBER measurements are affected by factors that are not related to changes in body water. Aim of this paper was to provide an overview of the methodological artifacts commonly encountered in a clinical setting, and to strengthen current evidence of their disturbing effects by performing additional experiments. Methods: This study includes an analysis of available literature data, supplemented with additional experiments in healthy adults and patients. A cutoff of 2.7% was used to classify changes in TBER as significant within individual subjects. Results: Electrode position, electrode interference, differences of measurements performed at the right or left side of the body, presence of orthopedic prosthesis located in the limbs, fluid redistribution induced by longterm changes in body position, and electrolyte abnormalities were the main disturbing factors that can induce a significant change in TBER. Other factors either had no significant disturbing effect or could be easily avoided. Conclusion: TBER measurements require a high degree of standardization to minimize interpretation errors.

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