Effects of plyometric jump training in female soccer player’s vertical jump height: A systematic review with meta-analysis     

Rodrigo Ramirez-Campillo  Javier Sanchez-Sanchez  Blanca Romero-Moraleda  Javier Yanci  Antonio García-Hermoso  Filipe Manuel Clemente 《Journal of sports sciences》2020,38(13):1475-1487

ABSTRACT

To assess the effects of plyometric jump training (PJT) in female soccer player’s vertical jump height, a review was conducted using the data sources PubMed, MEDLINE, Web Of Science and SCOPUS. Only peer-review articles were included. To qualify for inclusion in the meta-analysis, studies must have included (i) a PJT programme of at least 2 weeks, (ii) cohorts of healthy female soccer players with no restriction for age, (iii) a control group, (iv) a measure of countermovement jump (CMJ). The inverse variance random-effects model for meta-analyses was used. From 7,136 records initially identified through database searching, 8 were eligible for meta-analysis, comprising 9 training groups (n = 99) and 9 control groups (n = 94). The magnitude of the main effect was moderate (ES = 1.01 [95%CI = 0.36–1.66], Z = 3.04, p = 0.002). Sub-group analyses were performed (i.e., PJT frequency, duration and total number of sessions), revealing no significant subgroup differences (p = 0.34–0.96). Among the studies included in this review, none reported injury or other adverse effects. In conclusion, PJT is effective in female soccer players for the improvement of vertical jump height. In future, research must identify specific dose–response relationships following PJT, particularly in the long term.  相似文献   

Images and the Open Educational Resources (OER) Movement     

Jorge Enrique Perez 《The Reference Librarian》2017,58(4):229-237

  相似文献   

Long-term effects of a mediated reading programme on the development of emotional competencies / Efectos a largo plazo de un programa de lectura mediada para el desarrollo de competencias emocionales     

Enrique Riquelme-Mella  Ignacio Montero García-Celay 《Cultura y Educación》2016,28(3):435-467

Emotional competencies are considered protective factors against behaviour problems and have been associated with adequate social and academic development. Early intervention means a greater chance of stability and development of these skills; however, few programmes address these aspects and evaluate their effectiveness in the short, middle or long term. Our research goal was to implement an early intervention programme for the development of emotional competencies based on the mediated reading of children’s literature and to evaluate its long-term effectiveness. Participants were 115 children between the ages of five and eight who were divided into two groups. To assess the impact of the programme, a factorial design was implemented with four independent variables. The ‘Mediated reading’ and ‘Traditional reading’ groups were compared on measures of facial emotion recognition, empathy and emotional regulation. Results indicate that the mediated reading group showed the best performance on all the dimensions evaluated, with significant differences from the traditional reading group. The study concludes by analysing the outcomes and limitations of the programme implemented.  相似文献   

Lavatio corporis: replicating process art involving decomposing flesh     

Ana Lizeth Mata Delgado  Claudia María Coronado García 《文物保护研究》2016,61(3):311-312

  相似文献   

Comparison of the force-, velocity-, and power-time curves recorded with a force plate and a linear velocity transducer     

Amador García-Ramos  Igor Stirn  Vojko Strojnik  Paulino Padial  Blanca De la Fuente  Javier Argüelles-Cienfuegos 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(3):329-341

This study aimed to correlate, compare, and determine the reliability of force, velocity, and power values collected with a force plate (FP) and a linear transducer during loaded jumps. Twenty-three swimmers performed an incremental loading test at 25, 50, 75, and 100% of their own body weight on a FP. A linear velocity transducer (LVT) was attached to the bar to assess the peak and the mean values of force, velocity, and power. Both the peak variables (r = 0.94 – 0.99 for peak force, r = 0.83 – 0.91 for peak velocity, and r = 0.90–0.94 for peak power; p < 0.001) and the mean variables (r = 0.96–0.99 for mean force, r = 0.87–0.89 for mean velocity, and r = 0.93–0.96 for mean power; p < 0.001) were strongly correlated between both measurement tools. Differences in the shape of the force-, velocity-, and power-time curves were observed. The LVT data showed a steeper increase in these variables at the beginning of the movement, while the FP recorded larger values in the latter part. Peak values were more reliable than mean values. These results suggest that the LVT is a valid tool for the assessment of loaded squat jump.  相似文献   

Impact of an incremental running test on jumping kinematics in endurance runners: can jumping kinematic explain the post-activation potentiation phenomenon?     

Felipe García-Pinillos  Alejandro Molina-Molina  Pedro Á. Latorre-Román 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(2):103-115

This study aimed to determine whether kinematic data during countermovement jump (CMJ) might explain post-activation potentiation (PAP) phenomenon after an exhausting running test. Thirty-three trained endurance runners performed the Léger Test; an incremental test which consists of continuous running between two lines 20 m apart. CMJ performance was determined before (pre-test) and immediately after the protocol (post-test). Sagittal plane, video of CMJs was recorded and kinematic data were obtained throughout 2-Dimensional analysis. In addition to the duration of eccentric and concentric phases of CMJ, hip, knee and ankle angles were measured at four key points during CMJ: the lowest position of the squat, take-off, landing, and at the lowest position after landing. Additionally, heart rate was monitored, and rate of perceived exertion was recorded at post-test. Analysis of variance revealed a significant improvement in CMJ (p = 0.002) at post-test. Cluster analysis grouped according to whether PAP was experienced (responders group: RG, n = 25) or not (non-responders group: NRG, n = 8) relative to CMJ change from rest to post-test. RG significantly improved (p < 0.001) the performance in CMJ, whereas NRG remained unchanged. Kinematic data did not show significant differences between RG and NRG. Thus, the data suggest that jumping kinematic does not provide the necessary information to explain PAP phenomenon after intensive running exercises in endurance athletes.  相似文献   

Interpreting Menchu's account: Sociocultural and linguistic contexts     

Enrique T. Trueba 《International journal of qualitative studies in education》2013,26(2):115-129

This article provides a broader theoretical and sociohistoricalcontext in which to explore possible interpretations of Rigoberta Menchu's account regarding the atrocities committed against the Mayan people of the Altiplano in Guatemala. By focusing on the larger context, I attempt to bring attention to the need for a better understanding of ethnographic research based not on secondary sources but on first-hand data systematically collected in field-based settings. Such fieldwork requires that we take into consideration the language and culture of the people under study in order to arrive at credible interpretations of their statements.  相似文献   

El control de la conducta de los niños en clase     

Ildefonso Valleio García 《Infancia y Aprendizaje》2013,36(9):122-128

RESUMEN

En este artículo el autor demuestra experimentalmente la hipótesis de que la desaprobación a las conductas indeseadas del niño no consiguen reducirlas ni eliminarlas, sino que incluso pueden aumentarlas. Sin embargo con la aprobación de las conductas deseadas disminuyen notablemente las indeseadas.  相似文献   

Critical ethnography and a Vygotskian pedagogy of hope: The empowerment of Mexican immigrant children     

Enrique T. Ttueba 《International journal of qualitative studies in education》2013,26(6):591-614

This article, via the use of ethnographic research methods, suggests that critical theory and critical pedagogy can fruitfully redirect the attention from the predominant rhetoric on oppression to the developmental, cognitive, and academic needs of immigrant, low-income, and culturally different children. The Vygotskian approach is advocated to stress the need for the creation of linguistically and culturally appropriate learning environments that link the social and cognitive processes which constitute the basis for genuine empowerment in schoolchildren. The use of concrete examples will illustrate the major points of the article.  相似文献   

ARBOOK: Development and Assessment of a Tool Based on Augmented Reality for Anatomy   总被引：1，自引：1，他引：0  

J. Ferrer-Torregrosa  J. Torralba  M. A. Jimenez  S. García  J. M. Barcia 《Journal of Science Education and Technology》2015,24(1):119-124

  相似文献