790 Freizeitgestaltung, darstellende Künste, Sport
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Background: This study evaluated the effects of a combined innovative training regime consisting of stochastic resonance whole-body vibration (SR-WBV) and a dance video game (DVG) on physical performance and muscle strength in long-term-care dwelling elderly.
Methods: Thirthy long-term-care elderly were randomly allocated to an intervention group (IG; n = 16) receiving combined SR-WBV training and DVG, or a sham group (SG; n = 14). IG performed five sets one minute of SR-WBV, with one minute rest between sets (base frequency 3 Hz up to 6 Hz, Noise 4) during the first five weeks on three days per week. From week five to eight a DVG was added to SR-WBV for IG on three days per week. SG performed a five-set SR-WBV program (1 Hz, Noise 1) lasting five times one minute, with one minute rest in between, three days a week. From week five to eight stepping exercises on a trampoline were added on three days per week. Primary outcome: Short physical performance battery (SPPB). Secondary outcome: isometric maximal voluntary contraction (IMVC), and sub phases of IMVC (Fsub), isometric rate of force development (IRFD) and sub time phases of IRFD (IRFDsub) were measured at baseline, after four and eight weeks. ANOVA with repeated measures was used for analyses of time and interaction effects and MANOVA determined between group intervention effects.
Results: Between group effects revealed significant effects on the SPPB primary outcome after four weeks F(1, 27) = 6.17; p = 0.02) and after eight weeks F(1,27) = 11.8; p = 0.002). Secondary muscle function related outcome showed significant between group effects in IG on IRFD, Fsub 30 ms, 100 ms, 200 ms and IRFDsub 0-30 ms, 0-50 ms, 0-100 ms and 100-200 ms compared to SG (all p < 0.05).
Conclusions: Eight weeks SR-WBV and DVG intervention improved lower extremity physical function and muscle strength compared to a sham intervention in long-term-care elderly. SR-WBV and DVG seems to be effective as a training regime for skilling up in long-term-care elderly.
Es wird allgemein vermutet, dass Klassenfahrten bei den Schülern nachhaltige Veränderungen bewirken können und nur wenige empirische Befunde belegen die Wirksamkeit von Klassenfahrten. Diese defizitäre Forschungslage aufgreifend, beschäftigt sich die vorliegende Arbeit mit der sozial-integrativen Wirkung einer sportbezogenen Klassenfahrt (Skifahrt) auf empirischer Grundlage.
Mit Hilfe der Desintegrationstheorie von Anhut & Heitmeyer (2000) lässt sich das Konstrukt „Integration“ in allgemeinerer Form über das antinomische Begriffspaar „Anerkennung vs. Ablehnung“ operationalisieren, wobei zwischen positionaler, moralischer und emotionaler Anerkennung bzw. Ablehnung unterschieden werden kann. Neben individuellen Merkmalen erfolgt die Vergabe und Verweigerung von Anerkennung über kollektive Merkmale, die auf Zugehörigkeit zu einer Gruppe beruht. Im pädagogischen Kontext der Schulklasse ist daher von besonderem Interesse, wie sich die Anerkennungsverhältnisse zwischen Gruppen verändern, denen besondere Potenziale für heterogenitätsbedingte Ablehnung zugeschrieben wird (vgl. Gerecke, 2010). Hypothetisch sind dies Mädchen „vs.“ Jungen, Jugendliche mit „vs.“ Jugendliche ohne Migrationshintergrund und bezüglich Klassenfahrten die Gruppe der Schüler, die nicht teilnehmen konnten „vs.“ der Gruppe derer, die teilgenommen haben. Auf dieser Grundlage beschäftigt sich die vorliegende Arbeit mit den Effekten sportbezogenen Klassenfahrten auf die soziale Integration operationalisiert in Anerkennungsverhältnissen.
Mittels eines soziometrischen Wahlverfahrens wurden die Anerkennungs- und Ablehnungsverhältnisse von vier Schulklassen (N=95) zu drei Messzeitpunkten (Eingangs-, Ausgangs- und Behaltenstest nach sechs Wochen) computergestützt erhoben.
Die Betrachtung der Gesamtgruppe zeigt eine Steigerung der positiven Wahlen (eta²=0,210) bei einer gleichzeitigen Reduktion der negativen Wahlen (eta²=0,167). Diese Entwicklung ist über Post-hoc-Einzelvergleiche auf eine signifikante Veränderung innerhalb des Treatmentzeitraumes (ET AT) zurückzuführen. Das Intervall AT-BT nach Abschluss der Klassenfahrt ist nicht signifikant, so dass auf eine zeitliche Stabilität der Ergebnisse geschlossen werden kann. Allerdings sind große Unterschiede zwischen den einzelnen Klassen festzustellen, die nicht teilweise nicht mit dem Gesamtergebnis übereinstimmen. In der differenzierten Betrachtung der heterogenitätsbedingten Unterschiede ist in erster Linie ein Geschlechtereffekt zu erkennen. Insbesondere die positiven und negativen Wahlen zwischen Schülern verschiedenen Geschlechts verändern sich signifikant. Aber auch hier zeigen sie die bereits dargestellten klassenspezifischen Differenzen.
Während der Teilnahmestatus keinen Einfluss auf die Vergabe von negativen und positiven Wahlen besitzt, beeinflusst der Migrationsstatus hingegen die positiven Wahlen signifikant.
Mit Blick auf die theoretischen Grundlagen dieser Arbeit kann der Anstieg der positiven Wahlen als Zuwachs von Anerkennung und der Rückgang negativer Wahlen als eine Reduktion von Ablehnung interpretiert werden, wobei sich kein einheitliches Bild auf Klassenebene ergibt.
Anhut, R. & Heitmeyer, W. (2000). Desintegration, Konflikt und Ethnisierung. Eine Problemanalyse und theoretische Rahmenkonzeption. In W. Heitmeyer (Hrsg.), Bedrohte Stadtgesellschaft. Soziale Desintegrationsprozesse und ethnisch-kulturelle Konfliktkonstellationen (S. 17–73). Weinheim: Juventa-Verlag.
Gerecke, P. (2010). Heterogenitätsbedingte Unterschiede zwischen Ingroup- und Outgroup-Anerkennung bzw. -Ablehnung im Sportunterricht. Eine empirische Studie zum integrativen Einfluss des Kooperativen Lernens. Dissertation. Frankfurt am Main: Johann-Wolfgang Goethe Universität.
Purpose: Hamstring injuries are common among football players. There is still disagreement regarding prevention. The aim of this review is to determine whether static stretching reduces hamstring injuries in football codes.
Methods: A systematic literature search was conducted on the online databases PubMed, PEDro, Cochrane, Web of Science, Bisp and Clinical Trial register. Study results were presented descriptively and the quality of the studies assessed were based on Cochrane’s ‘risk of bias’ tool.
Results: The review identified 35 studies, including four analysis studies. These studies show deficiencies in the quality of study designs.
Conclusion: The study protocols are varied in terms of the length of intervention and follow-up. No RCT studies are available, however, RCT studies should be conducted in the near future.
Tapping the full potential? Jumping performance of volleyball athletes in game-like situations
(2018)
Background: One key issue in elite interactive team sports is the simultaneous execution of motor actions (e.g., dribbling a ball) and perceptual-cognitive tasks (e.g., visually scanning the environment for action choices). In volleyball, one typical situation is to prepare and execute maximal block jumps after multiple-options decision-making and concurrent visual tracking of the ongoing game dynamics to find an optimal blocking location. Based on resource-related dual- and multi-tasking theories simultaneous execution of visual-cognitive and motor tasks may interfere with each other. Therefore, the aim of this study was to investigate whether volleyball-specific perceptual-cognitive demands (i.e., divided attention, decision making) affect blocking performance (i.e., jumping performance and length of the first step after the ready-block-position) compared to relatively isolated jumping performance.
Methods: Twenty-two elite volleyball players (1st – 3rd German league) performed block jumps in front of a net construction in a single-task condition (ST) and in two perceptual (-cognitive) dual-task conditions including a dual-task low (DT_L; presenting a picture of an opponent attack on a screen) and a dual-task high condition (DT_H; presenting videos of an offensive volleyball set play with a two-alternative choice).
Results: The results of repeated-measures ANOVAs showed a significant effect of conditions on jumping performance [F(2,42) = 33.64, p < 0.001, ηp2 = 0.62] and on the length of the first step after the ready-block-position [F(2,42) = 7.90, p = 0.001, ηp2 = 0.27). Post hoc comparisons showed that jumping performance in DT_H (p < 0.001) and DT_L (p < 0.001) was significantly lower than in ST. Also, length of the first step after the ready-block-position in DT_H (p = 0.005) and DT_L (p = 0.028) was significantly shorter than in ST.
Conclusion: Our findings suggest that blocking performance (i.e., jumping height, length of the first step) decreases in elite volleyball players when a perceptual (-cognitive) load is added. Based on the theory of Wickens (2002), this suggests a resource overlap between visual-processing demands for motor performance and for tracking the dynamics of the game. Interference with the consequence of dual-task related performance costs can therefore also be found in elite athletes in their specific motor expert domain.
Inhibition is a central component of human behavior. It enables flexible and adaptive behavior by suppressing prepotent motor responses. In former studies, it has been shown that sport athletes acting in dynamic environments exhibit superior motor inhibitory control based on sensory stimuli. So far, existing studies have corroborated this in manual motor response settings only. Therefore, this study addresses the effector specificity of the inhibition benefit in elite athletes compared to physically active controls. A sport-unspecific stop-signal task has been adapted for hand as well as feet usage and 30 elite handball players as well as 30 controls were tested. A repeated-measures ANOVA with the two factors “effector” (hands, feet) and “group” (expert, recreational athletes) was conducted. Our results suggest no group differences in two-choice response times, but a convincing superiority of handball players in inhibitory control (i.e., shorter stop-signal reaction times), predominantly when responding with their hands, with weaker differential effects when responding with their feet. This suggests that motor inhibition might be a comprehensive performance characteristic of sport athletes acting in dynamic environments, detectable predominantly in eye-hand coordination tasks.
Technology integration in physical education : examining the physical education teachers' domain
(2016)
Physical education (PE), in the meantime, has evolved as school subject that willingly adapts to technology trends to foster student learning. Several efforts to nurture and facilitate technology integration in PE indicate the growth in interest in this topic over the past years: multiple physical education teacher education (PETE) programs, textbooks, and journal papers have adopted technology issues as a regular topic in the realm of PE research and practice. Although there are plenty of conceptual papers and technology teaching tips available in common publication outputs, empirical evidence on technology integration in PE is still a rare sight. Empirical evidence on technology integration in PE is still limited. However, available studies reported vastly positive findings, favorably of a mutual linking of technology and PE Scanning through the various articles that described pedagogical scenarios for technology integration in PE, five pedagogical scenarios that stand for a typical and most beneficiary use of technology integration in PE classes in regard to student learning: a) homework and theory, b) informational Input, c) learning stations, d) feedback, and e) physical activity tracking. Focusing on the PE teachers? perspective, two empirical studies were carried out. The theoretical framework consists of three building blocks: the a) significance of technology in everyday life and school, b) organizational development and agents of school development and change, and c) determinants of technology integration in schools and in the classroom ? emphasizing the teacher as an agent of change. The first study examined PE teachers? subjective theories toward technology integration in PE. Findings indicated that a) computer literacy, b) household computer ownership, c) professional experience, as well as d) gender had an effect on PE teachers? subjective theories toward technology integration in PE. The second study surveyed PE teachers? computer literacy, and instructional technology and media use in PE. The majority of the PE teachers seldom used technology in PE classes. PE teachers? computer literacy had a statistically significant effect on their technology use in PE class for information and communications technology (ICT) such as laptops, Internet, and digital cameras. PE teachers who showed higher levels of computer literacy were more likely to use technology in the classroom. However, the sample tended to consist of PE teachers that do not use technology often. No statistical relation was found for the link of PE teachers? computer literacy and the use of traditional media (e.g., printed images, chalkboard) in the classroom. Conclusively summing up the discussion, the following developmental areas in the field of technology can be posited: a) curriculum development, b) media database, c) documentation, d) empirical research, e) PE environment, f) dissemination, g) implementation strategies, and g) professional development and PETE. Nonetheless, several concerns against technology integration in PE can be stated: a) Physical activity levels and physical activity time, b) sedentary lifestyle, c) empirical evidence, d) unfiltered experience and alienation, and e) preparation time and budget.
We are glad to introduce the sixth Journal Club. This edition is focused on several relevant studies published in recent years in the field of Motor Control and Learning, chosen by our Editorial Board members and their colleagues. We hope to stimulate your curiosity in this field and to share with you the passion for sport seen also from the scientific point of view. The Editorial Board members wish you an inspiring lecture.
We are pleased to introduce the sixth Journal Club. This edition is focused on several relevant studies published in the last years in the field of Strength and Conditioning, chosen by our Editorial Board members and their colleagues. We hope to stimulate your curiosity in this field and to share with you the passion for sport and exercise seen from a scientific point of view. The Editorial Board members wish you an inspiring read.
The contribution of upper body movements to dynamic balance regulation during challenged locomotion
(2018)
Recent studies suggest that in addition to movements between ankle and hip joints, movements of the upper body, in particular of the arms, also significantly contribute to postural control. In line with these suggestions, we analyzed regulatory movements of upper and lower body joints supporting dynamic balance regulation during challenged locomotion. The participants walked over three beams of varying width and under three different verbally conveyed restrictions of arm posture, to control the potential influence of arm movements on the performance: The participants walked with their arms stretched out perpendicularly in the frontal plane, spontaneously, i.e., without restrictions to the arm movements, and with their hands on their thighs. After applying an inverse-dynamics analysis to the measured joint kinematics, we investigated the contribution of upper and lower body joints to balance regulation in terms of torque amplitude and variation. On the condition with the hands on the thighs, the contribution of the upper body remains significantly lower than the contribution of the lower body irrespective of beam widths. For spontaneous arm movements and for outstretched arms we find that the upper body (including the arms) contributes to the balancing to a similar extent as the lower body. Moreover, when the task becomes more difficult, i.e., for narrower beam widths, the contribution of the upper body increases, while the contribution of the lower body remains nearly constant. These findings lend further support to the hypothetical existence of an "upper body strategy" complementing the ankle and hip strategies especially during challenging dynamic balance tasks.