A comparison of anthropometric and training characteristics of Ironman triathletes and Triple Iron ultra-triathletes     

Beat Knechtle  Patrizia Knechtle  Christoph Alexander Rüst  Thomas Rosemann 《Journal of sports sciences》2013,31(13):1373-1380

Abstract

We examined differences in anthropometry and training between 64 Triple Iron ultra-triathletes competing over 11.4 km swimming, 540 km cycling, and 126.6 km running, and 71 Ironman triathletes competing over 3.8 km swimming, 180 km cycling, and 42.2 km running. The association of anthropometry and training with race time was investigated using multiple linear regression analysis. The Triple Iron ultra-triathletes were smaller (P < 0.05), had shorter limbs (P < 0.05), a higher body mass index (P < 0.05), and larger limb circumferences (P < 0.01) than the Ironman triathletes. The Triple Iron ultra-triathletes trained for more hours (P < 0.01) and covered more kilometres (P < 0.01), but speed in running during training was slower compared with the Ironman triathletes (P < 0.01). For Triple Iron ultra-triathletes, percent body fat (P = 0.022), training volume per week (P < 0.0001), and weekly kilometres in both cycling (P < 0.0001) and running (P < 0.0001) were related to race time. For Ironman triathletes, percent body fat (P < 0.0001), circumference of upper arm (P = 0.006), and speed in cycling training (P = 0.012) were associated with total race time. We conclude that both Triple Iron ultra-triathletes and Ironman triathletes appeared to profit from low body fat. Triple Iron ultra-triathletes relied more on training volume in cycling and running, whereas speed in cycling training was related to race time in Ironman triathletes.  相似文献   

Effect of sand versus grass training surfaces during an 8-week pre-season conditioning programme in team sport athletes     

Martyn John Binnie  Brian Dawson  Mark Alexander Arnot  Hugh Pinnington  Grant Landers  Peter Peeling 《Journal of sports sciences》2013,31(11):1001-1012

Abstract

This study compared the use of sand and grass training surfaces throughout an 8-week conditioning programme in well-trained female team sport athletes (n = 24). Performance testing was conducted pre- and post-training and included measures of leg strength and balance, vertical jump, agility, 20 m speed, repeat speed (8 × 20 m every 20 s), as well as running economy and maximal oxygen consumption (VO_2max). Heart rate (HR), training load (rating of perceived exertion (RPE) × duration), movement patterns and perceptual measures were monitored throughout each training session. Participants completed 2 × 1 h conditioning sessions per week on sand (SAND) or grass (GRASS) surfaces, incorporating interval training, sprint and agility drills, and small-sided games. Results showed a significantly higher (P < 0.05) HR and training load in the SAND versus GRASS group throughout each week of training, plus some moderate effect sizes to suggest lower perceptual ratings of soreness and fatigue on SAND. Significantly greater (P < 0.05) improvements in VO_2max were measured for SAND compared to GRASS. These results suggest that substituting sand for grass training surfaces throughout an 8-week conditioning programme can significantly increase the relative exercise intensity and training load, subsequently leading to superior improvements in aerobic fitness.  相似文献   

The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model     

Nathaniel P. von der Embse  Alexander M. Schoemann  Stephen P. Kilgus  Maribeth Wicoff  Mark Bowler 《教育心理学》2017,37(3):312-331

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. This study provides initial evidence for the hypothesised relationships of test-based accountability policy with teacher mental health and instructional practices. Implications for research and practice are discussed.  相似文献   

What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006)   总被引：1，自引：0，他引：1  

Patricia A. Alexander 《Educational Psychology Review》2006,18(1):55-65

In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be if students’ beliefs about knowledge or knowing differ by domains or why they may differ? Finally, what are the implications of the generality or specificity of students’ epistemic beliefs for educational practice?  相似文献   

Intervening to Improve Teachers’ Need-supportive Behaviour Using Self-Determination Theory: Its Effects on Teachers and on the Motivation of Students with Deafblindness     

Ineke Haakma  Marleen Janssen  Alexander Minnaert 《International Journal of Disability, Development & Education》2017,64(3):310-327

Research on Self-Determination Theory has shown that teachers’ need-supportive behaviour is associated with student motivation and engagement. The purpose of this study is to examine the effectiveness of an intervention aimed at increasing the motivation of students with congenital and acquired deafblindness by enhancing teachers’ need-supportive behaviour. To assess the intervention effect, this study follows a multiple case-study design. Teacher questionnaires were administered and video observations of teacher–student interactions were made during pre-test, post-test and follow-up phases. The results showed that teachers provided involvement most, followed by structure and autonomy support. Teachers’ provision of structure and autonomy seems to improve most after the intervention. In general, teachers of students with congenital deafblindness showed larger intervention effects than teachers of students with acquired deafblindness. The results also provide indications that students’ levels of engagement improved after the intervention.  相似文献   

How Risky Are One-Shot Cross-Sectional Assessments of Undergraduate Students?     

Astin  Alexander W.  Lee  Jenny J. 《Research in higher education》2003,44(6):657-672

The purpose of this study was to explore the extent of possible input bias associated with the rapidly growing use by colleges and universities of one-time cross-sectional assessments of students. The results presented in this study demonstrate that cross-sectional assessments of enrolled college students are very difficult to interpret because they inevitably reflect characteristics of the same students when they first entered college. For those forms of engagement that have to do with how students allocate their time, it appears that the majority of variation among institutions is attributable to entering freshman characteristics rather than to institutional policies or practices. Thus, rather than relying solely on student outcome data, institutions should ideally also collect pretest or input information from the same students when they first matriculate.  相似文献   

Naming speed deficits in adults with reading disabilities: a test of the double-deficit hypothesis     

Vukovic RK  Wilson AM  Nash KK 《Journal of learning disabilities》2004,37(5):440-450

The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonological processing, and naming speed. The results indicated that both naming speed and phonological processing deficits characterized the RD group. In a regression analysis, neither naming speed nor phonological processing were important variables in explaining comprehension when reading rate was in the model. The results of the present study are mixed at best and are consistent with earlier conclusions that support for the double-deficit hypothesis of dyslexia remains limited.  相似文献   

Interest Assessment and the Content Area Literacy Environment: Challenges for Research and Practice   总被引：3，自引：0，他引：3  

Tamara L. Jetton  Patricia A. Alexander 《Educational Psychology Review》2001,13(3):303-318

Through our exploration of the assessment of interest, we highlight 5 issues that emerge in the effort to assess interest in content area literacy environments. First, we compare how interest is defined and generally how it has been assessed. Second, we focus more specifically on the assessment of text-based interest, and consider its assessment in less explored realms of the content area classroom that include hypertext and discussions. Third, we investigate how interest develops as students progress through their educational careers and how it is maintained over time. Fourth, we explore how assessing interest involves examining other student factors that are closely related to interest such as knowledge, importance, and strategic processing. Finally, we offer thoughts regarding directions educators can take in assessing interest within the complex literacy environment of today's content area classroom.  相似文献   

Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context     

Bing Hiong Ngu  Alexander Seeshing Yeung 《Contemporary educational psychology》2012

Holyoak and Koh (1987) and Holyoak (1984) propose four critical tasks for analogical transfer to occur in problem solving. A study was conducted to test this hypothesis by comparing a multiple components (MC) approach against worked examples (WE) in helping students to solve algebra word problems in chemistry classes. The MC approach incorporated multiple components (symbolic equations, symbols, categorization, hint) in the source, or target, or both, to address the four analogical tasks. Different combinations of the components were tested in a series of four experiments. Symbolic equations (main component) fostered a mental construction of the problem in its solution mode. Categorization enabled an identification of the problem category. A hint in the target directed the learners to the source problem. The interaction between these components facilitated the mapping of the symbolic equations in the source onto the target, resulting in the superiority of the MC approach in fostering analogical transfer. Neither the main component alone nor the main component plus one sub-component was sufficient for analogical transfer. Hence for analogical transfer to occur, at least the main component (symbolic equations) and two sub-components (categorization and hint) are required. However, symbols may not have additional effects for transfer to occur.  相似文献   

Informal Learning Through Science Media Usage     

Michaela Maier  Tobias Rothmund  Andrea Retzbach  Lukas Otto  John C. Besley 《教育心理学家》2014,49(2):86-103

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