Comparison of lower limb muscle architecture and geometry in distance runners with rearfoot and forefoot strike pattern     

Joseph M. Gonzales  Andrew J. Galpin  Melissa M. Montgomery 《Journal of sports sciences》2013,31(19):2184-2190

ABSTRACT

We examined the association between footfall pattern and characteristics of lower limb muscle function and compared lower limb muscle function between forefoot and rearfoot runners. Fifteen rearfoot and 16 forefoot runners were evaluated using ultrasonography of the gastrocnemii and tibialis anterior while strike index and heel strike angle quantified footfall pattern. Higher strike index was associated with lower medial gastrocnemius echo intensity (p = 0.05), lower lateral gastrocnemius echo intensity (p = 0.04), smaller tibialis anterior pennation angle (p = 0.05), and longer lateral gastrocnemius fascicle length (p = 0.04). Larger heel strike angle was associated with smaller medial gastrocnemius cross-sectional area (p = 0.04), shorter lateral gastrocnemius fascicle length (p < 0.01), and lower plantar flexion moment (p < 0.01). Larger plantar flexion moment was associated with lesser medial gastrocnemius echo intensity (p = 0.04), lesser lateral gastrocnemius echo intensity (p = 0.03), and greater lateral gastrocnemius fascicle length (p = 0.02). A smaller plantar flexion moment, larger heel strike angle, lower tibialis anterior echo intensity, larger tibialis anterior pennation angle, and smaller lateral gastrocnemius pennation angle were observed in rearfoot compared to forefoot runners (p < 0.05). Lower limb muscle architecture is associated with footfall pattern and ankle mechanics during running.

Abbreviation: EMG: electromyographic; MG: medial gastrocnemius; LG: lateral gastrocnemius; TA: tibialis anterior; EI: echo intensity; CSA: cross-sectional area; PA: pennation angle; FL: fascicle length; FT: fat thickness  相似文献   

As others see us: cross-cultural influences in deafness research     

G Montgomery 《American annals of the deaf》1979,124(7):812-819

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The Development Of Oral Storytelling     

Pat Montgomery  Rachel Robinson 《English in Education》1989,23(2):50-57

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Web Resources that Address Psychiatric Disorders in Pregnancy     

Montgomery KS 《The Journal of perinatal education》2003,12(3):50-52

Psychiatric disorders occur at every life stage, including pregnancy. This resource column highlights several Web resources that may be useful to childbirth educators and other health care providers who may care for pregnant woman experiencing one of these conditions.  相似文献   

Apgar Scores: Examining the Long-term Significance          下载免费PDF全文

Montgomery KS 《The Journal of perinatal education》2000,9(3):5-9

The Apgar scoring system was intended as an evaluative measure of a newborn's condition at birth and of the need for immediate attention. In the most recent past, individuals have unsuccessfully attempted to link Apgar scores with long-term developmental outcomes. This practice is not appropriate, as the Apgar score is currently defined. Expectant parents need to be aware of the limitations of the Apgar score and its appropriate uses.  相似文献   

Acute effects of intense interval training on running mechanics     

Collins MH  Pearsall DJ  Zavorsky GS  Bateni H  Turcotte RA  Montgomery DL 《Journal of sports sciences》2000,18(2):83-90

The aims of this study were to determine if there are significant kinematic changes in running pattern after intense interval workouts, whether duration of recovery affects running kinematics, and whether changes in running economy are related to changes in running kinematics. Seven highly trained male endurance runners (VO2max = 72.3+/-3.3 ml x kg(-1) x min(-1); mean +/- s) performed three interval running workouts of 10 x 400 m at a speed of 5.94+/-0.19 m x s(-1) (356+/-11.2 m x min(-1)) with a minimum of 4 days recovery between runs. Recovery of 60, 120 or 180 s between each 400 m repetition was assigned at random. Before and after each workout, running economy and several kinematic variables were measured at speeds of 3.33 and 4.47 m x s(-1) (200 and 268 m x min(-1)). Speed was found to have a significant effect on shank angle, knee velocity and stride length (P < 0.05). Correlations between changes pre- and post-test for VO2 (ml x kg(-1) x min(-1)) and several kinematic variables were not significant (P > 0.05) at both speeds. In general, duration of recovery was not found to adversely affect running economy or the kinematic variables assessed, possibly because of intra-individual adaptations to fatigue.  相似文献   

Do we need to move from communication technology to user community? A new economic model of the journal as a club     

John Hartley  Jason Potts  Lucy Montgomery  Ellie Rennie  Cameron Neylon 《Learned Publishing》2019,32(1):27-35

Much of the argument around reforming, remaking, or preserving the traditions of scholarly publishing is built on economic principles, explicit or implicit. Can we afford open access (OA)? How do we pay for high‐quality services? Why does it cost so much? In this article, we argue that the sterility of much of this debate is a result of failure to tackle the question of what a journal is in economic terms. We offer a way through by demonstrating that a journal is a club and discuss the implications for the scholarly publishing industry. We use examples, ranging from OA to prestige journals, to explain why congestion is a problem for club‐based publications, and to discuss the importance of creative destruction for the maintenance of knowledge‐generating communities in publishing.  相似文献   

Kindergarten Scores,Storytelling, Executive Function,and Motivation Improved through Literacy-Rich Guided Play     

Dena M. Cavanaugh  Kimberly J. Clemence  Mikaila M. Teale  Audrey C. Rule  Sarah E. Montgomery 《Early Childhood Education Journal》2017,45(6):831-843

This study explored the effects of literacy-rich sociodramatic guided play on kindergarten student literacy performance and behavior. Kindergarten students of varying socioeconomic status attending two elementary schools in the same school district participated in this repeated measures, counterbalanced design study. Students received the mandated grade-level literacy instruction with a supplemental 15 min block of time designated for play-based literacy integration during which the intervention took place. During this short time, students working in small groups were given materials (miniature items, toys, letter tiles) to practice initial letter sounds and consonant–vowel–consonant rhyming word families using either an assigned activity (control condition) or a student-invented game that practiced the same literacy concepts (experimental activity). Students instructed through the experimental condition scored significantly better on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment with a medium effect size. Additional positive academic results included practice in story-composing, sequencing ideas into a complex cause and effect chain of events; application of new vocabulary; repeated practice of phonics and phonemic awareness skills to new examples; self-regulation of emotions; communication and negotiation with peers; and imagination, fantasy, humor, and creativity. Students evidenced preference for the experimental condition, continuing to repeat their games during recess or free time and to record them in their journals. Examples of student-generated literacy games are provided.  相似文献   

Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education     

Amanda P. Montgomery  Amin Mousavi  Michael Carbonaro  Denyse V. Hayward  William Dunn 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):114-127

Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n = 157) use of self-regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day-of-the-week, time-of-day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration.  相似文献   

Book Review     

Michelle Montgomery Masters 《Interactive Learning Environments》2013,21(3):291-293

The University of North Carolina's Plant Information Center (PIC) is a Web-based scientific learning center that connects students to a virtual herbarium of plant specimens and to a collection of botanical and educational resources. This article introduces PIC and reviews the concept of metadata and its relation to the evolving Web-based educational environment. The emphasis is on PIC's metadata applications, specifically the incorporation, development, and integration of a series of metadata schemas that underlie the project. Attention is also given to PIC's metadata research initiatives and how PIC's metadata architecture can contribute to the design of similar enterprises.  相似文献