Effect of a Prolonged Altitude Expedition on Glucose Tolerance and Abdominal Fatness     

Mu-Tsung Chen  Wen-Chih Lee  Shih-Chang Chen  Chiu-Chou Chen  Chung-Yu Chen  Shin-Da Lee 《Research quarterly for exercise and sport》2013,84(4):472-477

In the present study, we investigated the effect of a long-term mountain expedition on glucose tolerance and insulin action. Twelve registered mountaineers ages 31 years (SD = 1.1) participated in a 25-day expedition at a 2,200-3,800-m altitude with an average duration of 8 hr per day. Arterial oxygen saturation (SaO2) was substantially reduced during hiking. Glucose tolerance and insulin responses were measured prior to and twice during the expedition period. Maximal oxygen consumption increased from 43.0 ± 2.7 to 49.1 ± 2.2 mL/kg/min. Percentage of body fat decreased from 19.4 ± 6.8% to 16.9 ± 5.9%. The area under the curves for insulin and glucose during the oral glucose tolerance test were also reduced in Days 3 and 25. The present study demonstrated that altitude hiking activity is an effective lifestyle intervention to improve insulin action.  相似文献   

Navigating Two Cultures     

Okseon Lee  Tom Martinek 《Research quarterly for exercise and sport》2013,84(2):230-240

We investigated the culture of a responsibility-based physical activity program called Project Effort as well as the school culture of its participants. Five children who had at least one full semester of participation in the program participated in the study. We collected data from participants' individual interviews and observations of their involvement at school and in Project Effort. Findings revealed a distinct incongruence between the participants' perceptions of the atmosphere of the after-school program and school. Although explicitly similar values were emphasized between Project Effort and school, participants suggested these values were distorted between the two settings. For example, the empowerment values in Project Effort (e.g., respect, responsibility) were perceived as a discipline approach in the school setting. Participants' perceptions of cultural differences functioned as a barrier to the transfer of program values to the school context.  相似文献   

The influence of serial feeding of drinks at different temperatures on thermoregulatory responses during cycling     

Jason K. W. Lee  Ron J. Maughan 《Journal of sports sciences》2013,31(6):583-590

Abstract

In this study, we examined thermoregulatory responses to ingestion of separate aliquots of drinks at different temperatures during low-intensity exercise in conditions of moderate heat stress. Eight men cycled at 50% (s = 3) of their peak oxygen uptake ([Vdot]O_2peak) for 90 min (dry bulb temperature: 25.3°C, s = 0.5; relative humidity: 60%, s = 5). Four 400-ml aliquots of flavoured water at 10°C (cold), 37°C (warm) or 50°C (hot) were ingested after 30, 45, 60, and 75 min of exercise. Immediately after the 90 min of exercise, participants cycled at 95%[Vdot]O_2peak to exhaustion to assess exercise capacity. There were no differences between trials in rectal temperature at the end of the 90 min of exercise (cold: 38.11°C, s = 0.30; warm: 38.10°C, s = 0.33; hot: 38.21°C, s = 0.30; P = 0.765). Mean skin temperature between 30 and 90 min tended to be influenced by drink temperature (cold: 34.49°C, s = 0.64; warm: 34.53°C, s = 0.69; hot: 34.71°C, s = 0.48; P = 0.091). Mean heart rate from 30 to 90 min was higher in the hot trial (129 beats · min^?1, s = 7; P < 0.05) than on the cold (124 beats · min^?1, s = 9) and warm trials (126 beats · min^?1, s = 8). Ratings of thermal sensation were higher on the hot trial than on the cold trial at 35 and 50 min (P < 0.05). Exercise capacity was similar between trials (P = 0.963). The heat load and debt induced by periodic drinking resulted in similar body temperatures during low-intensity exercise in conditions of moderate heat stress due to appropriate thermoregulatory reflexes.  相似文献   

Application of Generalizability Theory in Estimating the Reliability of a Motor Performance Test     

Carol Lee Stamm  Joyce E. Moore 《Research quarterly for exercise and sport》2013,84(2):382-388

Abstract

This paper discusses the use of generalizability theory, a flexible intraclass approach, for estimating the reliability of a motor performance task. The generalizability technique provides variance component estimates for each factor of an analysis of variance design. These variance estimates can be utilized to define a number of reliability coefficients which are dependent upon the logical or theoretical rationale for assigning variance component estimates as true score or error score variance. The second section of this paper presents a study illustrating the use of generalizability theory in estimating the reliability of a motor performance task. The purpose of this study was to determine the reliability of first-ball scores for beginning college bowlers. The facets of the generalizability study were identified as sex of the bowler, trials, and days. Three reliability coefficients, R ₁ (.93), R ₂ (.92), and R ₃ (.84), were computed by assigning the different factors to either true score or error score variance. The performance of beginning college bowlers as measured by first-ball scores is reliable. While the information might be useful for the teacher or researcher who is interested in detecting between-subject differences in coeducational bowling classes, the primary purpose of this paper was to demonstrate the use of generalizability theory to estimate reliability coefficients for a set of motor performance test scores.  相似文献   

The Relationship of Cognitive Style and Instructional Strategy to Learning and Transfer of Motor Skills     

Rosaland V. Edwards  Amelia M. Lee 《Research quarterly for exercise and sport》2013,84(3):286-290

Abstract

The purpose of this study was to test the validity of the games for understanding model by comparing it to a technique approach to instruction and a control group. The technique method focused primarily on skill instruction where the skill taught initially was incorporated into a game at the end of each lesson. The games for understanding approach emphasized developing tactical awareness and decision making in small game situations. Two physical education specialists taught field hockey using these approaches for 15 lessons (45 min each). The control group did not receive any field hockey instruction. Data were collected from 71 middle school children. Pretests and posttests were administered for hockey knowledge, skill, and game performance. Separate analyses of variance or analyses of covariance were conducted to examine group differences for cognitive and skill outcomes. The games for understanding group scored significantly higher on passing decision making than the technique and control groups during posttest game play and significantly higher than the control group for declarative and procedural knowledge. The games for understanding group scored significantly higher on control and passing execution than the other groups during posttest game play. For hockey skill, there were no significant differences among the treatment groups for accuracy, but the technique group recorded faster times than the control group on the posttest.  相似文献   

The influence of rhythm and personality in the endurance response to motivational asynchronous music     

Lee Crust  Peter J. Clough 《Journal of sports sciences》2013,31(2):187-195

Abstract

In this study, we examined participants' responses to motivational asynchronous music by isolating rhythmical properties and exploring personality correlates. Fifty-eight physically active participants (41 men and 17 women) aged 22.3 ± 6.4 years performed an isometric weight-holding task on three occasions while being randomly exposed to no music, rhythm and motivational music. The rhythm and music conditions were edited portions of the same musical selection and had identical fast tempi, although the rhythm condition contained no melody, harmonies or lyrics. Participants each completed a copy of Cattell's 16PF following the third and final trial. A repeated-measures analysis of variance found the participants held the weight suspended for significantly longer when listening to motivational music in comparison to rhythm or no music. When listening to rhythm, participants endured the task for significantly longer than when listening to no music. The response to music was found to be significantly related to liveliness, while sensitivity correlated with responses to music factors (harmony, melody, lyrics, etc.) not present in the rhythm condition. These results suggest that responses to motivational music are subtle in nature and are determined by both musical factors and individual characteristics, and potentially an interaction between the two.  相似文献   

Research on Teaching in Physical Education: Questions and Comments     

Amelia M. Lee 《Research quarterly for exercise and sport》2013,84(4):374-379

Abstract

The purpose of this investigation was to study the effect of swimming on the learning and performance of two complex gross motor skills. Forty college men were matched on the basis of a pre-test and formed into experimental and control groups. The experimental group learned the two selected skills in addition to swimming, whereas the control group learned only the selected skills. Two scoring systems were used, and findings indicated no significant difference between groups.  相似文献   

Variance and Invariance in Expert and Novice Triple Junipers     

Brian K. V. Maraj PhD  Digby Elliott  Timothy D. Lee  Barbara J. Pollock 《Research quarterly for exercise and sport》2013,84(4):404-412

Abstract

The purpose of this study was to examine relative timing, relative distance, and effector independence characteristics of the triple jump. We videotaped expert and novice triple jumpers using standing and running starts. On some trials, the triple jumpers were required to take off from their nondominant leg. Gentner's (1987) interaction test was used to assess the proportional duration model in describing the timing of the component submovements. For both experts and novices, the proportional durations varied with the type of start. For experts, the relative timing of the jump components was independent of the take-off leg. The findings were mixed for the novices. Similar results were obtained when relative distance was examined. These results are discussed with respect to constructs related to variability in skilled performance.  相似文献   

Effects of Differing Prepuberty Exercise Programs on the Emotionality of Male Albino Rats     

Jerome C. Weber  Ronald A. Lee 《Research quarterly for exercise and sport》2013,84(3):748-751

Abstract

The problem under investigation in this study was to determine if differing programs of prepuberty exercise had any effect upon the emotionality of male albino rats at puberty. The subjects were 48 male albino rats of the Sprague-Dawley strain who were subjected to a 35-day training program under conditions of sedentary existence, voluntary exercise, or forced exercise. At the end of the experimental period the animals were tested in an open field marked into 49 consecutively numbered 7 1/2-in. squares.

Emotionality in the open field was determined by two methods: (a) the total number of squares traversed by an animal in 5 min., and (b) the total number of squares traversed by an animal toward the center of the field. The relationship between exploratory behavior and emotionality is considered to be an inverse one, that is, the more exploratory the behavior, the less emotionality the animal exhibits.

The results indicated that the animals which had been subjected to the forced exercise regimen traversed significantly more squares under both testing conditions and therefore evidenced more exploratory behavior and therefore less emotionality than the animals in the voluntary exercise and sedentary groups. There were no significant differences on either measure of exploratory behavior between the voluntary exercise and sedentary groups.  相似文献   

S. Marginson, C. Nyland, E. Sawir, and H. Forbes-Mewett: International student security     

Russel Potter  Jenny J. Lee 《Higher Education》2012,64(1):135-137

  相似文献