Seven-week Training Research Articles

Psychophysiological Effects of Slow-Paced Breathing on Adolescent Swimmers' Subjective Performance, Recovery States, and Control Perception.

This study examined the effect of a Slow-Paced Breath (i.e., 6 breaths per minute) without Biofeedback (SPB-NoHRVB) protocol on semi-elite adolescent swimmers' psychological and physiological states during a seven-week ecological training period. A linear mixed-effects multilevel regression analysis approach was used with 13 adolescent national-level swimmers. Athletes were randomly assigned to an intervention group (n = 7) and a control group (n = 6). Seven waves of assessments were completed weekly during a seven-week training preparation in ecological conditions. During the protocol, swimmers completed subjective quantitative measures (RESTQ-36-R-Sport; cognitive perceived stress and control states about the training process, training subjective performance, and subjective internal training load) and physiological heart rate (HR) (HR of exercise, absolute and normalized HR recovery during the first 60 s of recovery; HRR60 and nHRR60) and heart rate variability (HRV) (MeanRR, RMSSD, LFnu and HFnu, LF/HF ration) tests (through a submaximal heart rate (5'-5' test) once a week. Results revealed that the SPB-NoHRVB protocol significantly predicts biopsychosocial recovery states, cognitive perception of control, and training subjective performance (i.e., a significant effect of the SPB-NoHRVB protocol with the dependent variables simple time trajectories). However, no significant effects were found for biopsychosocial stress scales, cognitively perceived stress, HR, or HRV markers. Our results suggest that SPB-NoHRVB induces simple evolutions over time for crucial variables in athletes' adaptation to the training process (i.e., cognitive appraisals and biopsychosocial states). In contrast, it highlights that SPB-NoHRVB does not induce better stress states. This specific effect on the resource component is an exciting result that will be discussed in the manuscript.

Hands-on Practices on the Use of Corpora in English Language Teaching: Reflections from Teacher Training

Along with recent advances in the development of corpus tools, there has been a growing interest in integrating corpora into language teaching. However, teachers’ lack of awareness may be an obstacle to the effective implementation of corpora in language classroom routines. This study offers an in-service training program on corpus use in language pedagogy and aims to investigate teachers’ views on corpus-based teaching and learning regarding their actual hands-on experiences. For this purpose, 10 EFL instructors at a state university in Turkey were enrolled in an intensive seven-week training program. This program involved a total of nine sessions aimed at presenting how to use corpus tools in language teaching and implementing corpus-based activities in vocabulary teaching, grammar teaching, and error correction. Data were collected via reflective logs and semi-structured interviews. Qualitative analyses revealed the importance of providing teachers with in-service training on corpus use since they perceived to gain awareness, knowledge, and skills required for implementing pedagogical applications of corpora in language teaching while also reporting drawbacks of corpus use in practice. The findings of the study shed light on future practices related to pedagogical uses of corpora in language classrooms and offer a number of implications for teacher education.

Influence of individualized training based on mechanical force-velocity profile on the bilateral vertical jump performance

A detailed review of literature revealed that there is no study of the influence of different types of loads on the performance of a bilateral vertical jump examined on subjects of the same type of F-v profile. Therefore, the aim of this study was to evaluate the influence of two different load-types on the squat-jump performance in force-deficient subjects. During the seven-week training program, the 15 participants of force group performed a half back squat with a load of 80-85% 1RM, while the 15 participants of velocity group performed squat jumps with an unloading of 25% of body weight during the same period of time. The force group significantly improved height of the squat jump (+12.43 ± 6.98%; p <0.001), with a large effect (ES = 1.92 ± 0.72), while in the velocity group were recorded non-significant change (+2.02 ± 5.92%; p = 0.26), with a small effect (ES = 0.30 ± 0.60). These results in the force group were accompanied by a significant optimization of the F-v profile (+31.53 ± 34.91%; p = 0.003), with the attribute of large effect (ES = 1.10 ± 0.65), and the velocity group again recorded non-significant change (-2.20 ± 34.34%; p = 0.70), with a trivial effect (ES = -0.13 ± 0.60). The results of the force group support the hypothesis of the effectiveness of a training program aimed at developing a deficient component of the F-v profile.

Understanding the effects of training on underwater undulatory swimming performance and kinematics

ABSTRACT In swimming, the underwater phase after the start and turn comprises gliding and dolphin kicking, with the latter also known as underwater undulatory swimming (UUS). Swimming performance is highly dependent on the underwater phase; therefore, understanding the training effects in UUS and underwater gliding can be critical for swimmers and coaches. Further, the development of technique in young swimmers can lead to exponential benefits in an athlete’s career. This study aimed to evaluate the effects of a training protocol on UUS and underwater gliding performance and kinematics in young swimmers. Seventeen age group swimmers (boys = 10, girls = 7) performed maximal UUS and underwater gliding efforts before and after a seven-week training protocol. Time to reach 10 m; intra-cyclic mean, peak, and minimum velocities; and gliding performance improved significantly after the training protocol. The UUS performance improvement was mostly produced by an improvement of the upbeat execution, together with a likely reduction of swimmers’ hydrodynamic drag. Despite the changes in UUS and gliding, performance was also likely influenced by growth. The findings from this study highlight kinematic variables that can be used to understand and quantify changes in UUS and gliding performance.

Implementation and Evaluation of a Serious Game for Working Memory Enhancement

The amount of information which can be stored in the human brain is limited and dependent on memory capacity. Over the last few years there has been a trend in training cognitive skills, not only to prevent cognitive decline, which is inevitable as a person grows older, but also to increase or at least preserve mental abilities that will allow a person to function at a higher cognitive level. Memory is one of those key aspects among cognitive skills that has a significant role in a person’s mental performance. Specifically, focus is given to Working Memory (WM), as evidence has shown that it can be increased by applying targeted interventions. An intervention program like this is the main object of this current paper. Using a Serious Game (SG), we designed and created a video game which targets WM training. Its effectiveness was tested and evaluated through an evaluation process where forty people participated in a seven-week training program. Post-results showed that participants had an increase in their WM performance, especially those who had lower scores at the pre-test, while those with high pre-test scores just preserved their initial status. Additionally, all participants agreed that the game is fun and enjoyable to play and that it helps them to increase WM performance.

Fen Bilgisi Öğretmen Adaylarının Eğitiminde Bir Öğretim Materyali Olarak Eğitim Temalı Filmler

Educational media has the potential to foster pre-service science teacher education in many ways. The purpose of this study was to explore the possibility of using selected movies as an educational media and resource for pre-service science teacher education as an extracurricular activity, and therefore five selected movies were used as a backbone for a seven-week training. The sample of the study consisted of 60 pre-service science teachers who attended this training. The data were collected through 3 instruments as pre and posttests. These are Teachers’ Sense of Efficacy Scale (TSES), The Science Teaching Efficacy Belief Instrument (STEBI) and Draw-A-Science-Teacher-Test-Checklist (DASTT-C), respectively. For the first two instruments, a dependent t-test was carried out as a statistical procedure with SPSS. The DASTT-C drawings were evaluated according to its scoring sheet. The results indicated that there is a statistically significant increase in both pre-service science teachers’ efficacy beliefs and their science teaching efficacy beliefs based on our statistical analysis. Pre-service science teachers presented more student-centered instructional style qualifications after the training.

Obesity is Irreversible Without a Controlled Dietary Regimen in a Murine Model

Category:Diabetes, Hindfoot, Midfoot/Forefoot, obesityIntroduction/Purpose:In recent decades, the prevalence of obesity in the United States has increased dramatically. This can be attributed in-part to the high-fat “Western Diet”. Consequentially, the economic burden of obesity to the healthcare system has rapidly increased, accounting for more than 10 percent of all medical spending in America. Furthermore, with regards to orthopedics, obesity has been shown to be a strong risk factor for musculoskeletal pain, injury, and post-operative complications. The purpose of this study was to determine the effects of high intensity cardiovascular training and controlled dietary intake on body weight, body fat percentage (BFP), and bone mineral density (BMD) in obese and non-obese mice. These results will provide a better understanding of how to optimally facilitate weight loss in obese patients.Methods:Following IAUCUC approval, 8 diet-induced obesity (DIO) C57BL/6 mice were obtained along with 6 non-obese C57BL/6 control mice. DIO mice were fed a high-fat diet (60% fat by kcal) ad libitum starting at the age of 6 weeks. Control mice were fed a standard low-fat diet (10% fat by kcal) ad libitum from birth. Starting at the age of 14 weeks, all mice underwent a controlled high intensity cardiovascular training protocol using a treadmill four times per week at 30 minute intervals. This was carried out for seven weeks including a one-week acclimation period. Speed, distance, and time spent running were all constant between groups. Mouse body weights were recorded several times per week throughout the study. Additionally, BFP and BMD were obtained bi-weekly using dual energy X-ray absorptiometry (DEXA) to assess morphophysiological changes longitudinally.Results:Preliminary investigations with a controlled exercise regimen reveal that obese mice, when fed a high-fat diet, continue to gain weight rapidly despite high intensity cardiovascular training whereas control mice maintain their weight. Following the seven-week training period, control mice gained an average of 1.25 g (p=0.41), while DIO mice gained an average of 8.55 g (p<0.001). DIO mice also showed an 8.74% increase in body fat percentage (p=0.002) while control mice showed a 0.51% decrease in body fat percentage (p=0.75). Lastly, BMD was significantly lower in DIO mice compared to controls following the exercise protocol (p<0.05).Conclusion:The results of this study support the hypothesis that a controlled exercise regimen alone is ineffective for facilitating weight loss. In fact, obese mice administered a high-fat diet actually gain weight despite undergoing a rigorous exercise program. Additionally, simple differences in dietary intake have significant effects on body weight, body fat percentage, and bone mineral density. This suggests that while exercise may play a small role in maintaining a normal weight, obesity is irreversible with exercise alone. Obese orthopedic patients should be counseled on dietary modifications before engaging in an exercise program.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Effect of Four Weeks Detraining on Strength, Power, and Sensorimotor Ability of Adolescent Surfers

Background: Surfing is a high skill sport that requires a considerable amount of time in a variety of ocean conditions to help develop the fundamental techniques. Objective: The purpose of this study was to investigate the effect of four weeks of detraining on strength, power, and sensorimotor ability in adolescent surfers. Methods: Nineteen adolescent surfers (13.8 A 1.7 y, 53.6 A 10.8 kg and 165.1 A 8.9 cm) participated in four weeks of detraining (surfing participation maintained but resistance training ceased) following seven weeks of periodized resistance training. Maximal isometric strength, power, and sensorimotor ability pre-test results were determined from the conclusion (post-test) of the first seven-week training block while post-test results were measured at the start (pre-test) of a second seven-week training block. Results: Four weeks of detraining significantly decreased the following variables: Vertical jump height by -5.26%, (p=0.037, d= 0.40), vertical jump peak velocity by -3.73% (p=0.001, d= 0.51), isometric strength by -5.5%, (p=0.012, d= 0.22), and relative isometric strength by -7.27% (p=0.003, d= 0.47). Furthermore, sensorimotor ability worsened, with a significant increase of 61.36% (p=0.004, d= 1.01), indicating that athletes took longer to stabilize from a dynamic landing task. Conclusions: This demonstrates that surfing, in the absence of resistance training, is not a sufficient training stimulus to maintain physical characteristics. Adolescent surfers with a relatively low training age should avoid cessation of resistance training and strive to maintain consistent resistance training in conjunction with surf training in order to avoid negative decrements in physical characteristics that are associated with surfing performance.

W5″ Test: A simple method for measuring mean power output in the bench press exercise

The aims of the present study were to assess the validity and reliability of a novel simple test [Five Seconds Power Test (W5″ Test)] for estimating the mean power output during the bench press exercise at different loads, and its sensitivity to detect training-induced changes. Thirty trained young men completed as many repetitions as possible in a time of ≈5 s at 25%, 45%, 65% and 85% of one-repetition maximum (1RM) in two test sessions separated by four days. The number of repetitions, linear displacement of the bar and time needed to complete the test were recorded by two independent testers, and a linear encoder was used as the criterion measure. For each load, the mean power output was calculated in the W5″ Test as mechanical work per time unit and compared with that obtained from the linear encoder. Subsequently, 20 additional subjects (10 training group vs. 10 control group) were assessed before and after completing a seven-week training programme designed to improve maximal power. Results showed that both assessment methods correlated highly in estimating mean power output at different loads (r range: 0.86–0.94; p < .01) and detecting training-induced changes (R2: 0.78). Good to excellent intra-tester (intraclass correlation coefficient (ICC) range: 0.81–0.97) and excellent inter-tester (ICC range: 0.96–0.99; coefficient of variation range: 2.4–4.1%) reliability was found for all loads. The W5″ Test was shown to be a valid, reliable and sensitive method for measuring mean power output during the bench press exercise in subjects who have previous resistance training experience.

Comparison of the Effectiveness of StyleWriter and Microsoft Word Computer Software to Improve English Writing Skills

This study compared the effectiveness of two types of computer software for improving the English writing skills of pupils in a Malaysian primary school. Sixty students who participated in the seven-week training course were divided into two groups, with the experimental group using the StyleWriter software and the control group using the Microsoft Word programme. A pre-test was administered before the experiment was conducted. This was followed by post-tests upon completion of the course, where a computer-based assessment, as well as a pen-and-paper assessment, was employed. In each test, four components of writing skills were assessed, namely grammar, vocabulary, spelling, sentence structure, besides the overall performance. The findings indicated that the students who were exposed to StyleWriter had significantly better scores in all the writing components compared to the control group using Microsoft Word in both pen-and-paper and computer-based essay writing assessments. This study showed that StyleWriter enhanced the students’ writing skills even when computer assistance was no longer available.

The Impact of Abuse and Trauma on the Developing Child: An Evaluation of a Training Programme for Foster Carers and Supervising Social Workers

Jeanette Allen and Panos Vostanis describe the set-up and preliminary evaluation of a seven-week training programme for foster carers and supervising social workers based on attachment theory. It has long been recognised that parenting children with complex and challenging needs in a family setting is extremely demanding, with research indicating that foster carers' lack of confidence in managing such demands is a significant factor in placement breakdown. This study suggests that attachment theory provides a useful model to help carers understand and respond to the complex difficulties presented by children with a history of abuse and trauma, and that the provision of a conceptual framework may be a significant factor in improving foster carers' confidence to manage the difficulties presented by the children in their care. The clinical implications of this evaluation are discussed.

Interactive Metronome® training for a 9-year-old boy with attention and motor coordination difficulties

The purpose of this case report is to describe a new intervention, the Interactive Metronome,® for improving timing and coordination. A nine-year-old boy, with difficulties in attention and developmental delay of unspecified origin underwent a seven-week training program with the Interactive Metronome.® Before, during, and after training timing, accuracy was assessed with testing procedures consistent with the Interactive Metronome® training protocol. Before and after training, his gross and fine motor skills were examined with the Bruininiks-Oseretsky Test of Motor Proficiency (BOTMP). The child exhibited marked change in scores on both timing accuracy and several BOTMP subtests. Additionally his mother relayed anecdotal reports of changes in behavior at home. This child's participation in a new intervention for improving timing and coordination was associated with changes in timing accuracy, gross and fine motor abilities, and parent reported behaviors. These findings warrant further study.

Building a virtual network in a community health research training program.

To describe the experiences, lessons, and implications of building a virtual network as part of a two-year community health research training program in a Canadian province. An action research field study in which 25 health professionals from 17 health regions participated in a seven-week training course on health policy, management, economics, research methods, data analysis, and computer technology. The participants then returned to their regions to apply the knowledge in different community health research projects. Ongoing faculty consultations and support were provided as needed. Each participant was given a notebook computer with the necessary software, Internet access, and technical support for two years, to access information resources, engage in group problem solving, share ideas and knowledge, and collaborate on projects. Data collected over two years consisted of program documents, records of interviews with participants and staff, meeting notes, computer usage statistics, automated online surveys, computer conference postings, program Web site, and course feedback. The analysis consisted of detailed review and comparison of the data from different sources. NUD*IST was then used to validate earlier study findings. The ten key lessons are that role clarity, technology vision, implementation staging, protected time, just-in-time training, ongoing facilitation, work integration, participatory design, relationship building, and the demonstration of results are essential ingredients for building a successful network. This study provides a descriptive model of the processes involved in developing, in the community health setting, virtual networks that can be used as the basis for future research and as a practical guide for managers.

Variations in Stride Length and Running Economy in Male Novice Runners Subsequent to a Seven-Week Training Program

The purposes of this investigation were to document the changes in stride length of college-age male novice runners (n = 13) who were allowed of freely choose their stride length throughout a 7-week training period (FCSL), and to compare subsequent changes in running economy to those observed in a similar group of runners (n = 13) that ran for 7 weeks with constant stride lengths equivalent to their initially chosen stride lengths (CSL). Subjects trained 3 days per week for approximately 7 weeks (22 training bouts). Each training bout consisted of a minute warmup (60% VO2max) and a 15-minute run at a speed equivalent to 80% of the subjects' initial VO2max. Absolute stride length (ASL), heart rate (HR), and ratings of perceived exertion (RPE) were measured during the 12th and 20th minute of exercise. Relative and absolute submaximal VO2 were measured during the 4th and 22nd training bout. No significant differences in percent change in ASL were found between the groups or across the weeks of training at the 12th or 20th minute of exercise; however, there was a significant difference (p less than or equal to .05) between the groups during the 4th week of training. No significant differences were found between the groups in relative or absolute submaximal VO2. Relative submaximal VO2 at the 12th minute of exercise decreased significantly following the training period in both the FCSL (-3.38%) and CSL (-4.32%) groups. Absolute submaximal VO2 did not change significantly following the training period.(ABSTRACT TRUNCATED AT 250 WORDS)

Existing and Training Induced Differences in Aerobic Fitness: Their Relationship to Physiological Response Patterns During Different Types of Stress

Aerobic fitness has been associated with various desirable psychological and physiological characteristics. Recently, attenuation of physiological reactivity during stressful situations was added to this list, although comparison of the stress responses of sportsmen and sedentary subjects has yielded equivocal results. The present study examined cardiovascular patterns rather than single variables, and tried to clarify these matters. Tasks were used that were known to increase blood pressure through different combinations of changes in cardiac output and vascular resistance. Autonomic nervous system dynamics underlying these response patterns were studied using preejection period as an index of beta-adrenergic activity, and respiratory sinus arrhythmia as an index of vagal activity. Pre-existing differences in aerobic fitness in a sample of sedentary subjects were related to their responses during the stressful tasks and the recovery periods afterwards. This approach prevented confounding of the relationship between fitness and stress-reactivity with the psychological effects of regular exercise. Furthermore, it excluded the bias in psychological makeup that is introduced when subjects spontaneously engaged in sports are compared to non-exercising persons. To rule out a third (hereditary?) factor underlying both stress-reactivity and fitness, physiological responses before and after a seven-week training program were compared to those of subjects in a waiting list control group. Substantial individual differences in aerobic fitness were found in spite of the fact that all subjects reported low levels of habitual activity. During two active coping tasks, diastolic blood pressure reactivity and vagal withdrawal were negatively related to these pre-existing differences in fitness. No such relation was seen during a cold pressor test or during recovery from the tasks. Neither beta-adrenergic cardiac reactivity nor heart rate responses were related to fitness, but the absolute heart rate during the tasks was lower in the more fit subjects. Seven weeks of training were not effective in changing either reactivity or recovery of any of the variables. The discrepancy between cross-sectional and longitudinal results in the present study suggests that training of longer duration is necessary to induce the psychological or physiological changes underlying reduced reactivity. The latter may include changes in cardiac vagal/sympathetic balance or in adrenoceptor sensitivity. Alternatively, both psychological and physiological determinants of stress-reactivity may be related to aerobic fitness at a dispositional level.

Effects of Dynamic and Static Training on Vertical Jumping Ability

Abstract The purpose of this study was to determine the effects of strength improvement on vertical jump ability. Eighty-nine male college students participated in four different training programs. Group I (N = 29) trained with the 10-RM, Group II (N = 20) with 50 to 60 percent of the 10-RM for ten repetitions of jumping squats, Group III (N = 21) trained statically, and Group IV (N = 19) trained by jumping vertically. Training occurred three times weekly for seven weeks. Vertical jumping height was determined before and after the seven-week training period. The groups that trained dynamically improved significantly more in vertical jump than the groups that trained statically or trained strictly by jumping vertically.