Increase of Total Body Water With Decrease of Body Mass While Running 100 km Nonstop—Formation of Edema?     

Beat Knechtle  Andrea Wirth  Patrizia Knechtle  Thomas Rosemann 《Research quarterly for exercise and sport》2013,84(3):593-603

We investigated whether ultraendurance runners in a 100-km run suffer a decrease of body mass and whether this loss consists of fat mass, skeletal muscle mass, or total body water. Male ultrarunners were measured pre- and postrace to determine body mass, fat mass, and skeletal muscle mass by using the anthropometric method. In addition, bioelectrical impedance analysis was used to determine total body water, and urinary (urinary specific gravity) and hematological parameters (hematocrit and plasma sodium) were measured in order to determine hydration status. Body mass decreased by 1.6 kg (p < .01), fat mass by 0.4 kg (p < .01), and skeletal muscle mass by 0.7 kg (p < .01), whereas total body water increased by 0.8 L (p < .05). Hematocrit and plasma sodium decreased significantly (p < .01), whereas plasma urea and urinary specific gravity (USG) increased significantly (p < .01). The decrease of 2.2% body mass and a USG of 1.020 refer to a minimal dehydration. Our athletes seem to have been relatively overhydrated (increase in total body water and plasma sodium) and dehydrated (decrease in body mass and increase in USG) during the race, as evidenced by the increased total body water and the fact that plasma sodium and hematocrit were lower postrace than prerace. The change of body mass was associated with the change of total body water (p < .05), and we presume the development of  相似文献   

Circles on pommel horse with a suspended aid: Spatio-temporal characteristics     

Beat Knechtle  Patrizia Knechtle  Thomas Rosemann  Oliver Senn 《Journal of sports sciences》2013,31(6):571-577

Abstract

We investigated the associations of anthropometry, training, and pre-race experience with race time in 93 recreational male ultra-marathoners (mean age 44.6 years, s = 10.0; body mass 74.0 kg, s = 9.0; height 1.77 m, s = 0.06; body mass index 23.4 kg · m^?2, s = 2.0) in a 100-km ultra-marathon using bivariate and multivariate analysis. In the bivariate analysis, body mass index (r = 0.24), the sum of eight skinfolds (r = 0.55), percent body fat (r = 0.57), weekly running hours (r = ?0.29), weekly running kilometres (r = ?0.49), running speed during training (r = ?0.50), and personal best time in a marathon (r = 0.72) were associated with race time. Results of the multiple regression analysis revealed an independent and negative association of weekly running kilometres and average speed in training with race time, as well as a significant positive association between the sum of eight skinfold thicknesses and race time. There was a significant positive association between 100-km race time and personal best time in a marathon. We conclude that both training and anthropometry were independently associated with race performance. These characteristics remained relevant even when controlling for personal best time in a marathon.  相似文献   

Understanding Social Processes of Innovation Development     

Uwe Hameyer 《课程研究杂志》2013,45(4):362-366

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Distance learners of German and intercultural competence     

Uwe Baumann  Monica Shelley 《Open Learning》2013,28(3):191-204

The article describes a research project undertaken with advanced adult learners of German at a distance at The Open University, United Kingdom. Their gains in intercultural competence were investigated by looking at how far the students met the prescribed learning outcomes, their knowledge items, language skills, attitudes towards Germans and their assessment results. The findings show that this particular group of learners felt that they had achieved the different requirements of the stated learning outcomes to a surprisingly high level and demonstrated a high level of intercultural competence. In addition, these learners were able to articulate their opinions of commonly held attitudes and stereotypical views about Germans and offered reflective insights into why their personal attitudes differed in many respects from more commonly held views.  相似文献   

Effects of Aerobic Exercise on Cognitive Performance Among Young Adults in a Higher Education Setting     

Sebastian Ludyga  Markus Gerber  Serge Brand  Uwe Pühse  Flora Colledge 《Research quarterly for exercise and sport》2018,89(2):164-172

Purpose: Acute benefits of aerobic exercise on executive functioning have been reported frequently under laboratory conditions. However, to date, a beneficial effect on long-term memory has been less well supported and no data are available regarding nonlaboratory conditions in young adults. The aim of the current study was to investigate acute effects of aerobic exercise on cognitive functioning in a university classroom setting. Method: Using a cross-over design, 51 participants performed a bout of moderately intense running (RUN) and read an article while seated (CON). Afterwards, they completed free-recall tests, followed by a Flanker task and an n-back task. Results: Participants in the RUN condition compared with those in the CON condition showed shorter reaction time on the inhibition task, F(1, 50) = 5.59, p = .022, η² = .101, and recalled more words in the immediate- and delayed-recall tests, F(1, 50) = 8.40, p = .006, η² = .144. Conclusion: The present findings suggest that a moderately intense bout of aerobic exercise benefits verbal short-term and long-term memory as well as inhibitory control among students in a classroom setting.  相似文献   

Doping im Hochleistungssport: Anpassung durch Abweichung     

Karl-Heinrich Bette  Uwe Schimank  R. Stichweh 《Sportwissenschaft》1996,26(2):216-220

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Educational career and substance use in adolescence     

Uwe Engel  Elisabeth Nordlohne  Klaus Hurrelmann  Birgit Holler 《European Journal of Psychology of Education - EJPE》1987,2(4):365-374

In modern, competitive societies the social organisation of «youth» implies both the chance and risk of (intergenerational) vertical social mobility. It is suggested that it is precisely this basic feature that to a considerable extent gives rise to substance use. In particular the paper aims at analysing the impact of the risk of educational downward mobility as well as some related characteristics. Using LISREL VI, it is shown that this type of educational career pattern, actual or anticipated, substantially contributes to the consumption of legal drugs. Weight is given to an extended analysis of the mode of action involved in the relationship between substance use and the career pattern as well as associated characteristics, respectively. As far as home is concerned, social conflict and associated feelings on the side of the adolescents turn out to be a major ‘mechanism’ through which the observable impact of educational downward mobility can be traced back. Integration into both the cultural system of «legalized» drug use and subcultural contexts as provided by social cliques is a further condition that strongly influences substance use among adolescents.  相似文献   

Grundbildung,Allgemeinbildung und Fachunterricht     

Uwe?HericksEmail author 《Zeitschrift für Erziehungswissenschaft》2004,7(2):192-206

Zusammenfassung Der Beitrag thematisiert das nicht unproblematische Spannungsverh?ltnis von Grundbildung, Allgemeinbildung und Fachunterricht. Anspruchsvolle Fachinhalte, die über die in der internationalen PISA-Studie untersuchten Basiskompetenzen hinausgehen, lassen sich nicht mit einem normativen Verweis auf allgemeine Kompetenzen (wie Lernf?higkeit, Sozial-oder Probleml?sekompetenz) für alle Heranwachsenden rechtfertigen. Die Allgemeinheit der Bildung ist vielmehr im Faktum der Kontingenz und Differenz jeglicher Fachinhalte zu suchen. Bildung wird dabei als die F?higkeit zum Umgang mit Ungewissheit definiert. Anhand einer Fallstudie mit einer Hamburger Lehrerin wird gezeigt, dass diese Bestimmung für Lehrende pragmatisch auf die Realisation „guten“ Fachunterrichts hinauslaufen kann. Unter Bildungsaspekten zeigt sich das Handeln der Lehrerin dabei implizit an einer Als-ob-Didaktik orientiert, deren Grundzüge im Beitrag verallgemeinernd herausgearbeitet werden. Eine geeignete Rahmenkonzeption dafür steht mit der Bildungsgangdidaktik zur Verfügung, die die tats?chlichen Lern-und Bildungsprozesse der Schülerinnen und Schüler in das Zentrum ihrer Theoriebildung stellt.

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Summary Basic education, general education and subject-focused lessons This contribution focuses on the not unproblematic tensions between basic education, general education and subject-focused lessons. Demanding subject matter, which offers more than those basic competencies studied in the international PISA study, cannot be justified for all learners with a normative reference to the attainment of general competencies (i.e. learning, social and problem-solving skills). Generality is indeed to be found in the contingency and difference of subject matter. Bildung is defined as the ability to deal with uncertainty. On the basis of a case study of a teacher from Hamburg, it will be demonstrated that this concept can — in pragmatic terms — simply mean the realization of „good“ subject-focused teaching. According to the theory of Bildung, it can be shown that the teache’s work is implicitly based on a didactic with as-if-character, which will be further generalized in this paper. An appropriate framework for such concepts is offered by the Bildungsgangdidaktik, which places the realized learning and educational processes at the center of its theory.

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Developing and evaluating a strategy for learning from animations     

Uwe Kombartzky  Rolf Ploetzner  Sabine Schlag  Berthold Metz 《Learning and Instruction》2010,20(5):424-433

Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during learning; use of the strategy was not monitored. The students who were encouraged to take advantage of the strategy learned significantly more than the students who were not asked to do so. In the second study, three groups of sixth graders were investigated. The first group consisted of 49 students who learned from an animation without the strategy. The second group consisted of 52 students who were encouraged to make use of the strategy during learning; but use of the strategy was not monitored. The third group consisted of 53 students who were also encouraged to make use of the strategy during learning and their use of the strategy was monitored. The results of the second study replicated the findings of the first study. Furthermore, learning was most successful when the students' use of the learning strategy was monitored.  相似文献   

The impacts of new governance on teaching at German universities. Findings from a national survey     

Uwe Wilkesmann  Christian J. Schmid 《Higher Education》2012,63(1):33-52

In this article we will present findings from a national survey questioning the actual impact of the new governance structures at German universities on academic teaching. To begin with, we give a theoretical underpinning to the economization of higher education institutions (HEIs) according to Principal-Agent Theory. This allows for the development of hypotheses about the influence of new selective incentives (merit pay, performance-related budgeting, Management by Objectives, teaching awards) on the professors’ academic teaching behavior. Instructed by critical considerations on Principal-Agent Theory we extended the axiomatics of this economic theory by incorporating concepts like work task motivation and academic socialization for a supposedly more comprehensive explanation. Data from a nationwide German survey allows us then to test our theory-driven assumptions. Our target population was the entire collectivity of all professors at German universities from which we could draft a sample 8,000 individuals. An estimation of four different OLS-regression models shows that the hypotheses derived from Principal-Agent Theory must be rejected whereas the hypotheses based on motivational aspects and socialization processes can be confirmed. Based on our analysis we can conclude that for the status quo of implementation there are no direct influences of new selective incentives on the actual teaching performance whereas we have strong indications for altered mechanisms of enculturation in the field of universities. New Public Management (NPM) seems to produce a new breed of professors whose preferences and practice are conditioned by the imperatives evoked by this new managerialism.  相似文献