Effect of sex and fatigue on muscle stiffness and musculoarticular stiffness of the knee joint in a young active population     

Dan Wang  Giuseppe De Vito  Massimiliano Ditroilo  Eamonn Delahunt 《Journal of sports sciences》2017,35(16):1582-1591

The purpose of this study was to investigate the influence of sex and fatigue on knee extensor peak torque (PT), muscle stiffness (MS) of the vastus lateralis (VL) and knee joint musculoarticular stiffness (MAS) in young adults. Twenty-two male and 22 female recreational athletes participated. Males were characterised by higher relaxed [pre-: males 364.43 (52.00) N · m^–1, females 270.27 (37.25) N · m^–1; post-: males 446.75 (83.27) N · m^–1, females 307.39 (38.58) N · m^–1] and contracted [pre-: males 495.07 (71.04) N · m^–1, females 332.34 (85.42) N · m^–1; post-: males 546.37 (90.74) N · m^–1, females 349.21 (85.55) N · m^–1] MS of the VL, and knee joint MAS [pre-: males 1450.11 (507.98) N · m^–1, females 1027.99 (227.33) N · m^–1; post-: males 1345.81 (404.90) N · m^–1, females 952.78 (192.38) N · m^–1] than females pre- and post-fatigue. A similar finding was observed in pre-fatigue normalised knee extensor PT [pre-: males 2.77 (0.42) N · m kg^–1, females 2.41 (0.40) N · m kg^–1, post-: males 2.53 (0.54) N · m kg^–1, females 2.26 (0.44) N · m kg^–1]. After the fatigue protocol, normalised knee extensor PT and knee joint MAS decreased, whilst relaxed and contracted MS of the VL increased in both sexes. These observed differences may contribute to the higher risk of knee injury in females and following the onset of fatigue.  相似文献   

The effect of static and animated visualization: a perspective of instructional effectiveness and efficiency     

Huifen Lin  Francis M. Dwyer 《Educational technology research and development : ETR & D》2010,58(2):155-174

This study investigated the effectiveness of three different levels of enhancement strategies utilized to facilitate students’ learning from static and animated visualization when taking the time-on-task into consideration. Participants were randomly assigned to six treatment groups, and then took four criterion measures. The time-on-task was measured and used as a covariate in the analysis. The results suggest that animation is more effective than static visuals for improving learning across all levels of learning. Questions plus feedback embedded into the visualized material are most effective in enhancing higher-level but not lower-level learning objectives. Furthermore, time-on-task may be interpreted differently. On the one hand, students should be allowed as much time as needed to learn material when it is enriched, such as in the animated lesson. On the other hand, requiring students in a static-only treatment to review the visuals may produce the same learning effect as the use of animated visuals.  相似文献   

The Fingertip Effects of Computer-based Assessment in Education   总被引：1，自引：0，他引：1  

Hong Lin Dr.  Francis Dwyer Dr. 《TechTrends》2006,50(6):27-31

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Opportunities for a democratic pedagogy: a comparative study of South African and Swedish teachers' attitudes to inclusive education     

Rolf Helldin  Örjan Bäckman  Helen Dwyer  Anders Skarlind  Anna J. Hugo  Norma Nel  Helene Müller 《Journal of Research in Special Educational Needs》2011,11(2):107-119

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.  相似文献   

Reading standards in first year of degree courses in home economics colleges of education in the republic of Ireland     

Eamonn Ó Baíolláin 《Irish Educational Studies》2013,32(1):186-199

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The Marino graded word reading scale at third level: Some insights     

Eamonn Ó Baiolláin 《Irish Educational Studies》2013,32(2):67-87

Summary

The Marino Graded Word Reading Scale, age level 12 upwards, was included in a battery of tests with the purpose of investigating the importance of the reading factor in the Home Economics Colleges of Education in the Republic of Ireland with regard to selection of entrants and prediction of study success. The scale was administered according to a phonetic marking scheme. The paper focuses on the performance of the Marino Scale which is emphasised in relation to other predictor variables, and a critical assessment is made of it.  相似文献   

Critical velocity: a predictor of 2000-m rowing ergometer performance in NCAA D1 female collegiate rowers     

Kendall KL  Smith AE  Fukuda DH  Dwyer TR  Stout JR 《Journal of sports sciences》2011,29(9):945-950

The aims of this study were to examine the use of the critical velocity test as a means of predicting 2000-m rowing ergometer performance in female collegiate rowers, and to study the relationship of selected physiological variables on performance times. Thirty-five female collegiate rowers (mean ± s: age 19.3 ± 1.3 years; height 1.70 ± 0.06 m; weight 69.5 ± 7.2 kg) volunteered to participate in the study. Rowers were divided into two categories based on rowing experience: varsity (more than 1 year collegiate experience) and novice (less than 1 year collegiate experience). All rowers performed two continuous graded maximal oxygen consumption tests (familiarization and baseline) to establish maximal oxygen uptake (VO(2max)), peak power output, and power output at ventilatory threshold. Rowers then completed a critical velocity test, consisting of four time-trials at various distances (400 m, 600 m, 800 m, and 1000 m) on two separate days, with 15 min rest between trials. Following the critical velocity test, rowers completed a 2000-m time-trial. Absolute VO(2max) was the strongest predictor of 2000-m performance (r = 0.923) in varsity rowers, with significant correlations also observed for peak power output and critical velocity (r = 0.866 and r = 0.856, respectively). In contrast, critical velocity was the strongest predictor of 2000-m performance in novice rowers (r = 0.733), explaining 54% of the variability in performance. These findings suggest the critical velocity test may be more appropriate for evaluating performance in novice rowers.  相似文献   

Table of contents for volume 17     

Karen Kangas Dwyer  Ana M. Cruz 《Communication Research Reports》2013,30(4):436-444

The present study considers the relationships between communication apprehension (CA), personality type, represented by the Myers‐Briggs Type Indicator (MBTI) (Myers, 1987), and final grades in a basic public speaking course. The results indicated that trait and context CA are significantly correlated with extraversion and in introversion personality types. In addition, CA in the public speaking context is correlated with the sensing and intuition personality types. Multiple regression showed that while trait CA does not contribute to course grade or grade‐point average, thinking and feeling personality types do contribute significant unique variance to final grade in a public speaking course. Keywords: Communication apprehension, speech anxiety, personality, grades, college students, learning preference.  相似文献   

Experience vs. experimentation     

T.P. Yeatman  Howard F. Hjelm  Jack W. Miller  Robert Dwyer  Donald J. Dickerson  Roy Pangle 《Peabody Journal of Education》2013,88(4):242-243

Education in Depressed Areas. Edited by A. Harry Passow. (New York: Bureau of Publications of Teachers College, Columbia University, 1963. Pp.259. $4.75.)

Educational Research: An Introduction. Walter R. Borg. (New York: David McKay Company, 1963. Pp. 418. $5.50.)

Frontiers of Education. Edited by Arthur E. Traxler. (Washington, D.C.: American Council on Education, 1962. Pp. 192. $2.50.)

The Gifted Child, The Year Book of Education, 1962. Edited by George Z. F. Bereday and Joseph A. Lauwerys. (New York: Harcourt, Brace, and World, 1962. Pp. 541. $10.50.)

Growth and Development of the Young Child. Marian E. Breckenridge and Margaret N. Murphy. (Philadelphia: W. B. Saunders, 1963. Pp.564. $6.75.)

Philosophy and Principles of Physical Education. Charles C. Cowell and Wellman L. France. (Englewood Cliffs, New Jersey: Prentice‐Hall, 1963. Pp. 236. $5.95.)

The Psychologist in the Schools. By Susan W. Gray. (New York: Holt, Rinehart and Winston, Inc., 1963. Pp. 406. $5.50.)

Student's Guide for Writing College Papers. Kate L. Turabiam. (Chicago: University of Chicago Press, 1963. Pp. 172. $1.25 (paper).)

World Culture, a Selected and Annotated Bibliography. (Philadelphia: McKinley Publishing Company, 1963. Pp. 384. $12.00.)  相似文献   

Patterns in Student Perceptions of Start-Up and Conversion Small High Schools     

Jay Feldman  Anne O’Dwyer 《Peabody Journal of Education》2013,88(3):313-332

Schools created as part of the small schools movement have been in operation for almost a decade, allowing identification of patterns in their growth. This study examines 4 years of survey data on 12 start-up and 13 conversion small high schools. Start-up small schools, almost all of which began with one grade level and grew by one grade per year, were highly rated in Year 1, relative to students’ previous schools and to a set of established effective schools. A Year 2 dip was followed by a rebound in Years 3 and 4. Conversion schools’ growth trajectory appeared dependent on the school's level of desired autonomy, defined as the amount of decision making the school ideally would have. Schools with higher desired autonomy showed the most growth as measured by student perceptions.  相似文献