Differential effects of endurance and resistance training on central fatigue     

Triscott S  Gordon J  Kuppuswamy A  King N  Davey N  Ellaway P 《Journal of sports sciences》2008,26(9):941-951

The effect of long-term endurance and resistance training on central fatigue has been studied using transcranial magnetic stimulation by exercising the biceps brachii to exhaustion and recording motor-evoked potentials from the non-exercised homologous biceps. Three groups of eight healthy individuals took part: two groups of individuals who had more than 8 years of athletic training in either an endurance or resistance sport, and a group of controls. The size of a motor-evoked potential (area of averaged rectified response) was significantly depressed in all three groups in the non-exercised arm after exhaustive exercise of the opposite arm. Recovery of motor-evoked potentials occurred earlier in endurance athletes (20 min) than in control participants (30 min) and resistance athletes (>30 min). Dexterity and maximum voluntary contraction of the biceps for the non-exercised arm were not depressed in any group. In a separate session, the limit of endurance time for the biceps was reduced significantly following exhaustive exercise of the biceps of the other arm for resistance athletes and control participants, whereas there was no change in the endurance athletes. Our findings suggest that athletic training has an effect on the mechanism of central fatigue that may be specific to the nature of training.  相似文献   

The physiological cost of velocity coupling during tennis groundstrokes     

Cooke K  Davey PR 《Journal of sports sciences》2007,25(7):815-821

Velocity coupling denotes a perceptual motor behaviour known to occur during coincidence timing tasks. Individuals have been shown to increase their effector limb speed with increases in stimulus speed during interceptive tasks. However, little is known about the physiological effects of velocity coupling. The aim of this study was to determine the physiological cost of velocity coupling during tennis groundstrokes. Eight male and eight female competitive tennis players volunteered to perform three 4-min bouts of continuous groundstrokes against balls projected from a tennis ball machine at speeds of 18, 22, and 27 m x s(-1) (65, 79, and 97 km x h(-1)) and a frequency of 14 balls per minute, the order of which was counterbalanced. Breath-by-breath pulmonary gas exchange, heart rate, locomotion time, and limb acceleration were measured throughout each of the 4-min bouts. Capillary blood samples (for blood lactate analysis), rating of perceived exertion, and difficulty rating were taken at the end of each bout. Increasing ball speed did not influence the locomotion time between groundstrokes but did result in a bilateral increase in both the mean upper- and lower-limb acceleration (all P < 0.05). Velocity coupling behaviour increased oxygen uptake, blood lactate concentration, heart rate, rating of perceived exertion, and perceived task difficulty (all P < 0.05). It would appear, therefore, that velocity coupling influenced tennis groundstroke behaviour and indirectly modified the concurrent cardiopulmonary and metabolic responses.  相似文献   

Muscle Dysmorphia Among College Men: An Emerging Gender‐Related Counseling Concern     

Carla M. Davey  John B. Bishop 《Journal of College Counseling》2006,9(2):171-180

Recent literature suggests that, like midrange eating disorders among college women, male muscle dysmorphia is emerging as a physical as well as a health concern among college men. The authors define the disorder, review diagnostic and etiological considerations, and discuss the added complication of creatine use to self‐manage muscle dysmorphic symptoms. Implications for the college counseling practice are presented, and the need for a reliable knowledge base to guide practice is emphasized.  相似文献   

Comprehensive treatment of the older disabled reader     

Pauline Cowin  Virginia Graff 《Annals of dyslexia》1969,19(1):100-112

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Part III the treatment of reading disabilities at the New York infirmary reading clinic     

Fannie S. Mendelsohn  Pauline Cowin 《Annals of dyslexia》1964,14(1):69-78

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Frequent testing and personalized systems of instruction     

Robert D. Abbott  Pauline Falstrom 《Contemporary educational psychology》1977,2(3):251-257

This research compared course achievement in elementary statistics under Keller-plan Personalized Systems of Instruction and under other lecture methods of instruction incorporating only some of the basic components of Keller-plan teaching methods. The addition of content unitization and learning objectives to a lecture/midterm method resulted in course achievement below that found with Keller-plan methods. However, the addition of frequent testing (12 tests in a 14-week semester), content unitization, and learning objectives to a lecture method resulted in achievement at the same high level as achievement of students in a Keller-plan course. Both findings were replicated in two independent semesters. These results suggested that the achievement found in Keller-plan courses may be due to the frequent testing aspects of the mastery learning component of such methods and not to the personalization with proctors or allowance for individual rates present in Keller-plan methods.  相似文献   

Supporting Children's Social Cognitive Development: Literature Choices That Make a Difference     

Pauline Davey Zeece 《Early Childhood Education Journal》2000,27(4):239-242

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Socio-emotional connections: identity,belonging and learning in online interactions. A literature review     

Janine Delahunty  Irina Verenikina  Pauline Jones 《Technology, Pedagogy and Education》2014,23(2):243-265

This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their ‘virtualness’, and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students’ emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently under-researched facet of online learning.  相似文献   

A Re-Conceptualization of Rogers' Core Conditions: Implications for Research, Practice and Training     

Pauline Irving  David Dickson 《International journal for the advancement of counseling》2006,28(2):183-194

Rogers' core conditions remain influential in international counselling practice despite decades of equivocal research findings regarding their effectiveness. It has been argued that ambiguity and lack of clarity in Rogers' (1957) original definitions is a major factor in the development of misunderstanding and multiple operationalizations of the core conditions for research and training purposes. This paper presents an innovative re-conceptualization of the core conditions based on social psychological models of attitude. It is argued that this model has the potential to integrate existing work from a range of perspectives and provide a framework for future research and development.  相似文献   

We've been asked     

Pauline McDonald 《Early Childhood Education Journal》1980,7(3):48-49

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