Physical activity and nutrition guidelines to help with the fight against COVID-19     

Kayvan Khoramipour  Aref Basereh  Amirhoseein Ahmadi Hekmatikar  Lindy Castell  Ruheea Taskin Ruhee 《Journal of sports sciences》2021,39(1):101-107

ABSTRACT

As the world is witnessing the epidemic of coronavirus disease 2019, emerging genetics and clinical pieces of evidence suggest a similar immunopathology to those of severe acute respiratory syndrome and Middle East respiratory syndrome. Staying at home to prevent the spread of the virus and consequently being largely inactive is associated with unintended consequences. These can actually enhance the infection risk and exacerbate poor health conditions including impaired immune function. Physical activity is a feasible way of improving health, particularly physical and mental health in a time of social isolation. However, people with certain health conditions in these circumstances may need a special physical activity programme in addition to any exercise they may already be performing via online programmes. This review aims to provide practical guidelines during the COVID-19 quarantine period. We suggest performing aerobic, resistance training, respiratory muscle training and yoga in the healthy, and in those with upper respiratory tract illness, patients with lower respiratory tract illness should be restricted to respiratory muscle training and yoga. In addition, vitamins D and C, omega-3 fatty acids, and regular consumption of fruit and vegetables might be considered as nutritional aids to support the immune system in those affected by COVID-19.  相似文献   

Introduction: Breast cancer and the perils of health literacy     

Hector Amaya  Jennifer Petersen 《International journal of qualitative studies in education》2013,26(4):467-471

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Structuring Dialogue with Students via Learning Tasks     

Sarah Gravett  Nadine Petersen 《Innovative Higher Education》2002,26(4):281-291

We discuss a teaching approach that we believe promotes deep learning and diminishes the powerful voice of the teacher, thereby allowing students and the teacher to reason actively and inquire together in the classroom. This teaching approach is based on an integration of the concepts of dialogue and of mediation and utilizes learning tasks to structure dialogue with students during classroom meetings and outside the classroom, when students work independently. Students' experiences of this approach within the two courses reported on in the article were generally positive.  相似文献   

Effects of modified-implement training on fast bowling in cricket     

Petersen CJ  Wilson BD  Hopkins WG 《Journal of sports sciences》2004,22(11-12):1035-1039

The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161-181 g), underweight (151-131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108 +/- 5 km h(-1) (mean +/- standard deviation), increased in the modified-implement training group by 4.0 km x h(-1) and in the traditional training group by 1.3 km x h(-1) (difference, 2.7 km x h(-1); 90% confidence limits, 1.2 to 4.2 km x h(-1)). For a minimum worthwhile change of 5 km x h(-1), the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/< 0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers.  相似文献   

Testing Visual Signals in Representative Surveys in Combination with Media Content Analyses of the 2002 German Federal Election Campaign     

Petersen  Thomas; Jandura  Olaf 《Int. Journal of Public Opinion Research》2007,19(1):89-96

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Complicating ‘student behaviour’: exploring the discursive constitution of ‘learner subjectivities’     

Zsuzsa Millei  Eva Bendix Petersen 《Emotional and Behavioural Difficulties》2015,20(1):20-34

When educators consider ‘student behaviour’, they usually think about ‘problem behaviour’ such as disruption or defiance. This limited and limiting view of ‘student behaviour’ not only fails to acknowledge children as educational actors in a wider sense, but also narrowly positions educators as either in control or out of control of their classroom. Mainstream educational psychology’s responses to ‘challenging behaviour’ point educators to numerous ways to prevent its occurrence, through, for example, changing their disciplining approaches and techniques. However, much of the advice directed at improving student behaviour fails to interrogate the core notion of ‘student behaviour’ itself, as well as the conceptual baggage that it carries. The focus is squarely on eliminating ‘problem behaviour’ and often resorts to a pathologisation of students. Meanwhile, when considering ‘student behaviour’ through a Foucauldian post-structuralist optic, behaviour emerges as something highly complex – as spatialised, embodied action within/against governing discourses. In this opening up, it becomes both possible and critical to defamiliarise oneself with the categorisation of ‘challenging behaviour’ and to interrogate the discourses and subject positionings at play. In this paper, we pursue this task by asking: what happens with the notion of ‘behaviour’ if we change focus from ‘fixing problems’ to looking at the discursive constitution of ‘learner subjectivities’? What does it become possible to see, think, feel and do? In this exploration, we theorise ‘behaviour’ as learning and illustrate the constitution of ‘learner subjectivities’. Drawing on two case scenarios, we explore how children accomplish themselves as learners and how this accomplishment links the production of subjectivity and embodied action, and illustrate how ‘student/child behaviour’ appears significantly different to what mainstream educational psychology would have us see.  相似文献   

Entwicklungspsychologische Beiträge zum Sport     

Ursel Petersen  Werner Schmidt 《Sportwissenschaft》1985,15(2):193-199

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Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities          下载免费PDF全文

Jennifer M. Cullen  Evette A. Simmons‐Reed  Lindy Weaver 《Psychology in the schools》2017,54(9):965-978

Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults with disabilities to meet their own needs with minimal reliance on others. Infusing the use of technology as a self‐prompting device facilitates the acquisition of tasks that may not be otherwise attainable. In this study, self‐directed video prompting on an iPad with the My Pictures Talk application was used to help young adults with IDD in a postsecondary program acquire daily living skills in a single subject, multiple probe across subjects design. The effects of the intervention on generalization to tasks that were one, two, and three components different were also assessed. Results demonstrated a functional relationship between the introduction of the intervention and improvement in skill performance.  相似文献   

Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence     

McNeil NM  Fyfe ER  Petersen LA  Dunwiddie AE  Brletic-Shipley H 《Child development》2011,82(5):1620-1633

This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations on left side" format (e.g., 9 + 8 = 17); (b) nontraditional, in which problems were presented in a nontraditional format (e.g., 17 = 9 + 8); or (c) no extra practice. Children developed a better understanding of mathematical equivalence after receiving nontraditional practice than after receiving traditional practice or no extra practice. Results suggest that minor differences in early input can yield substantial differences in children's understanding of fundamental concepts.  相似文献   

Antirationalist critique or fifth column of scientism? Challenges from Doctor Who to the mad scientist trope     

Orthia LA 《Public understanding of science (Bristol, England)》2011,20(4):525-542

Much of the public understanding of science literature dealing with fictional scientists claims that scientist villains by their nature embody an antiscience critique. I characterize this claim and its founding assumptions as the "mad scientist" trope. I show how scientist villain characters from the science fiction television series Doctor Who undermine the trope via the programme's use of rhetorical strategies similar to Gilbert and Mulkay's empiricist and contingent repertoires, which define and patrol the boundaries between "science" and "non-science." I discuss three such strategies, including the literal framing of scientist villains as "mad." All three strategies exclude the characters from science, relieve science of responsibility for their villainy, and overtly or covertly contribute to the delivery of pro-science messages consistent with rationalist scientism. I focus on scientist villains from the most popular era of Doctor Who, the mid 1970s, when the show embraced the gothic horror genre.  相似文献