Young children and the environment: early education for sustainability     

Alan Peacock 《Environmental Education Research》2011,17(2):284-286

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The impact phase of drop punt kicking for maximal distance and accuracy     

James Peacock  Kevin Ball  Simon Taylor 《Journal of sports sciences》2017,35(23):2289-2296

Impact is an important aspect of the kicking skill. This study examined foot and ball motion during impact and compared distance and accuracy punt kicks. Two-dimensional high-speed video (4000 Hz) captured data of the shank, foot and ball through impact of 11 elite performers kicking for maximal distance and towards a target 20 m in distance. Four phases were identified during impact, with an overall reduction in foot velocity of 5.0 m · s^?1 (± 1.1 m · s^?1) and increase in ball velocity of 22.7 m · s^?1 (± 2.3 m · s^?1) from the start to end of contact. Higher foot velocity was found in distance compared to accuracy kicks (22.1 ± 1.6 m · s^?1 vs. 17.7 ± 0.9 m · s^?1, P < 0.05), and was considered to produce the significant differences in all impact characteristics excluding foot-to-ball speed ratio. Ankle motion differed between the kicking tasks; distance kicks were characterised by greater rigidity compared to accuracy kicks evident by larger force (834 ± 107 N vs. 588 ± 64 N) and smaller change in ankle angle (2.2 ± 3.3° vs. 7.2 ± 6.4°). Greater rigidity was obtained by altering the position of the ankle at impact start; distance kicks were characterised by greater plantarflexion (130.1 ± 5.8° vs. 123.0 ± 7.9°, P < 0.05), indicating rigidity maybe actively controlled for specific tasks.  相似文献   

Variable versus constant power strategies during cycling time-trials: prediction of time savings using an up-to-date mathematical model   总被引：2，自引：0，他引：2  

Atkinson G  Peacock O  Passfield L 《Journal of sports sciences》2007,25(9):1001-1009

Swain (1997) employed the mathematical model of Di Prampero et al. (1979) to predict that, for cycling time-trials, the optimal pacing strategy is to vary power in parallel with the changes experienced in gradient and wind speed. We used a more up-to-date mathematical model with validated coefficients (Martin et al., 1998) to quantify the time savings that would result from such optimization of pacing strategy. A hypothetical cyclist (mass = 70 kg) and bicycle (mass = 10 kg) were studied under varying hypothetical wind velocities (-10 to 10 m x s(-1)), gradients (-10 to 10%), and pacing strategies. Mean rider power outputs of 164, 289, and 394 W were chosen to mirror baseline performances studied previously. The three race scenarios were: (i) a 10-km time-trial with alternating 1-km sections of 10% and -10% gradient; (ii) a 40-km time-trial with alternating 5-km sections of 4.4 and -4.4 m x s(-1) wind (Swain, 1997); and (iii) the 40-km time-trial delimited by Jeukendrup and Martin (2001). Varying a mean power of 289 W by +/- 10% during Swain's (1997) hilly and windy courses resulted in time savings of 126 and 51 s, respectively. Time savings for most race scenarios were greater than those suggested by Swain (1997). For a mean power of 289 W over the "standard" 40-km time-trial, a time saving of 26 s was observed with a power variability of 10%. The largest time savings were found for the hypothetical riders with the lowest mean power output who could vary power to the greatest extent. Our findings confirm that time savings are possible in cycling time-trials if the rider varies power in parallel with hill gradient and wind direction. With a more recent mathematical model, we found slightly greater time savings than those reported by Swain (1997). These time savings compared favourably with the predicted benefits of interventions such as altitude training or ingestion of carbohydrate-electrolyte drinks. Nevertheless, the extent to which such power output variations can be tolerated by a cyclist during a time-trial is still unclear.  相似文献   

The Age of the Seljuqs     

Andrew Peacock 《Al-Masaq: Islam & the Medieval Mediterranean》2017,29(3):274-275

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Participation and learning: perspectives on education and the environment,health and sustainability     

Alan Peacock 《Environmental Education Research》2010,16(2):250-251

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DEVELOPING LEISURE COMPETENCE: A GOAL FOR LATE ADULTHOOD     

E. Winnifred Peacock  William M. Talley 《Educational gerontology》2013,39(4-5):261-276

Leisure is a term that can be defined in many ways—from job substitution, to entertainment, to a sense of freedom to do nothing. The authors, looking at this term in a broad sense, review different facets of leisure and suggest that learning leisure competence is of concern to individuals of all age groups, particularly for those in the pre‐ and post‐retirement years. They advocate a policy or policies that foster the creative use of leisure time throughout the life span and an increased awareness of individual power, resourcefulness, and responsibility. Some pragmatic emphases to be considered in the development of leisure competence include also the role of the professional in educating the public to accept and recognize leisure as something other than entertainment, societal and individual responsibility in furthering leisure competence in the later years, and the understanding that there is no “them” and “us;” these considerations affect us all. Leisure competence may, for many of us, have to be learned. It is both a challenge and an opportunity.  相似文献   

Initial hydration status, fluid balance, and psychological affect during recreational exercise in adults     

Peacock OJ  Stokes K  Thompson D 《Journal of sports sciences》2011,29(9):897-904

There is little information on the impact of hydration status on the psychological response to exercise despite potential implications for adherence to an exercise programme and for overall health and fitness. We investigated initial hydration status, fluid balance, and psychological responses associated with a typical recreational exercise session in healthy adults. Fifty-two participants performed a freely chosen gymnasium-based exercise session at a fitness centre, with ad libitum access to fluids. Urine samples were collected on arrival for analysis of osmolality. Sweat loss was estimated from the change in body mass after correction for fluid intake and urinary losses. Subjective psychological ratings were recorded before and after exercise. Pre-exercise urine osmolality was above 900 mOsmol · kg(-1) (used as a threshold for hypohydration) in 37% of participants. Fluid intake during exercise was 390 ± 298 mL, while estimated sweat loss was 794 ± 391 mL. The percentage change from pre-exercise body mass was -0.62 ± 0.20%. Physically active adults who arrived to take part in exercise hypohydrated reported more negative changes in psychological affect in response to their subsequent freely chosen recreational exercise session than those classified as euhydrated prior to exercise (-0.2 ± 0.7 vs. 0.8 ± 0.7; P < 0.005).  相似文献   

TEACHING RESEARCH IN GERONTOLOGY: TOWARD A CUMULATIVE MODEL     

Dena Shenk  Graham D. Rowles  James R. Peacock  Jim Mitchell  Bradley J. Fisher  Krista S. Moore  Lyndall Hare 《Educational gerontology》2013,39(7):537-556

In this article, we consider different approaches to teaching research methods in gerontology across a continuum of educational program levels. Our goal is to offer a conceptual framework and stimulate productive discussion of key issues and challenges in teaching research in gerontology. It is our belief that education in gerontology should include some level of training in research methodologies across all levels of gerontology instruction. Therefore, we have sought to identify those components of research training most appropriate for each level of gerontological education. Thus, basic understanding of research methods is appropriate at the associate's degree level and introductory exposure to basic issues involved in conducting research with elders provides a necessary backdrop to undergraduate programs. More in-depth understanding of gerontological research methods, particularly those involved in applied research, is a component of quality master's level programs. Finally, in-depth knowledge and the ability to apply distinctively gerontological research methods are necessary for conducting advanced original research at the doctoral level.  相似文献   

Children Working with Text in Science: Disparities with 'Literacy Hour' practice     

Alan Peacock  Helen Weedon 《Research in Science & Technological Education》2013,31(2):185-197

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Defensive burying in the rat: A behavioral field analysis     

Edward J. Peacock  Paul T. P. Wong 《Learning & behavior》1982,10(1):103-107

Time spent in various behaviors by the rat was recorded in a defensive burying paradigm. Experiment 1 revealed that rats spent more time burying the shock prod than a control prod and that doubling the size of the test chamber did not have a significant effect on the time spent in any behavior. In Experiment 2, the location of bedding material in a two-compartment test chamber was found to affect the occurrence of burying (both the shock and control prods) and burrowing behavior. Burying did not occur when bedding was not available in the shock compartment but was located in the escape compartment. Burrowing was more likely to occur when bedding was in both compartments than when it was in only one compartment. Immobility and escape latencies were shorter than burying latencies in all subjects. Burying was viewed as belonging to a second stage of defensive behavior.  相似文献