Effects of agonist–antagonist complex resistance training on upper body strength and power development     

Daniel W. Robbins  Warren B. Young  David G. Behm  Warren R. Payne 《Journal of sports sciences》2013,31(14):1617-1625

Abstract

The objective of this study was to examine the chronic effects on strength and power of performing complex versus traditional set training over eight weeks. Fifteen trained males were assessed for throw height, peak velocity, and peak power in the bench press throw and one-repetition maximum (1-RM) in the bench press and bench pull exercises, before and after the eight-week programme. The traditional set group performed the pulling before the pushing exercise sets, whereas the complex set group alternated pulling and pushing sets. The complex set training sessions were completed in approximately half the time. Electromyographic (EMG) activity was monitored during both test sessions in an attempt to determine if it was affected as a result of the training programme. Although there were no differences in the dependent variables between the two conditions, bench pull and bench press 1-RM increased significantly under the complex set condition and peak power increased significantly under the traditional set condition. Effect size statistics suggested that the complex set was more time-efficient than the traditional set condition with respect to development of 1-RM bench pull and bench press, peak velocity and peak power. The EMG activity was not affected. Complex set training would appear to be an effective method of exercise with respect to efficiency and strength development.  相似文献   

Data Mining in Elite Sports: A Review and a Framework     

Bahadorreza Ofoghi  John Zeleznikow  Clare MacMahon  Markus Raab 《Measurement in physical education and exercise science》2013,17(3):171-186

Sophisticated data analytical methods such as data mining, where the focus is upon exploration and developing new insights, are becoming increasingly useful tools in analysing elite sports performance data and supporting decision making that is crucial to gaining success. In this article, we investigate the different data mining demands of elite sports with respect to a number of features that describe sport competitions. The aim is to more structurally connect the sports and data mining domains through: (a) describing a framework for categorizing elite sports, and (b) understanding the analytical demands of different performance analysis problems. Therefore, we review different aspects such as sport categories and performance analysis requirements that influence each stage in sports data mining. We also present a model bringing together performance analysis requirements, data mining methods, data mining techniques, and technique characteristics. This will assist both data scientists and sport professionals to more effectively collaborate and contribute to success in elite sport events.  相似文献   

Attribution of causal and moral responsibility to victims of father-daughter incest: An exploratory examination of five factors     

Steven J. Collings  Merrilee F. Payne 《Child abuse & neglect》1991,15(4):513-521

This study was designed to assess the extent to which victim characteristics, assault characteristics, and respondents' sex would affect attributions of causal and moral responsibility to an incest victim. The victim was either a 7- or 15-year-old child who responded in either a passive or resisting manner. The incestuous abuse involved either sexual intercourse or fondling, and either high or low levels of coercion. The subjects were undergraduate students (male = 240; female = 240) who responded to a vignette describing a sexual interaction between a father and daughter. The results indicate that significantly more causal and moral responsibility was attributed to the victim in cases where the victim responded passively. A breakdown of the significant form of responsibility x victim age x coerciveness interaction revealed a significant main effect for form of responsibility; significantly more causal (as opposed to moral) responsibility was attributed to the victim. The simple main effects for victim age were significant in all cases except for the moral responsibility, high coercion condition; and the simple main effects for coercion were significant in all cases except for the moral responsibility, 7-year-old victim condition. These findings are discussed in terms of their implications for public education and future research.  相似文献   

Hillsdale college     

Warren Treadgold  Ralph Hancock  Rodler Morris  Thomas Payne 《Academic Questions》1991,4(4):10-12

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A healthy investment?     

Wilson C 《New scientist (1971)》2003,178(2394):25

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How to Save the World and Other Lessons from Children’s Environmental Literature     

Clare?EchterlingEmail authorView author&#;s OrcID profile 《Children‘s Literature in Education》2016,47(4):283-299

This article argues that most contemporary children’s environmental picture books and easy readers published in the United States focus overwhelmingly on individual environmentalist acts and lifestyle changes, overlook the connections between environmental degradation and systemic social problems such as class disparities, and ultimately over-simplify environmental crisis. They typically encourage children to adopt environmentalist behaviors such as recycling that can be performed by individuals or families in the home, school, and local community, but do little to encourage civic engagement that would call into attention the intertwined ideological, economic, and political factors preventing profound environmental change. The analysis then examines several books that notably do inform readers about the larger political and economic issues and place a strong emphasis on environmental justice, a type of environmentalism deeply concerned with issues of race, class, gender, and economic inequality. Such texts are more likely to encourage an environmentalism that combines lifestyle and consumer choices with political activism. We need more books like this, as children’s texts that resign environmental action almost completely to individual choices and behaviors and disassociate environmental crises from their larger constitutive contexts do little to prepare young people for the socio-environmental challenges we face now and in the future.  相似文献   

Evaluating Academic Challenge Beyond the NSSE     

Stephen L. Payne  Karynne L. M. Kleine  Jim Purcell  Ginger Rudeseal Carter 《Innovative Higher Education》2005,30(2):129-146

The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press.  相似文献   

Deaf and hearing students' morphological knowledge applied to printed English   总被引：2，自引：0，他引：2  

Gaustad MG  Kelly RR  Payne JA  Lylak E 《American annals of the deaf》2002,147(5):5-21

The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes. The hearing college students performed best on every dependent measure of the two-part test. The deaf college students scored significantly lower than the hearing college students but similarly to the hearing middle school students. Deaf middle school students consistently scored the lowest on both parts of the test. While all students' performance declined as the difficulty of the morphemic content increased within both tasks, the decline was greatest among middle school deaf students. Although segmentation and semantic analysis skills necessary to morphographic decoding were apparent in the deaf students, their mastery levels fell significantly below those of the hearing subjects.  相似文献   

Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?     

Beverly Plester  Clare Wood  Victoria Bell 《Literacy》2008,42(3):137-144

This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12‐year‐old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and non‐verbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations (‘textisms’) tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven‐year‐old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group‐based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range.  相似文献   

A cross‐sectional study of prosodic sensitivity and reading difficulties     

Andrew J. Holliman  Clare Wood  Kieron Sheehy 《Journal of Research in Reading》2012,35(1):32-48

In this cross‐sectional study, we explore the relationship between prosodic sensitivity (suprasegmental phonology) and phonological awareness (segmental phonology) and investigate whether a group of poor readers display significant suprasegmental phonological deficits in comparison to chronological age‐matched controls and younger, reading age‐matched controls. Phonological awareness assessments were administered along with a battery of prosodic sensitivity assessments drawn from recent literature. The results showed that poor readers were outperformed by their chronological age‐matched counterparts on all measures of prosodic sensitivity. A significant main effect of group was found on the revised stress mispronunciations task and the stress assignment task from the prosodic assessment battery, the former of which remained even after controlling for individual differences in receptive vocabulary and measures of phonological awareness. Significant relationships were also found between measures of prosodic sensitivity and phonological awareness (especially phoneme awareness). These findings emphasise the importance of both segmental and suprasegmental phonological skills in children's reading development.  相似文献