Exercise performance and cardiovascular health variables in 70-year-old male soccer players compared to endurance-trained,strength-trained and untrained age-matched men     

Morten Bredsgaard Randers  Jesper L. Andersen  Jesper Petersen  Emil Sundstrup  Markus D. Jakobsen  Jens Bangsbo 《Journal of sports sciences》2014,32(13):1300-1308

Abstract

The aim was to investigate performance variables and indicators of cardiovascular health profile in elderly soccer players (SP, n = 11) compared to endurance-trained (ET, n = 8), strength-trained (ST, n = 7) and untrained (UT, n = 7) age-matched men. The 33 men aged 65–85 years underwent a testing protocol including measurements of cycle performance, maximal oxygen uptake (VO₂max) and body composition, and muscle fibre types and capillarisation were determined from m. vastus lateralis biopsy. In SP, time to exhaustion was longer (16.3 ± 2.0 min; P < 0.01) than in UT (+48%) and ST (+41%), but similar to ET (+1%). Fat percentage was lower (P < 0.05) in SP (–6.5% points) than UT but not ET and ST. Heart rate reserve was higher (P < 0.05) in SP (104 ± 16 bpm) than UT (+21 bpm) and ST (+24 bpm), but similar to ET (+2 bpm), whereas VO₂max was not significantly different in SP (30.2 ± 4.9 ml O₂ · min^?1 · kg^?1) compared to UT (+14%) and ST (+9%), but lower (P < 0.05) than ET (?22%). The number of capillaries per fibre was higher (P < 0.05) in SP than UT (53%) and ST (42%) but similar to ET. SP had less type IIx fibres than UT (?12% points). In conclusion, the exercise performance and cardiovascular health profile are markedly better for lifelong trained SP than for age-matched UT controls. Incremental exercise capacity and muscle aerobic capacity of SP are also superior to lifelong ST athletes and comparable to endurance athletes.  相似文献   

Psychological Adjustment in Adolescents with Vision Impairment     

Martin Pinquart  Jens P. Pfeiffer 《International Journal of Disability, Development & Education》2012,59(2):145-155

The present study compared psychological adjustment of 158 adolescents with vision impairment and 158 sighted adolescents with a matched-pair design using the Strengths and Difficulties Questionnaire. Adolescent self-reports and teacher reports on emotional problems, peer problems, and total difficulties showed higher scores in students with vision impairment than in sighted students. However, the size of between-group differences was small, and adolescents who are blind and their peers with low vision showed similar levels of psychological adjustment. In addition, older students reported more emotional problems than younger students. Furthermore, differences between self-reported emotional problems of students with and without vision impairment were stronger in older participants. In both groups, girls showed more emotional problems and less conduct problems than boys. We conclude that most students with vision impairment are well adjusted but a minority may benefit from psychological interventions.  相似文献   

School type differences in attainment of developmental goals in students with visual impairment and sighted peers     

Jens P. Pfeiffer  Martin Pinquart  Hannes Münchow 《European Journal of Psychology of Education - EJPE》2012,27(3):389-402

The present study analyzed whether the perceived attainment of developmental goals differs by school type and between adolescents with visual impairments and sighted peers. We created a matched-pair design with 98 German students from the middle school track and 98 from the highest school track; half of the members of each group were visually impaired. Students from the middle school track reported a higher attainment of identity development, career choice, and gender role awareness than students from the highest school track. Furthermore, students with visual impairment were less progressed with peer-group integration and forming intimate relationships than sighted students, but they reported higher levels of attainment of skills that are important for their future profession. However, we did not find an overall interaction effect between school type and vision status on the perceived attainment of developmental goals. The observed school type differences can be explained by the fact that students from the middle school track face the transition from school to work earlier. Implications for practice are discussed.  相似文献   

Knowledge Production and Knowledge Transmission. The interaction between research and teaching at universities     

Jens‐Christian Smeby 《Teaching in Higher Education》2013,18(1):5-20

Abstract

Even though the interaction between teaching and research at universities is a well‐studied topic, it is difficult on the basis of available studies to draw any definite conclusions concerning the character of this relationship. This study, which is based on survey data, as well as interviews, shows that university faculty believe that their research influences their teaching and that their teaching activities have a positive effect on their teaching. They find, however, that research is more important for teaching than vice versa. The characteristics of the interaction vary between teaching on various levels and between disciplines. In general, the interaction is stronger at a graduate than at an undergraduate level. At an undergraduate level the relationship is stronger in the humanities and the social sciences than in other fields of learning, while there are no such differences at a graduate level. The findings are discussed on the basis of differences between disciplines and types of teaching  相似文献   

The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor     

Jens Rasmussen 《课程研究杂志》2013,45(5):569-582

Scaffolding as a metaphor for support of learning processes places focus on the relationship between the psychic and social aspects of those processes. This paper examines the conceptualization of this relationship in activity theory and in operational constructivism. The importance of a distinction between psychic processes, language and communication is especially emphasized and discussed in relation to understandings of empathy, inter-subjectivity, and distributed cognition.  相似文献   

Frame of Reference Effects Following the Announcement of Exam Results     

Möller J  Köller O 《Contemporary educational psychology》2001,26(2):277-287

The internal/external frame of reference (I/E) model by Marsh (e.g., 1990a) assumes two central information sources for the constitution of domain-specific academic self-concepts: (1) social comparisons (external frame of reference), in which students compare their own achievements with those of their classmates; and (2) intraindividual comparisons (internal frame of reference), in which students compare their own achievements in one subject with their achievements in other subjects. In path analyses, it has been found that the latter type of comparison leads to negative paths from achievement indicators in subject A to self-concept measures in subject B. To investigate the actual impact of achievement feedback and of the frames of reference on changes in self-concept variables, we analyzed math and German self-concepts immediately following the announcement of exam results in each subject. Participants were 258 7th- to 9th-graders. Path analyses using structural equation modeling supported the validity of the I/E model with respect to the impact of simultaneously given current exam results. In particular, German achievement had a negative impact on subsequent math self-concept. Copyright 2001 Academic Press.  相似文献   

Match performance of high-standard soccer players with special reference to development of fatigue   总被引：16，自引：2，他引：14  

Mohr M  Krustrup P  Bangsbo J 《Journal of sports sciences》2003,21(7):519-528

The aim of this study was to assess physical fitness, match performance and development of fatigue during competitive matches at two high standards of professional soccer. Computerized time-motion analyses were performed 2-7 times during the competitive season on 18 top-class and 24 moderate professional soccer players. In addition, the players performed the Yo-Yo intermittent recovery test. The top-class players performed 28 and 58% more (P < 0.05) high-intensity running and sprinting, respectively, than the moderate players (2.43 +/- 0.14 vs 1.90 +/- 0.12 km and 0.65 +/- 0.06 vs 0.41 +/- 0.03 km, respectively). The top-class players were better (11%; P < 0.05) on the Yo-Yo intermittent recovery test than the moderate players (2.26 +/- 0.08 vs 2.04 +/- 0.06 km, respectively). The amount of high-intensity running, independent of competitive standard and playing position, was lower (35-45%; P < 0.05) in the last than in the first 15 min of the game. After the 5-min period during which the amount of high-intensity running peaked, performance was reduced (P < 0.05) by 12% in the following 5 min compared with the game average. Substitute players (n = 13) covered 25% more (P < 0.05) ground during the final 15 min of high-intensity running than the other players. The coefficient of variation in high-intensity running was 9.2% between successive matches, whereas it was 24.8% between different stages of the season. Total distance covered and the distance covered in high-intensity running were higher (P < 0.05) for midfield players, full-backs and attackers than for defenders. Attackers and full-backs covered a greater (P < 0.05) distance in sprinting than midfield players and defenders. The midfield players and full-backs covered a greater (P < 0.05) distance than attackers and defenders in the Yo-Yo intermittent recovery test (2.23 +/- 0.10 and 2.21 +/- 0.04 vs 1.99 +/- 0.11 and 1.91 +/- 0.12 km, respectively). The results show that: (1) top-class soccer players performed more high-intensity running during a game and were better at the Yo-Yo test than moderate professional players; (2) fatigue occurred towards the end of matches as well as temporarily during the game, independently of competitive standard and of team position; (3) defenders covered a shorter distance in high-intensity running than players in other playing positions; (4) defenders and attackers had a poorer Yo-Yo intermittent recovery test performance than midfielders and full-backs; and (5) large seasonal changes were observed in physical performance during matches.  相似文献   

Provincial Reflections on the Danish Educational System∗     

Jens Bjerg 《Compare》1991,21(2):165-178

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Paul Abraham: A Forgotten Scholar of the Prussian Academy of Sciences and Humanities     

Jens?ThielEmail author 《Minerva》2004,42(4):393-420

Paul Abraham, one of the Berlin Academys most experienced researchers, was deported to Auschwitz in 1943. The fate of this Jewish scholar reveals much about the inner life of the Academy, and its treatment of Jewish staff, during the World War II. This paper describes his life, against a backdrop of war, revolution, and dictatorship, and in the context of one of the Academys most prestigious projects.  相似文献   

Children's Moral Motive Strength and Temperamental Inhibition Reduce Their Immoral Behavior in Real Moral Conflicts   总被引：1，自引：1，他引：1  

Jens B. Asendorpf  Gertrud Nunner-Winkler 《Child development》1992,63(5):1223-1235

This study is concerned with the prediction of interindividual differences in children's immoral behavior in real moral conflicts by moral motive strength (appropriate attribution of moral emotions to story characters), temperamental inhibition, and ego control. Children were tempted to cheat at age 6 when they felt unobserved, or to contend for a scarce resource in peer triads at age 7. Moral motive strength and inhibition, but not ego control, predicted low cheating and low nonverbal rivalry to a similar extent. Extreme group analyses of children low or high in both traits showed that cheating/noncheating could be predicted with a hit rate above 90%. Nonverbal rivalry in a group increased exponentially with the number of low-moral uninhibited children in the group, a finding replicated within the same sample. Discussion focuses on the influence of moral motive strength, temperamental inhibition, ego control, and their interaction on the reduction of immoral behavior.  相似文献