This study examined the effects of combined anti-inflammatories and specific nutrients on recovery from resistance exercises. Trained individuals （n = 14） performed three sets to failure at a 8-12 repetition maximum...This study examined the effects of combined anti-inflammatories and specific nutrients on recovery from resistance exercises. Trained individuals （n = 14） performed three sets to failure at a 8-12 repetition maximum load for six resistance exercises, then repeated this workout after 24 h. Participants consumed a protein-carbohydrate shake （330 ml; 20 g protein; 45 g carbohydrate）, vitamin C （1000 mg）, vitamin E （400 I.U.） and ibuprofen （100 mg） immediately after the initial workout. Another dose of vitamin C and ibuprofen were respectively consumed 1 h or 30 min before the second workout. On another occasion （counterbalanced） a placebo of flavored water, two imitation vitamins （gummy candies）, and two replica ibuprofen （sugar pills） were consumed. A 10-cm visual analog scale （VAS） assessed pain, ratings of perceived exertion （RPE）, and ratings of perceived recovery （RPR）. Treatment enhanced performance-based recovery （repetitions after 24h） for the chest press （P 〈 0.010） and latissimus pull-down （P 〈 0.010）. Within-condition comparisons revealed performance decrements （P 〈 0.050） after 24 h for 83% of the exercises under placebo, compared to 50% of exercises under treatment. Treatment enhanced RPR （P = 0.038） compared to placebo, but had no significant effects on residual （P = 0.215） or exercise （P 〉 0.050） pain. RPE was lower under the treatment for the chest press （P = 0.016） and overall workout （P = 0.038） on Day 1, but similar among all exercises on Day 2 （P 〉 0.050）. This treatment may promote increases in performance without increasing pain or RPE.展开更多
This study examined the effects of feedback on perceived competence and student performance in physical education. The sample （N = 113） consisted of fifth-grade physical education students, recruited from two elemen...This study examined the effects of feedback on perceived competence and student performance in physical education. The sample （N = 113） consisted of fifth-grade physical education students, recruited from two elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general, corrective informational, or no feedback and completed pre- and post-task questionnaires. Groups were given a lacrosse shot task presentation and then completed a lacrosse shot pre-test, practice session, and post-test, including a pre- and post-test. During the lacrosse task, teachers administered feedback treatments to participants at the rate of every other attempt for a total of six feedback statements, excluding the control group. Lacrosse experience was found to be 2.45 on a 9-point Likert-type scale, demonstrating that the sample was unfamiliar with the lacrosse skill. Three separate split plot 2× 3 analysis of variance （ANOVA） tests with repeated measures were conducted to determine whether feedback treatment type influenced participants＇ perceived competence, product performance skill, and process performance skill when considering pre- and post-task measures. The findings demonstrated that feedback appears to have a limited effect on perceived competence and performance during unfamiliar tasks in elementary school physical education.展开更多
文摘This study examined the effects of combined anti-inflammatories and specific nutrients on recovery from resistance exercises. Trained individuals （n = 14） performed three sets to failure at a 8-12 repetition maximum load for six resistance exercises, then repeated this workout after 24 h. Participants consumed a protein-carbohydrate shake （330 ml; 20 g protein; 45 g carbohydrate）, vitamin C （1000 mg）, vitamin E （400 I.U.） and ibuprofen （100 mg） immediately after the initial workout. Another dose of vitamin C and ibuprofen were respectively consumed 1 h or 30 min before the second workout. On another occasion （counterbalanced） a placebo of flavored water, two imitation vitamins （gummy candies）, and two replica ibuprofen （sugar pills） were consumed. A 10-cm visual analog scale （VAS） assessed pain, ratings of perceived exertion （RPE）, and ratings of perceived recovery （RPR）. Treatment enhanced performance-based recovery （repetitions after 24h） for the chest press （P 〈 0.010） and latissimus pull-down （P 〈 0.010）. Within-condition comparisons revealed performance decrements （P 〈 0.050） after 24 h for 83% of the exercises under placebo, compared to 50% of exercises under treatment. Treatment enhanced RPR （P = 0.038） compared to placebo, but had no significant effects on residual （P = 0.215） or exercise （P 〉 0.050） pain. RPE was lower under the treatment for the chest press （P = 0.016） and overall workout （P = 0.038） on Day 1, but similar among all exercises on Day 2 （P 〉 0.050）. This treatment may promote increases in performance without increasing pain or RPE.
文摘This study examined the effects of feedback on perceived competence and student performance in physical education. The sample （N = 113） consisted of fifth-grade physical education students, recruited from two elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general, corrective informational, or no feedback and completed pre- and post-task questionnaires. Groups were given a lacrosse shot task presentation and then completed a lacrosse shot pre-test, practice session, and post-test, including a pre- and post-test. During the lacrosse task, teachers administered feedback treatments to participants at the rate of every other attempt for a total of six feedback statements, excluding the control group. Lacrosse experience was found to be 2.45 on a 9-point Likert-type scale, demonstrating that the sample was unfamiliar with the lacrosse skill. Three separate split plot 2× 3 analysis of variance （ANOVA） tests with repeated measures were conducted to determine whether feedback treatment type influenced participants＇ perceived competence, product performance skill, and process performance skill when considering pre- and post-task measures. The findings demonstrated that feedback appears to have a limited effect on perceived competence and performance during unfamiliar tasks in elementary school physical education.
