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James A. H. Smith Alexander D. McKerrow Tertius A. Kohn 《Journal of sports sciences》2017,35(16):1592-1597
Exercise testing on motorised treadmills provides valuable information about running performance and metabolism; however, the impact of treadmill type on these tests has not been investigated. This study compared the energy demand of running on two laboratory treadmills: an HP Cosmos (C) and a Quinton (Q) model, with the latter having a 4.5 times stiffer running platform. Twelve experienced runners ran identical bouts on these treadmills at a range of four submaximal velocities (reported data is for the velocity that approximated 75–81% VO2max). The stiffer treadmill elicited higher oxygen consumption (C: 46.7 ± 3.8; Q: 50.1 ± 4.3 ml·kg?1 · min?1), energy expenditure (C: 16.0 ± 2.5; Q: 17.7 ± 2.9 kcal · min?1), carbohydrate oxidation (C: 9.6 ± 3.1; Q: 13.0 ± 3.9 kcal · min?1), heart rate (C: 155 ± 16; Q: 163 ± 16 beats · min?1) and rating of perceived exertion (C: 13.8 ± 1.2; Q: 14.7 ± 1.2), but lower fat oxidation (C: 6.4 ± 2.3; Q: 4.6 ± 2.5 kcal · min?1) (all analysis of variance treadmill comparisons P < 0.01). This study confirms that caution is required when comparing performance and metabolic results between different treadmills and suggests that treadmills will vary in their comparability to over-ground running depending on the running platform stiffness. 相似文献
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Angela S P Ho 《International Journal for Academic Development》2013,18(1):30-41
With the rapid expansion in tertiary education in the past decade, coupled with the rising emphasis on accountability, teaching quality has become an important issue in higher education worldwide. The increasing emphasis on quality has placed new demands on staff development, in particular to find promising models and methodologies that will guide development approaches. The paper describes an innovative approach to staff development that was synthesized from four theories about conceptual change or change in general. This conceptual change approach is based on the hypothesis that changing teachers' conceptions of teaching towards more elaborated levels will bring about improvement in their teaching practices. A short course derived from this model is outlined. 相似文献
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