May the Force and Mass Be With You—Evidence-Based Contribution of Mechano-Biological Descriptors of Resistance Exercise

Skeletal muscle is one of the most important tissues of the human body. It comprises up to 40% of the body mass and is crucial to survival. Hence, the maintenance of skeletal muscle mass and strength is pivotal. It is well-established that resistance exercise provides a potent anabolic stimulus to increase muscle mass and strength in men and women of all ages. Resistance exercise consists of mechano-biological descriptors, such as load, muscle action, number of repetitions, repetition duration, number of sets, rest interval between sets, frequency, volitional muscular failure, and range of motion, which can be manipulated. Herein, we discuss the evidence-based contribution of these mechano-biological descriptors to muscle mass and strength.

A STUDY ON JOB SATISFACTION OF EMPLOYEES IN TAMIL NADU WITH SPECIAL REFERENCE TO TBF, KUMBAKONAM

Employee is a back bone of every organization, without employee no work can be done. Employed individuals spend a majority of their adult life making a living for themselves and their families. Objectives of the study. To study the job satisfaction of employees in TBFKumbakonam and to learn the factors influencing and affecting job satisfaction of employees in TBFKumbakonam. Descriptive and Conclusive in Nature of the research design adopted in this study.primary as well as secondary data have been used in this study.Primary data collected through structured questionnaire. Important findings of the study. It was found that almost all the respondents have registered their positive opinion about the experience they obtain in their work. Only a few respondents do not have any opinion and another few expressed that their rest interval is not adequate and inadequate facilities to attend their job. Suggested in this study, Redressing grievances, then and there to keep the employee and their colleagues relationship intact and provide relaxation techniques like yoga and meditation may be arranged by the organization. Conclude this study. As employees services are considered as emerging field, the problems of the employees will definitely affect their profession and so conflicts in all the aspects should be eliminated.

Didactics: Peculiarities of Motor Skills Development in Boys Aged 14-15

The purpose of the study was to determine the peculiarities of motor skills development in boys aged 14-15. Materials and methods. The study participants were boys aged 14 (n=20) and 15 (n=20). The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, discriminant analysis, nearest neighbor analysis. Results. The study made an assumption about a significant influence of the modes of alternating exercise repetitions and the rest interval on the effectiveness of motor skills development in boys aged 14 and 15. The standardized canonical discriminant function coefficients helped to determine age peculiarities and the peculiarities of influence of exercise modes on the effectiveness of motor skills development. They showed that the components of motor fitness are a priority in developing motor skills. The structure canonical discriminant function coefficients indicate the importance of movement control skills for mastering the entire exercise. Conclusions. Discriminant analysis revealed the peculiarities of motor skills development in boys aged 14 and 15, depending on age and exercise modes. With the first exercise mode, boys aged 15 master the first, second, and fourth series of training tasks more quickly. Boys aged 14 – the sixth series (exercise mode: 6 repetitions, rest interval of 60 s). With the second exercise mode, boys aged 14 master the first and fourth series of training tasks more quickly. Boys aged 15 – the second series (exercise mode: 12 repetitions, rest interval of 60 s). The coordinates of centroids for four groups indicate a significant difference in the influence of exercise repetition modes on the number of repetitions required for motor skills development in boys aged 14-15 during physical education classes. The results of group classification show that 87.5% of the original grouped cases were classified correctly.

Influence of Counter Movement Jump Session with Different Rest Intervals on Muscle Damage and Soreness

Objectives: Plyometrics has been used in sports training and many aspects of this modality are poorly understood. This study measures the magnitude of variations of serum creatine kinase (CK) activity and perceived muscle soreness after one session of Countermovement Jump (CMJ) session and compares 1 and 3 minutes rest intervals between each sets.Methods: A group of 30 young male was dividing in two groups and performed ten sets of ten CMJ with 1 or 3 minutes rest interval between sets. Before and after session (24, 48, and 72-h) they informed the muscle soreness perception and blood samples were collected for dosage of serum CK activity. Two (time) x Two (treatment) ANOVA was used to test differences in serum CK activity and muscle soreness. The alpha level was set at 0.05.Results: Serum CK activity measured 48 h after session augments ~2 and ~1.5 times in 1 min and 3 min rest interval respectively. No significant difference between groups that rests 1 or 3 minutes between sets was found. Muscle soreness rises 24 h after session without significant differences between groups.Conclusions: The findings show that the CMJ increases perceived muscle soreness and increases the serum CK activity, and the intervals of rest do not modulate these variables.

Impact of Inter-Set Short Rest Interval Length on Inhibitory Control Improvements Following Low-Intensity Resistance Exercise in Healthy Young Males

The length of rest interval between sets (i.e., inter-set rest interval) is an important variable for resistance exercise program. However, the impact of the inter-set rest interval on improvements in cognitive function following resistance exercise remains unknown. In this study, we compared the effect of short rest interval (SRI) vs. long rest interval (LRI) protocols on post-exercise cognitive inhibitory control (IC) improvements induced by low-intensity resistance exercise. Twenty healthy, young males completed both SRI and LRI sessions in a crossover design. The bilateral knee extensor low-intensity resistance exercise was programed for six sets with 10 repetitions per set using 40% of one-repetition maximum. The inter-set rest interval lengths for SRI and LRI protocols were set for 1 and 3min, respectively. The color-word Stroop task (CWST) was administrated at six time points: baseline, pre-exercise, immediate post-exercise, and every 10min during the 30-min post-exercise recovery period. The levels of blood lactate, which may be an important determinant for improving IC, throughout the 30-min post-exercise recovery period were significantly higher following SRI protocol than following LRI protocol (p=0.002 for interaction effect). In line with this result, large-sized decreases in the reverse-Stroop interference score, which represent improved IC, were observed immediately after SRI protocol (d=0.94 and 0.82, respectively, vs. baseline and pre-exercise) as opposed to the moderate-sized decreases immediately after LRI protocol (d=0.62 and 0.66, respectively, vs. baseline and pre-exercise). Moreover, significant decreases in the reverse-Stroop interference score were observed from 10 to 30min after SRI protocol (all ps<0.05 vs. baseline and/or pre-exercise), whereas no such decrease was observed after LRI protocol. Furthermore, the degree of decreases in the reverse-Stroop interference score throughout the 30-min post-exercise recovery period was significantly greater in SRI protocol than in LRI protocol (p=0.046 for interaction effect). We suggest that the SRI protocol is more useful in improving post-exercise IC, potentially via greater circulating lactate levels, compared to the LRI protocol. Therefore, the inter-set rest interval length may be an important variable for determining the degree of cognitive function improvements following resistance exercise in healthy young males.

Pattern Recognition: Effectiveness of Teaching Boys Aged 15 a Cartwheel

The purpose of the study was to determine the impact of the number of repetitions on the effectiveness of teaching boys aged 15 a cartwheel. Materials and methods. The study participants were 20 boys aged 15. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of trainingtasks; pedagogical experiment, methods of mathematical statistics, discriminant analysis. Results. The assumption was made about a significant influence of the modes of alternating exercise repetitions and the rest interval on the effectiveness of motor skills development in boys aged 15. The study found that 6 sets 1 time each with a rest interval of 60 s are more effective than 6 sets 2 times each with a rest interval of 60 s when teaching the ability to assess movement performance by time (p < 0.001). And with the first exercise mode, fewer repetitions are needed to master the entire cartwheel. This is due to the fact that differentiation of time characteristics requires immediate information about the movement performance after each repetition. Conclusions. Based on the analysis of group centroids, it was found that 6 repetitions of the exercise (6 sets 1 time each with a rest interval of 60 s) significantly influence the cartwheel skill development in boys aged 15 during physical education classes. The results of group classification show that 95.0% of the original grouped observations were classified correctly.

Pattern Recognition: Effectiveness of Teaching Girls Aged 14 the Cartwheel Authors

Purpose. To determine the impact of exercise modes on the effectiveness of teaching girls aged 14 the cartwheel. Materials and methods. The study participants were 20 girls aged 14. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, discriminant analysis. Results. The study found that statistically significant differences in the number of repetitions were observed in performing all series of training tasks, except the third one (p < 0.05). The girls aged 14 who used the first mode (6 sets 1 time each with a rest interval of 60 s) needed fewer repetitions to master the movements of the first, second, fourth, fifth, and sixth series of tasks (p < 0.05). The girls aged 14 who used the second mode (6 sets 2 times each with a rest interval of 60 s) needed fewer repetitions to master the movements of the third series of tasks (p < 0.05). Conclusions. Discriminant analysis made it possible to determine the impact of the number of repetitions on the effectiveness of developing the cartwheel skill in girls aged 14. Based on the analysis of group centroids, it was found that exercise modes significantly influence the cartwheel skill development in girls aged 14 during physical education classes. The results of classification of the groups show that 100.0 % of the original grouped cases were classified correctly.

Didactics: Peculiarities of Programmed Teaching of a Cartwheel to Boys Aged 14

The purpose of the study was to determine the peculiarities of programmed teaching of a cartwheel to boys aged 14. Material and methods. The study participants were 20 boys aged 14. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, factor analysis. Results. The analysis of similarities revealed that the program components are interrelated. Series of training tasks I, II and IV are combined into one group and provide conditions for teaching boys aged 14 a cartwheel. Conclusions. As a result of factor analysis, the study obtained a two-factor model of the teaching program where training tasks are closely connected with one another, which indicates their effective selection. Factor models of the teaching program explain 69.371% and 75.394% of the variation of results. The study found that the effectiveness of the program depends on the modes of exercise repetition. The use of the mode of exercise repetition of 6 sets 2 times each with a rest interval of 60 s increases the effectiveness of the proposed program (p <0.05).

Pattern Recognition: Effectiveness of Teaching Girls Aged 15 Acrobatic Exercises

The purpose of the study was to determine the impact of exercise modes on the effectiveness of teaching girls aged 15 a cartwheel. Materials and methods. The study participants were 20 girls aged 15. The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. To solve the tasks set, the following research methods were used: study and analysis of scientific and methodological literature; pedagogical observation, timing of training tasks; pedagogical experiment, methods of mathematical statistics, discriminant analysis. Results. The analysis of averages shows that statistically significant differences in the number of repetitions are observed in performing series of training tasks 1, 2, and 4 (p < 0.05). The girls aged 15 who use the first mode (6 sets 1 time each with a rest interval of 60 s) need fewer repetitions to master the movements of the first (exercises to develop motor abilities) and the second (exercises to master starting and ending positions) series of tasks. The girls who use the second mode (6 sets 2 times each with a rest interval of 60 s) need fewer repetitions to master the movements of the fourth series of tasks (ability to assess movements in space, by time and muscular effort) (p < 0.05). Conclusions. Discriminant analysis made it possible to determine the impact of the number of repetitions on the effectiveness of developing the cartwheel skill in girls aged 15. During motor skills development, both the first and the second variants of exercise modes and rest intervals can be used. For series of tasks 1 and 2, it is advisable to use 6 sets 1 time each with a rest interval of 60 s; for series of tasks 3, 5, and 6 – 6 sets 1 time each with a rest interval of 60 s or 6 sets 2 times each with a rest interval of 60 s; for series 4 – 6 sets 2 times each with a rest interval of 60 s.