The effects of work:rest duration on physiological and perceptual responses during intermittent exercise and performance     

Mike Price  Paul Moss 《Journal of sports sciences》2013,31(14):1613-1621

Abstract

In this study, we examined the effects of different work:rest durations during 20 min intermittent treadmill running and subsequent performance. Nine males (mean age 25.8 years, s = 6.8; body mass 73.9 kg, s = 8.8; stature 1.75 m, s = 0.05; [Vdot]O_2max 55.5 ml · kg^?1 · min^?1, s = 5.8) undertook repeated sprints at 120% of the speed at which [Vdot]O_2max was attained interspersed with passive recovery. The work:rest ratio was constant (1:1.5) with trials involving either short (6:9 s) or long (24:36 s) work:rest exercise protocols (total exercise time 8 min). Each trial was followed by a performance run to volitional exhaustion at the same running speed. Testing order was randomized and counterbalanced. Heart rate, oxygen consumption, respiratory exchange ratio, and blood glucose were similar between trials (P > 0.05). Blood lactate concentration was greater during the long than the short exercise protocol (P < 0.05), whereas blood pH was lower during the long than the short exercise protocol (7.28, s = 0.11 and 7.30, s = 0.03 at 20 min, respectively; P < 0.05). Perceptions of effort were greater throughout exercise for the long than the short exercise protocol (16.6, s = 1.4 and 15.1, s = 1.6 at 20 min, respectively; P < 0.05) and correlated with blood lactate (r = 0.43) and bicarbonate concentrations (r = ?0.59; P < 0.05). Although blood lactate concentration at 20 min was related to performance time (r = ?0.56; P < 0.05), no differences were observed between trials for time to exhaustion (short exercise protocol: 95.8 s, s = 30.0; long exercise protocol: 92.0 s, s = 37.1) or physiological responses at exhaustion (P > 0.05). Our results demonstrate that 20 min of intermittent exercise involving a long work:rest duration elicits greater metabolic and perceptual strain than intermittent exercise undertaken with a short work:rest duration but does not affect subsequent run time to exhaustion.  相似文献   

Aerobic exercise and type a behaviour     

Lori A. Schmied  Hannah Steinberg  Tim Moss  Elizabeth A. Sykes 《Journal of sports sciences》2013,31(5):433-445

The Type A behaviour pattern is a well‐documented, if controversial, risk factor for coronary heart disease. Surprisingly, relatively little work has been reported on ways of modifying this behaviour pattern. Aerobic exercise, with its demonstrated benefits for both cardiovascular reactivity and psychological ‘well‐being’, is a promising treatment. The literature is reviewed and recommendations are made for practical applications and future research.  相似文献   

Knowledge,education and research: Making common cause across communities of practice          下载免费PDF全文

Gemma Moss 《British Educational Research Journal》2016,42(6):927-944

This article considers how knowledge, education and research interact as the institutional structures that support them change. Many efforts at large‐scale education reform depend upon the proposition that what counts as useful knowledge can be easily defined, without reference to the specific contexts in which that knowledge will be set to work. Yet ?useful knowledge’ as it appears to policymakers does not always translate into ?useful knowledge’ from the perspective of practitioners. Distance and context matter. Based on studies of the development of literacy policy in England under successive governments, the paper assesses the dislocations and divisions of labour that characterise the contemporary knowledge landscape and asks how the research community can continue to act for the common good in an increasingly crowded and contested education field.  相似文献   

Strange bedfellows in science teacher preparation: conflicting perspectives on social justice presented in a Teach For America—university partnership     

Jill McNew-Birren  Tyra Hildebrand  Gabrielle Belknap 《Cultural Studies of Science Education》2018,13(2):437-462

Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for training teachers from those of TFA. Accordingly, science teachers trained through TFA-university partnerships encounter conflicting understandings of science education, justice, and urban communities as they are introduced to teaching practice. In this ethnographic case study we explored the experiences and reactions of a cohort of TFA corps members in a science methods course as they engaged with TFA’s perspective focused primarily on enhancing students’ social mobility and the methods course emphasizing democratic equality through scientific engagement. The study considers intersections between TFA’s approach to teacher preparation and sociocultural perspectives on equitable science teaching. The study also lends insight into the contradictions and challenges through which TFA science teachers develop understandings about their role as science teachers, purposes and goals of science education, and identities of the students and communities they serve.  相似文献   

‘Brown Paper Packages’? A Sociocultural Perspective on Young Children's Ideas in Science     

Jill Robbins 《Research in Science Education》2005,35(2-3):151-172

How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like “brown paper packages tied up with strings” – as the song from The Sound of Music goes? Or are their ideas like “wild geese that fly with the moon on their wings” (Sound of Music): fluid, complex, rich.?.?.? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article.  相似文献   

Teacher Consultation to Enhance Implementation of School-Based Restorative Justice     

Ashley M. Mayworm  Jill D. Sharkey  Kayleigh L. Hunnicutt  K. Chris Schiedel 《Journal of educational and psychological consultation》2016,26(4):385-412

ABSTRACT

Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received almost no attention in the literature is the professional development and ongoing support of teachers in schools using RJ. This article provides a review of extant literature on school-based RJ, teacher training, and consultation methods. Integrating the empirical literature on school consultation and teacher professional development, we argue that schools should implement a multitiered model of professional development to build teacher competency in RJ, specifically including the use of targeted teacher consultation. The proposed model is complementary to an RJ framework, systematic, and capable of evaluation; future research is needed to evaluate its effectiveness in practice.  相似文献   

Tailoring reading and vocabulary courses to the needs of non-native speakers of English     

Jill B. Gidmark 《Innovative Higher Education》1982,6(3):172-183

The paper describes how integrating instruction in reading and vocabulary can aid language learning for non-native speakers of English. It discusses the theories behind some of the difficulties in learning English and gives some practical methods for lessening those difficulties. Finally, the article delineates the differences in focus and emphasis between teaching reading and vocabulary skills to native students and teaching the same skills to non-native students.Dr. Gidmark is Assistant Professor of Skills & Writing at the University of Minnesota General College, where she also coordinates the Reading Laboratory. Address reprint requests to the author at the University of Minnesota General College, 106 Nicholson Hall, 216 Pillsbury Dr. S. E., Minneapolis, MN 55455.  相似文献   

School pupils' reactions to flexible learning     

Dennis Moss 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(1):28-38

The article describes a survey of the attitudes of sixth form students towards an Advanced level course in sociology taught by open learning strategies. The problems of open learning for the 16–19 year age group are highlighted and suggestions made for the use of key questions in performance monitoring which may identify learning difficulties for other open learners in this age group. The findings suggest that younger students entering such open learning programmes may need study methods counselling and additional tutorial support.  相似文献   

Leading professional learning in an Australian secondary school through school‐university partnerships     

Julianne Moss 《Asia-Pacific Journal of Teacher Education》2008,36(4):345-357

As the limitations of one‐off and disconnected professional learning programs for teachers are recognised, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action. Set in the context of the international agenda of “Education For All” (UNESCO, 2005 UNESCO. (2005). Education for all: Global monitoring project. Retrieved January 8, 2007, from http://portal.unesco.org/education/en/ev.php‐URL_ID=36004&URL_DO=DO_TOPIC&URL_SECTION=201.html (http://portal.unesco.org/education/en/ev.php-URL_ID=36004&URL_DO=DO_TOPIC&URL_SECTION=201.html)  [Google Scholar]) a model of sustained on‐going professional learning, developed in one large secondary school in Australia, is analysed. The social practices that generate action and participation for partnership members are then scrutinised for the legitimacy of school‐university partnerships and the contribution to enhancing teacher learning.  相似文献   

Community Level Factors and Child Maltreatment Rates   总被引：8，自引：1，他引：8  

Claudia J. Coulton  Jill E. Korbin  Marilyn Su  Julian Chow 《Child development》1995,66(5):1262-1276

Using census and administrative agency data for 177 urban census tracts, variation in rates of officially reported child maltreatment is found to be related to structural determinants of community social organization: economic and family resources, residential instability, household and age structure, and geographic proximity of neighborhoods to concentrated poverty. Furthermore, child maltreatment rates are found to be intercorrelated with other indicators of the breakdown of community social control and organization. These other indicators are similarly affected by the structural dimensions of neighborhood context. Children who live in neighborhoods that are characterized by poverty, excessive numbers of children per adult resident, population turnover, and the concentration of female-headed families are at highest risk of maltreatment. This analysis suggests that child maltreatment is but one manifestation of community social organization and that its occurrence is related to some of the same underlying macro-social conditions that foster other urban problems.  相似文献