A short bout of high-intensity intermittent exercise before moderate-intensity prolonged exercise as a mean to potentiate fat oxidation ?     

Anna Borowik  Samarmar Chacaroun  Damien Tessier  Stéphane Doutreleau  Samuel Verges 《Journal of sports sciences》2020,38(9):1046-1052

ABSTRACT

Moderate-intensity continuous exercise (MICE) improves fat oxidation. High-intensity intermittent exercise (HIIE) is thought to have a greater potential for fat oxidation but it might be too demanding in the long term for patients. We hypothesized that an initial bout of HIIE could maximize fat oxidation during MICE and the following passive recovery. Eighteen healthy participants performed two acute isocaloric exercise sessions at random. MICE consisted of 45-min cycling at 50% of maximal aerobic power (Pmax). COMB began with five 1-min bouts of HIIE at Pmax (interspaced with 1-min recovery periods) followed by 35-min MICE. Gas exchange allowed substrate oxidation rate assessment.

Expressed as a % of energy expenditure, fat oxidation (%) increased during in the passive recovery following COMB (Recovery: 36.0 ± 19.4 vs 23.0 ± 20.3%; ES: 0.66; p < 0.0001). An initial bout of HIIE preceding a prolonged moderate-intensity exercise may potentiate fat oxidation during the following recovery. This might be relevant for health management of overweight/obese persons.  相似文献   

THE ROLE OF CATTELL–HORN–CARROLL (CHC) COGNITIVE ABILITIES IN PREDICTING WRITING ACHIEVEMENT DURING THE SCHOOL‐AGE YEARS     

Damien C. Cormier  Okan Bulut  Kevin S. McGrew  Jessica Frison 《Psychology in the schools》2016,53(8):787-803

Writing is a complex academic task—it involves numerous mental processes. Given the necessity for developing writing skills from elementary to secondary school, this study aimed to investigate the role of broad cognitive abilities derived from the Cattell–Horn–Carroll (CHC) theory of intelligence in predicting skills associated with writing achievement. The normative sample from the fourth edition of the Woodcock–Johnson Tests of Cognitive Abilities and the Woodcock–Johnson Tests Academic Achievement were used to examine the relationships between broad CHC abilities and academic achievement in writing. The findings of this study suggest that the broad CHC abilities Comprehension‐Knowledge, Processing Speed, and Fluid Reasoning are especially important predictors of basic writing skills and written expression during the school‐age years. In general, changes in the strength of the association between cognitive abilities and academic achievement in writing are observed over time, as the cognitive demands involved in the writing increase in complexity in later grades.  相似文献   

Pedometer Accuracy in Elementary School Children while Walking,Skipping, Galloping,and Sliding     

John Damien Smith  Cynthia Ann Schroeder 《Measurement in physical education and exercise science》2013,17(2):92-103

The purpose of this study was to examine the accuracy of the SW-701 (Yamax Corporation, Tokyo, Japan) and NL-800 (New-Lifestyles, Inc., Lee's Summit, Missouri, USA) pedometer in fifth-grade students while walking, skipping, galloping, sliding, and hopping. Counts registered by both pedometer models were significantly lower than actual counts while skipping, galloping, and sliding, and counts from the NL-800 were significantly lower than the SW-701 during these same movements. No significant differences in step counts were detected between actual counts and the SW-701 and between the pedometer models while walking and hopping; however, the NL-800 registered counts significantly higher than actual counts while hopping. Bland–Altman plots suggest the greatest variability occurred while skipping, galloping, and sliding, with the percent error lowest in the SW-701 during these movements.  相似文献   

Diversity in intensive English language centres in South Australia: sociocultural approaches to education for students with migrant or refugee backgrounds     

Clemence Due  Damien W. Riggs  Martha Augoustinos 《International Journal of Inclusive Education》2016,20(12):1286-1296

While there is a body of research concerning the education of students with migrant or refugee backgrounds, little of this research focuses on primary school-aged children. In order to address this gap, the current paper utilises data gained from an ethnographic study to consider the challenges and opportunities associated with diverse classrooms designed for students learning English, in which students come from a complex range of backgrounds and may have experienced trauma. The paper provides support for sociocultural learning approaches, whereby students’ own cultural and linguistic background are treated as beneficial to education rather than as obstacles to be overcome.  相似文献   

A pilot study on quantification of training load: The use of HRV in training practice     

Damien Saboul  Pascal Balducci  Grégoire Millet  Vincent Pialoux  Christophe Hautier 《European Journal of Sport Science》2016,16(2):172-181

Recent laboratory studies have suggested that heart rate variability (HRV) may be an appropriate criterion for training load (TL) quantification. The aim of this study was to validate a novel HRV index that may be used to assess TL in field conditions. Eleven well-trained long-distance male runners performed four exercises of different duration and intensity. TL was evaluated using Foster and Banister methods. In addition, HRV measurements were performed 5 minutes before exercise and 5 and 30 minutes after exercise. We calculated HRV index (TL_HRV) based on the ratio between HRV decrease during exercise and HRV increase during recovery. HRV decrease during exercise was strongly correlated with exercise intensity (R = ?0.70; p < 0.01) but not with exercise duration or training volume. TL_HRV index was correlated with Foster (R = 0.61; p = 0.01) and Banister (R = 0.57; p = 0.01) methods. This study confirms that HRV changes during exercise and recovery phase are affected by both intensity and physiological impact of the exercise. Since the TL_HRV formula takes into account the disturbance and the return to homeostatic balance induced by exercise, this new method provides an objective and rational TL index. However, some simplification of the protocol measurement could be envisaged for field use.  相似文献   

Transgender young people’s narratives of intimacy and sexual health: implications for sexuality education     

Damien W. Riggs  Clare Bartholomaeus 《Sex education》2018,18(4):376-390

Abstract

Sexuality education as pedagogy is often fraught by the perceived requirement to balance the informational needs of young people with an investment in notions of childhood ‘innocence’. Nowhere is this perhaps more evident than in sexuality education that seeks to be inclusive of transgender young people, often resulting in the failure of such education to address the needs of such students. In an attempt at addressing the relative dearth of information about what transgender young people would like to see covered in sexuality education, in this paper we explore transgender young people’s accounts of intimacy and sexual health and consider what this means for school-based sexuality education. To do this, we analyse discussions of intimacy from the perspectives of transgender young people as narrated in a sample of YouTube videos. We conclude by advocating for an approach to sexuality education that largely eschews the gendering of body parts and gametes, and which instead focuses on function, so as to not only address the needs of transgender young people (who may find normative discussions of genitals distressing), but to also provide cisgender young people with a more inclusive understanding of their own and other people’s bodies and desires.  相似文献   

Why business schools do so much research: A signaling explanation     

Damien Besancenot 《Research Policy》2009,38(7):1093-1101

Criticism is mounting on business schools for their excessive focus on research and the relative neglect of teaching quality. This paper shows that if students have imperfect information about teaching quality and if business schools differ in their research productivity, the least productive schools would do as much research as the top-tier ones only to manipulate students’ expectations. In turn, the most productive schools might resort to excess research in order to signal their type in the eyes of prospective students. Since resources are limited, they also tend to neglect teaching quality. Such a situation is socially inefficient as compared to the perfect information case.  相似文献   

Phases of match-play in professional Australian Football: Distribution of physical and technical performance     

Michael J. Rennie  Stephen J. Kelly  Stephen Bush  Robert W. Spurrs  Damien J. Austin  Mark L. Watsford 《Journal of sports sciences》2020,38(14):1682-1689

ABSTRACT

The current study aimed to describe the distribution of physical and technical performance during the different phases of play in professional Australian Football. The phases of play (offence, defence, contested play, umpire stoppages, set shots and goal resets) were manually coded from video footage for a single team competing in 18 matches in the Australian Football League. Measures of physical performance including total distance (m), average speed (m · min^?1), low-speed running (LSR, <14.4 km h^?1), high-speed running (HSR, >14.4 km h^?1), accelerations (2.78 m · s^?2) and decelerations (?2.78 m · s^?2) were derived from each phase of play via global positioning system (GPS) devices. Technical skill data including tackles, handballs and kicks were obtained from a commercial statistics provider and derived from each phase of play. Linear mixed-effects models and effect sizes were used to assess and reflect the differences in physical and technical performance between the six phases of play. Activity and recovery cycles, defined as periods where the ball was in or out of play were also described using mean and 95% confidence intervals. The analysis showed that several similarities existed between offence and defence for physical performance metrics. Contested play involved the highest total distance, LSR, accelerations, decelerations and tackles compared to all other phases. Offence and defence involved the highest average speed and HSR running distances. Handballs and kicks were highest during offence, while tackles were highest during contested play, followed by defence. Activity and recovery cycles involved mean durations of ~110 and ~39 s and average speeds of ~160 and ~84 m · min^?1, respectively. The integration of video, GPS and technical skill data can be used to investigate specific phases of Australian Football match-play and subsequently guide match analysis and training design.  相似文献   

Teacher misbehaviour: an analysis of disciplinary orders by the General Teaching Council for England     

Damien Page 《British Educational Research Journal》2013,39(3):545-564

This article presents findings from a documentary analysis of 300 disciplinary orders against teachers from the General Teaching Council (GTC) for England. While the extant literature concerning teacher misbehaviour focuses primarily on pedagogical practice, this article draws on the wider organisational misbehaviour paradigm and views teachers as professional employees rather than just classroom practitioners. As such, teachers are embedded within the complexity of organisational systems, procedures and interrelationships as well as being regulated by professional standards. The analysis found that teachers were disciplined for misbehaviours both internal to the employing school and also activities, primarily criminal, that were external to their employment. The article argues that the professional regulation of teaching, being accountable inside and outside of work and the emotional labour of teaching should define teacher misbehaviour as separate from generic organisational misbehaviour frameworks. Furthermore, it argues that, while the GTC viewed teacher misbehaviour as a product of the individual, organisational contexts are also important antecedents of activities that are considered deviant.  相似文献   

A theoretical framework for building online communities of practice with social networking tools   总被引：2，自引：1，他引：1  

Charlotte N. Gunawardena  Mary Beth Hermans  Damien Sanchez  Carol Richmond  Maribeth Bohley  Rebekah Tuttle 《Educational Media International》2013,50(1):3-16

This paper proposes a theoretical framework as a foundation for building online communities of practice when a suite of social networking applications referred to as collective intelligence tools are utilized to develop a product or solutions to a problem. Drawing on recent developments in Web 2.0 tools, research on communities of practice and relevant theories of learning, and the authors' own action research experience in collaborative knowledge creation utilizing Web 2.0 tools, this paper discusses a learning community's spiraling process as it moves from a given sociocultural context through discourse, action, reflection, and reorganization toward socially mediated metacognition.

Un cadre théorique pour construire des communautés de pratique en ligne en utilisant des outils de maillage social

Cet article propose un cadre théorique sur lequel édifier des communautés de pratique en ligne lorsqu'on utilise, pour mettre au point un produit ou des solutions à un problème, une série d'applications destinées à la construction de réseaux humains et connues sous le nom d'outils d'intelligence collective. En s'appuyant sur les évolutions récentes des outils Web 2.0, sur les recherches sur les communautés d'usage et les théories de l'apprentissage pertinentes ainsi que sur l'expérience propre aux auteurs en matière de recherche action sur la création collaborative de savoir en utilisant le Web 2.0, le présent article examine le processus en spirale d'une communauté d'apprentissage qui part d'un contexte socio culturel donné et qui passe par le discours, l'action la réflexion et la réorganisation pour atteindre la métacognition reposant sur la médiation humaine.

Ein Theorierahmen für den Aufbau von “Online‐Communitives of Practice” mit Hilfe von Anwendungen für Social Networking

In diesem Beitrag wird ein theoretischer Rahmen als Grundlage für den Aufbau von Online‐Praxis‐Gemeinschaften vorgestellt, wenn eine Reihe von Social Networking Anwendungen, auf die man sich als kollektive Intelligenz‐Tools beziehen kann, benutzt wird, um ein Ergebnis oder eine Problemlösung zu entwickeln. Wenn man den neuesten Entwicklungsstand bei den Web 2.0 tools mit einbezieht, die Forschung im Kommunikationsbereich, die relevanten Lerntheorien und die eigenen Forschungen und praktischen Erfahrungen des Autors in der Benutzung von Web 2.0‐Anwendungen auf dem Gebiet der gemeinschaftlichen Wissensermittlung, belegt dieses Papier den spiralförmigen Prozess beim Bewegen von einem bestimmten soziokulturellem Kontext aus durch Diskurs, Aktion, Reflektion und Reorganisation hin zu sozial vermittelter Metaerkenntnis.

Un marco teórico para la construcción de comunidades de práctica en línea con herramientas de creación de redes sociales

Este artículo propone un marco teórico como base para la construcción de comunidades de práctica cuando se utiliza una serie de aplicaciones sociales en redes (conocidas como herramientas de inteligencia colectiva) para desarrollar un producto o solucionar tal o tal problema. Basandose en las evoluciones recientes de las herramientas Web 2.0, en las investigaciones sobre las Comunidades de Uso y las teorías del aprendizaje más pertinentes así como en la experiencia propia de la investigación/acción por parte de los autores sobre la creación colaborativa de conocimiento a través del uso de herramientas Web 2.0, este artículo examina la evolución « en espiral » de una comunidad de aprendizaje que sale de un contexto socio cultural determinado y pasando por el discurso, acción, reflexión, alcanza la metacognición basada en la mediación humana.  相似文献