Physiological profile of a professional boxer preparing for Title Bout: A case study     

Israel Halperin  Steven Hughes  Dale W Chapman 《Journal of sports sciences》2016,34(20):1949-1956

This study aimed to (1) profile a professional boxer (23 years and 80 kg) with boxing-specific, muscle function, aerobic capacity and body composition tests, and (2) quantify how these measures varied during an 8-week preparation phase leading to, and post a state-Title Bout fought in the 76.2-kg class. A series of boxing-specific and muscle function tests were completed on 11 occasions: 9 prior and twice after the bout, each separated by approximately 2 weeks. The boxing test included 36 maximal punches (9 of each: lead and rear straights, lead and rear hooks) to a punching integrator measuring forces and velocity. Muscle function tests included countermovement jump, drop-jumps, isometric mid-thigh pull and isometric bench-press. Body composition was assessed using skin-fold measurements on three occasions and one dual energy X-ray absorptiometry scan. Aerobic capacity was assessed using 2 VO₂ max tests. Leading up to the bout, performance decreased in isometric mid-thigh pull (8%), isometric bench-press (5%), countermovement jump (15%) and impact forces in 3 of 4 punches (4%–7%). Whereas measures of dynamic and isometric muscle function remained depressed or unchanged post competition, punching forces (6%–15%) and aerobic power (6%) increased. Data suggest the athlete may have super-compensated following rest as fatigue dissipated and further adaptation occurred.  相似文献   

The effects of physical contact type on the internal and external demands during a rugby league match simulation protocol     

Jonathan P. Norris  Jamie Highton  Stephen F. Hughes  Craig Twist 《Journal of sports sciences》2016,34(19):1859-1866

The aim of this study was to investigate how the type of contact influences physiological, perceptual and locomotive load during a simulated rugby league match. Eleven male university rugby league players performed two trials of the rugby league movement simulation protocol for interchange forwards with a traditional soft tackle bag and a weighted tackle sled to replicate contact demands. The interchange forward-specific simulation was chosen given the contact frequency is higher for this group of players compared to whole match players. Locomotive rate, sprint speed, tackle intensity, heart rate (HR) and rating of perceived exertion were analysed during the first and second bouts that replicated two ~23 min on-field passages. Countermovement jump (CMJ) was measured before and immediately after each trial. More time was spent in heart rate zone between 91 and 100% HR_peak during the first (effect size ± 90% confidence interval: 0.44 ± 0.49) and second bouts (0.44 ± 0.43), and larger (0.6 ± 0.69) decrements in CMJ performance were observed during the sled trial (5.9, s = 4.9%) compared to the bag trial (2.6, s = 5.4%). Changing the type of contact during the match simulation subtly altered both the internal and external loads on participants. Using a standard tackle bag results in faster sprint speed to contact, but lower overall high-intensity running. Conversely, a heavier tackle object increases the internal load and results in greater lower limb neuromuscular fatigue as reflected by the decrease in CMJ performance.  相似文献   

Assessing Undergraduate Education from Graduating Seniors’ Perspective: Peer Institutions Provide the Context     

Daleney  Anne Marie 《Tertiary Education and Management》2001,7(3):255-276

This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481 students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing efforts to enhance campus social life. This revised version was published online in June 2006 with corrections to the Cover Date.  相似文献   

Meta-ethnography of autoethnographies: a worked example of the method using educational studies     

Sherick Hughes  George Noblit 《Ethnography and Education》2017,12(2):211-227

ABSTRACT

Despite questions about autoethnography in the ethnography and education research family, autoethnography is published in selective peer-reviewed journals in education and in the social and health sciences. Even critics of autoethnographic studies note their ‘rising acceptance in the past 15 years’ [Delamont, S. 2009. “The Only Honest Thing: Autoethnography, Reflexivity and Small Crises in Fieldwork.” Ethnography and Education 4 (1): 51–63]. However, there has been less effort towards qualitative meta-synthesis to learn what other insights might be gained from collections of studies. With the advent of meta-autoethnography [Ellis, C. 2009. Revision: Autoethnographic Reflections of Life and Work. Walnut Creek, CA: Left Coast Press], each author can find a way to synthesise her/his own autoethnographic works, however, synthesising autoethnographies of different authors has received no attention. This article examines a critical, systematic approach to the meta-ethnography of autoethnographies and offers a worked example of the method using educational studies.  相似文献   

How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative     

William Boyle  Marie Charles 《International Journal of Inclusive Education》2016,20(8):871-888

This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4].  相似文献   

Using combinations of video,audio and print to teach French at a distance: A case study of the formative evaluation cycle     

Beryl Crooks  Marie -Noëlle Lamy 《European Journal of Psychology of Education - EJPE》1995,10(2):131-144

The materials, procedures and findings of an evaluation of initial approaches to the use of audio visual media in a course teaching the French language to distance learners are reported as a case study of a formative evaluation. The study illustrates the design-research-revision stages of the formative evaluation cycle. Innovative features of the course were the pivotal role played by audiovisual (videocassette and audiocassette) media in providing resource material for teaching and learning, the use of short sequences for intensive study and the high degree of integration between the audiovisual media and the print. Key teaching design features of the draft audiovisual and print packages were identified and evaluated in terms of students’ reactions to them. Central issues of teaching design are discussed in relation to revisions made to the course materials in the light of the evaluation.  相似文献   

Reclaiming Kindergarten: Part II: Questions About Policy     

Dominic F. Gullo  Kim Hughes 《Early Childhood Education Journal》2011,38(6):393-397

Part II of “Reclaiming Kindergarten” continues the discussion related to responding to the crisis in today’s kindergarten. In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions center on issues related to engaging families in kindergarten and the need to consider a new early childhood paradigm where kindergarten is part of a continuous and seamless educational experience spanning prekindergarten through third grade. As in Part I, examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten classroom.  相似文献   

A Qualitative Examination of the Challenges, Resources, and Strategies for Serving Children Learning English in Head Start     

Emily Worthington  Susan Maude  Kere Hughes  Gayle Luze  Carla Peterson  Mary Jane Brotherson  Katherine Bruna  Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60

The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics, Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning needs of children learning English in their classrooms. Key challenges involved communicating with children and their families in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development and language skills of other staff. However, available resources were often underutilized and limited for teachers to use in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second language learning opportunities for teachers. Further implications for training and research are discussed.  相似文献   

Hearing “Quack” and Remembering A Duck: Evidence for Fluency Attribution in Young Children          下载免费PDF全文

Marie Geurten  Marianne Lloyd  Sylvie Willems 《Child development》2017,88(2):514-522

Previous research has suggested that fluency does not influence memory decisions until ages 7–8. In two experiments (n = 96 and n = 64, respectively), children, aged 4, 6, and 8 years (Experiments 1 and 2), and adults (Experiment 2) studied a list of pictures. Participants completed a recognition test during which each study item was preceded by a sound providing either a highly predictive or mildly predictive context in order to make some test items more conceptually fluent. Overall, highly predictive items were recognized at a higher rate than mildly predictive items demonstrating an earlier development of the fluency heuristic than previously observed. The study provides insight into how children develop metacognitive expectations and when they start to use them to guide their memory responses.  相似文献   

Ideas to Enhance Higher Education's Impact on Graduates' Lives; Alumni Recommendations     

Delaney  Anne Marie 《Tertiary Education and Management》2004,10(2):89-105

Based on a recently completed alumnistudy of 522 graduates at a private college inthe northeastern Unites States, this paperpresents a model for designing alumni researchto assess higher education's effectiveness inpreparing graduates for work and life. Resultsrevealed substantial variation in alumnievaluation of their education. While alumnireported a high level of satisfaction with theacademic programme and career preparation,their feedback suggests they seek more fromtheir college experience. Results reveal thatstudents who feel a sense of community are moresatisfied with their overall college experienceand those who are satisfied with their sociallife are more likely to recommend the collegeto prospective students.  相似文献