Repeated high-intensity exercise in professional rugby union   总被引：1，自引：1，他引：0  

Austin D  Gabbett T  Jenkins D 《Journal of sports sciences》2011,29(10):1105-1112

The aim of the present study was to describe the frequency, duration, and nature of repeated high-intensity exercise in Super 14 rugby union. Time-motion analysis was used during seven competition matches over the 2008 and 2009 Super 14 seasons; five players from each of four positional groups (front row forwards, back row forwards, inside backs, and outside backs) were assessed (20 players in total). A repeated high-intensity exercise bout was considered to involve three or more sprints, and/or tackles and/or scrum/ruck/maul activities within 21 s during the same passage of play. The range of repeated high-intensity exercise bouts for each group in a match was as follows: 11-18 for front row forwards, 11-21 for back row forwards, 13-18 for inside backs, and 2-11 for outside backs. The durations of the most intense repeated high-intensity exercise bouts for each position ranged from 53 s to 165 s and the minimum recovery periods between repeated high-intensity exercise bouts ranged from 25 s for the back row forwards to 64 s for the front row forwards. The present results show that repeated high-intensity exercise bouts vary in duration and activities relative to position but all players in a game will average at least 10 changes in activity in the most demanding bouts and complete at least one tackle and two sprints. The most intense periods of activity are likely to last as long as 120 s and as little as 25 s recovery may separate consecutive repeated high-intensity exercise bouts. The present findings can be used by coaches to prepare their players for the most demanding passages of play likely to be experienced in elite rugby union.  相似文献   

Student experiences of NAPLAN: sharing insights from two school sites     

Katharine Swain  Donna Pendergast  Joy Cumming 《The Australian Educational Researcher》2018,45(3):315-342

This paper provides insight into middle school students’ perceptions and reactions to their participation in the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). A case study was conducted over 10 months at two Queensland schools with different approaches to NAPLAN implementation. Student voice was elicited via focus groups and 35 students provided drawings and words describing their experience in four stages: preparing, sitting, completing and receiving their results. Thematic content analysis of the textual data and trait and holistic coding of the visual data revealed five themes and suggests that the approach adopted by the school may impact on students’ NAPLAN experiences. This study privileges student voice and enables access to student experiences as they participate in a testing regime which is now a feature of the Australian school assessment landscape.  相似文献   

Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education     

Morrison  Judith  Frost  Janet  Gotch  Chad  McDuffie  Amy Roth  Austin  Bruce  French  Brian 《International Journal of Science and Mathematics Education》2021,19(6):1103-1123

International Journal of Science and Mathematics Education - This study explored how teachers engage and support students at a project-based STEM high school to identify key elements defining...  相似文献   

Autoimmune thyroid disorders—An update     

Manorama Swain  Truptirekha Swain  Binoy Kumar Mohanty 《Indian journal of clinical biochemistry : IJCB》2005,20(1):9-17

Background: Autoimmune thyroid disease (AITD), a common organ specific autoimmune disorder is seen mostly in women between 30–50 yrs of age. Thyroid autoimmunity can cause several forms of thyroiditis ranging from hypothyroidism (Hashimoto’s thyroiditis) to hyperthyroidism (Graves’Disease). Prevalence rate of autoimmune mediated hypothyroidism is about 0.8 per 100 and 95% among them are women. Graves’ disease is about one tenth as common as hypothyroidism and tends to occur more in younger individuals. Both these disorders share many immunologic features and the disease may progress from one state to other as the autoimmune process changes. Genetic, environmental and endogenous factors are responsible for initiation of thyroid autoimmunity. At present the only confirmed genetic factor lies in HLA complex (HLA DR-3) and the T cell regulatory gene (CTLA 4). A number of environmental factors like viral infection, smoking, stress & iodine intake are associated with the disease progression. The development of antibodies to thyroid peroxidase (TPO) thyroglobulin (TG) and Thyroid stimulating hormone receptor (TSH R) is the main hallmark of AITD. Circulating T Lymphocytes are increased in AITD and thyroid gland is infiltrated with CD4+ and CD8+ T Cells. Wide varieties of cytokines are produced by infiltrated immune cells, which mediate cytotoxicity leading to thyroid cell destruction. Circulating antibodies to TPO and TG are measured by immunofluorescense, hemagglutination, ELISA & RIA. TSHR antibodies of Graves’ disease can be measured in bioassays or indirectly in assays that detect antibody binding to the receptor.  相似文献   

LEA Science Advisers: their part in the adoption of the Nuffield Advanced Science Courses     

J. R. L. Swain  R. W. Fairbrother 《Educational studies》1977,3(3):235-242

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Causality: an empirically informed plea for pluralism     

Austin  Christopher J. 《Metascience》2016,25(2):293-296

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The Professional Development of Teacher Educators in the Developing World: a consideration of recent developments in Papua New Guinea     

Thomas A. O'Donoghue  David Austin 《Asia-Pacific Journal of Teacher Education》1995,23(1):45-59

This paper addresses the matter of the extent to which efforts aimed at the professional development activities of community (primary) school teacher educators in one developing country, namely, Papua New Guinea (PNG), correspond to the subjects’ own perceived professional needs. The general background is outlined first. Then the results of a study of a group of Papua‐New‐Guinea‐teacher‐educators’ perceptions of their professional needs, as accessed through semi‐structured interviews are presented in order to gain a preliminary indication of the appropriateness of recent developments aimed at the professional‐isation of teacher education in the country and to suggest some further developments which could be set in train. Finally, the importance of establishing a national association of teacher education is highlighted.  相似文献   

Initial Exploration of Therapeutic Presence Pedagogy in Counselor Education     

Jude T. AustinII  Julius A. Austin 《International journal for the advancement of counseling》2018,40(4):481-500

A qualitatively modified Delphi approach was used to operationalize therapeutic presence so that it can be further studied as it relates to counselor training and therapeutic outcomes. A total of 12 counselors and counselor educators with over 200 combined years of experience in counselor education participated in this study. The results include a definition of therapeutic presence geared toward counselors-in-training, 13 recognizable signs of students’ expressed therapeutic presence in session, and 17 suggestions for counselor educators to help students develop therapeutic presence. We also discuss implications and recommendations for further investigation.  相似文献   

Probability puppets     

Randall E. Groth  Jathan W. Austin  Madeline Naumann  Megan Rickards 《Teaching Statistics》2019,41(2):54-57

We describe how we used puppets as tools to draw 9 to 10‐year‐old students into conversations about probability. Puppets supported classroom discourse by putting forth probabilistic arguments for critique, introducing extreme and unusual examples of concepts, and introducing an element of surprise.  相似文献   

The effect of different chunking strategies in complementing animated instruction     

Mine Munyofu  William J. Swain  Bradley D. Ausman  Huifen Lin  Khusro Kidwai  Francis Dwyer 《Learning, Media and Technology》2007,32(4):407-419

The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes.  相似文献