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Mauricio Garzon Olivier Dupuy Laurent Bosquet Anil Nigam Alain Steve Comtois Martin Juneau 《European Journal of Sport Science》2017,17(3):310-316
This study compared heart rate recovery (HRR) after incremental maximal exercise performed at the same external power output (Pext) on dry land ergocycle (DE) vs. immersible ergocycle (IE). Fifteen young healthy participants (30?±?7 years, 13 men and 2 women) performed incremental maximal exercise tests on DE and on IE. The initial Pext on DE was 25?W and was increased by 25?W/min at a pedalling cadence between 60 and 80?rpm, while during IE immersion at chest level in thermoneutral water (30°C), the initial Pext deployment was at a cadence of 40?rpm which was increased by 10?rpm until 70?rpm and thereafter by 5?rpm until exhaustion. Gas exchange and heart rate (HR) were measured continuously during exercise and recovery for 5?min. Maximal HR (DE: 176?±?15 vs. IE 169?±?12?bpm) reached by the subjects in the two conditions did not differ (P?>?.05). Parasympathetic reactivation parameters (ΔHR from 10 to 300?s) were compared during the DE and IE HR recovery recordings. During the IE recovery, parasympathetic reactivation in the early phase was more predominant (HRR at Δ10–Δ60?s, P?<?.05), but similar in the late phase (HRR at Δ120–Δ300?s, P?>?.05) when compared to the DE condition. In conclusion, incremental maximal IE exercise at chest level immersion in thermoneutral water accelerates the early phase parasympathetic reactivation compared to DE in healthy young participants. 相似文献
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Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献
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