Temporal specificity of training: intra-day effects on biochemical responses and Olympic-Weightlifting performances     

Achraf Ammar  Hamdi Chtourou  Khaled Trabelsi  Johnny Padulo  Mouna Turki  Kais El Abed 《Journal of sports sciences》2015,33(4):358-368

The aim of this study was to investigate the performance of an Olympic-Weightlifting session training at three times of the day on the performance related to biochemical responses. Nine weightlifters (21 ± 0.5 years) performed, in randomised order, on three Olympic-Weightlifting training (snatch, clean and jerk) sessions (08:00 a.m., 02:00 p. m., 06:00 p. m.). Blood samples were collected: before, 3 min and 48 h after each training session. Haematological parameters and markers of muscle injury were assessed. Resting oral temperature and rating of perceived exertion (RPE) were also assessed during each session. ANOVA showed that the performance was better (P < 0.001) at 02:00 p. m. with a less RPE (P < 0.01) compared to the morning and the evening sessions while there was higher (P < 0.05) oral temperature at 06:00 p. m. versus 08:00 a.m. and 02:00 p. m. Muscle damage changed immediately (without significant effect after 48 h) after the training sessions with lower values ??in the evening compared to the morning. In conclusion, the afternoon training is more effective than morning or evening sessions for weightlifters. Therefore, coaches and weightlifters should be advised to schedule their training session in the afternoon hour.  相似文献   

A Study Examining the Extent of Including Competencies of Inclusive Education in the Preparation of Special Education Teachers in Saudi Universities     

Turki Abduallh S. Alquraini 《International Journal of Disability, Development & Education》2018,65(1):108-122

Educators all over the world are trying to revise and/or build their teacher education programmes to ensure pre-service teachers working on their teaching credentials are competent and ready to manage classrooms from day one. This study surveyed 179 faculty from 30 colleges and universities in Saudi Arabia to find out the extent to which they agreed that their coursework included various skills and knowledge sets leading to competent teachers. Teacher education programmes offering special education teacher preparation programmes at undergraduate level strive to base their curriculum on standards recommended by Council for Exceptional Children. The results showed a moderately strong agreement on most items under the various competency areas. Academic ranks of faculty did not have any significant effect on the extent of agreement. However, faculty from newer programmes, and those with degrees obtained in Saudi Arabia showed a better agreement. This article discusses findings, implications for the special education teacher preparation programmes in Saudi universities, and recommendations for future research.  相似文献   

Factors related to teachers' attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh,Saudi     

Turki A. Alquraini 《Journal of Research in Special Educational Needs》2012,12(3):170-182

In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non‐specified gender. A two‐way analysis of covariance (ANCOVA), a one‐way analysis of variance (ANOVA) and an independent t‐test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender.  相似文献   

An analysis of legal issues relating to the least restrictive environment standards     

Turki Abdullah Alquraini 《Journal of Research in Special Educational Needs》2013,13(2):152-158

The lack of clear language in the Individuals with Disabilities Education Act (IDEA), which is the federal law that governs the provision of special education and related services to children with disabilities in the USA, has led to inconsistencies in school districts' decisions regarding the least restrictive environment (LRE). This uncertainty in determining an appropriate LRE has become a significant obstacle to educating students with disabilities. Therefore, this paper examines a number of court cases that have challenged school districts to provide the LRE for students with disabilities and have handed down decisions that define specific standards that are useful for school teams to implement the mandate of the LRE. Through the synthesis of these cases, the author provides criteria for determining the LRE for students with disabilities that could enhance inclusive education for these students. Finally, the author suggests that legislators should reconsider the language of LRE, make it more specific regarding the determination of LRE, and apply the standards defined in these cases and others to state a clear formula for developing LRE that could be utilised in school districts throughout the country.  相似文献   

Relationship-based Intervention with Young Children with Autism in Saudi Arabia: Impediments and Consequences of Parenting Stress and Depression     

Turki Alquraini  Ali Al-Odaib  Hesham Al-Dhalaan  Haniah Merza 《International Journal of Disability, Development & Education》2019,66(3):233-248

ABSTRACT

This investigation examined the consequences and effects of the severity of mothers psychosocial functioning as assessed by measures parenting stress and depression in a randomised control trial of a Relationship-based Intervention (RBI) called Responsive Teaching (RT). The sample included 28 parents and preschool aged children with Autism from Saudi Arabia. RT subjects received weekly parent–child intervention sessions for 4 months. Dependent variables were mothers’ style of interaction as assessed by the PICCOLO at post intervention as well as pre- and post-measures of parenting stress and depression. There were three findings from this study. First, mothers who participated in this study had extremely high levels of psychosocial dysfunction. Nearly all reported clinical levels of parenting stress and more than 40% reported clinical levels of depressive symptoms. Second, high levels of psychosocial dysfunction did not prevent mothers from participating in RT as indicated by their ability to integrate RT strategies into their interactions with their children. Third, RT was associated with substantial improvements in mother’s parenting stress and depression. Implication for early intervention practice are discussed.  相似文献