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Lee P. Rylands Simon J. Roberts Howard T. Hurst 《European Journal of Sport Science》2017,17(2):127-131
The aim of this study was to ascertain if gear ratio selection would have an effect on peak power and time to peak power production in elite Bicycle Motocross (BMX) cyclists. Eight male elite BMX riders volunteered for the study. Each rider performed three, 10-s maximal sprints on an Olympic standard indoor BMX track. The riders’ bicycles were fitted with a portable SRM power meter. Each rider performed the three sprints using gear ratios of 41/16, 43/16 and 45/16 tooth. The results from the 41/16 and 45/16 gear ratios were compared to the current standard 43/16 gear ratio. Statistically, significant differences were found between the gear ratios for peak power (F(2,14)?=?6.448; p?=?.010) and peak torque (F(2,14)?=?4.777; p?=?.026), but no significant difference was found for time to peak power (F(2,14)?=?0.200; p?=?.821). When comparing gear ratios, the results showed a 45/16 gear ratio elicited the highest peak power,1658?±?221?W, compared to 1436?±?129?W and 1380?±?56?W, for the 43/16 and 41/16 ratios, respectively. The time to peak power showed a 41/16 tooth gear ratio attained peak power in ?0.01?s and a 45/16 in 0.22?s compared to the 43/16. The findings of this study suggest that gear ratio choice has a significant effect on peak power production, though time to peak power output is not significantly affected. Therefore, selecting a higher gear ratio results in riders attaining higher power outputs without reducing their start time. 相似文献
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Abstract Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed. 相似文献
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Carol C. Riddick 《Educational gerontology》2013,39(2-3):127-135
The impact of an inservice program on practitioners’ gerontological knowledge and attitudes was examined. A nonequivalent control group design was used to conduct the study. The experimental group was made up of geriatric recreational service providers attending the first of two annual one‐week inservice educational programs. An outdoor resource management undergraduate level class served as the control group. The experimental group relative to the control group underwent a significant increase in their gerontological knowledge. Neither group experienced a significant change in their attitudes regarding the social value of the elderly or personal anxiety toward aging. The amount of change experienced in gerontological knowledge by program participants was significantly influenced by the degree of contact the individual had had with elders but not by their educational background. Educational background and degree of contact were not significantly associated with change in gerontological‐related attitudes. Implications for persons involved in designing and developing educational programs are discussed. 相似文献
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