Endurance running performance in athletes with asthma   总被引：1，自引：0，他引：1  

W Freeman  C Williams  M G Nute 《Journal of sports sciences》1990,8(2):103-117

Laboratory assessment was made during maximal and submaximal exercise on 16 endurance trained male runners with asthma (aged 35 +/- 9 years) (mean +/- S.D.). Eleven of these asthmatic athletes had recent performance times over a half-marathon, which were examined in light of the results from the laboratory tests. The maximum oxygen uptake (VO2max) of the group was 61.8 +/- 6.3 ml kg-1 min-1 and the maximum ventilation (VEmax) was 138.7 +/- 24.7 l min-1. These maximum cardio-respiratory responses to exercise were positively correlated to the degree of airflow obstruction, defined as the forced expiratory volume in 1 s (expressed as a percentage of predicted normal). The half-marathon performance times of 11 of the athletes ranged from those of recreational to elite runners (82.4 +/- 8.8 min, range 69-94). Race pace was correlated with VO2max (r = 0.863, P less than 0.01) but the highest correlation was with the running velocity at a blood lactate concentration of 2 mmol l-1 (r = 0.971, P less than 0.01). The asthmatic athletes utilized 82 +/- 4% VO2max during the half-marathon, which was correlated with the %VO2max at 2 mmol l-1 blood lactate (r = 0.817, P less than 0.01). The results of this study suggest that athletes with mild to moderate asthma can possess high VO2max values and can develop a high degree of endurance fitness, as defined by their ability to sustain a high percentage of VO2max over an endurance race. In athletes with more severe airflow obstruction, the maximum ventilation rate may be reduced and so VO2max may be impaired. The athletes in the present study have adapted to this limitation by being able to sustain a higher %VO2max before the accumulation of blood lactate, which is an advantage during an endurance race. Therefore, with appropriate training and medication, asthmatics can successfully participate in endurance running at a competitive level.  相似文献   

A Systematic Review of Financial Literacy as a Termed Concept: More Questions Than Answers     

Ashley E. Faulkner 《Journal of Business & Finance Librarianship》2015,20(1-2):7-26

Financial literacy, as a concept by that name, has only been explored in library science literature for a little over a decade. The concept, and especially the role of libraries in furthering this literacy, is still evolving. This systematic literature review examines the current definition of financial literacy, why financial literacy matters, where the public has been accessing financial literacy education to date, the difficulties encountered, by libraries and others, in providing this education, and how these challenges might be addressed moving forward.  相似文献   

Multiscale modeling of droplet interface bilayer membrane networks     

Eric C. Freeman  Amir B. Farimani  Narayana R. Aluru  Michael K. Philen 《Biomicrofluidics》2015,9(6)

  相似文献   

Roots and wings: a history of outdoor education and outdoor learning in the UK     

Mark Freeman 《History of education》2015,44(4):527-528

  相似文献   

Working men’s bodies: work camps in Britain 1880–1940     

Mark Freeman 《History of education》2015,44(2):249-251

  相似文献   

Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum     

Ashley Lewis Presser  Margaret Clements  Herbert Ginsburg  Barbrina Ertle 《Early education and development》2015,26(3):399-426

Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.  相似文献   

Increasing Parent Involvement Among Head Start Families: A Randomized Control Group Study     

Kendall Jeffries DeLoatche  Kathy L. Bradley-Klug  Julia Ogg  Jeffrey D. Kromrey  Ashley N. Sundman-Wheat 《Early Childhood Education Journal》2015,43(4):271-279

  相似文献   

Teaching Science as a Process,Not a Set of Facts     

Öberg  Gunilla  Campbell  Alice  Fox  Joanne  Graves  Marcia  Ivanochko  Tara  Matsuchi  Linda  Mouat  Isobel  Welsh  Ashley 《Science & Education》2022,31(3):787-817

Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education...  相似文献   

Hands-On: Investigating the role of physical manipulatives in spatial training     

Katie A. Gilligan-Lee  Zachary C. K. Hawes  Ashley Y. Williams  Emily K. Farran  Kelly S. Mix 《Child development》2023,94(5):1205-1221

Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills.  相似文献   

Responding to racism at school: Ethnic-racial socialization and the academic engagement of Black and Latinx youth     

Kimberly R. Osborne  Ashley A. Walsdorf  Mia A. Smith-Bynum  Samantha Redig  Dawn Brinkley  Margaret Tresch Owen  Margaret O’Brien Caughy 《Child development》2023,94(1):219-236

Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (M_age = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth’s concurrent behavioral engagement (R² = .04).  相似文献