Purpose: The purpose of this investigation was to identify a deep-water running (DWR) style that most closely approximates terrestrial running. Methods: Twenty healthy male and female intercollegiate (NCAA III) distance runners were videotaped from the right sagittal view while running on a treadmill (TR) and in deep water at 55-60% of their TR VO₂[subscript max] using each of four DWR styles: shod cross-country (SCC), barefoot cross-country (BCC), shod high-knee (SHK), and barefoot high-knee (BHK). All biomechanical data were digitized and analyzed using the Peak Motus® system. Physiological variables of interest were oxygen consumption (V0₂), heart rate (HR), and rating of perceived exertion (RPE). Biomechanical variables of interest were horizontal (X) and vertical (Y) displacement of the knee and ankle, and stride rate (SR). An ANOVA with repeated measures was utilized to ascertain the differences across styles. The alpha significance level was set at .05, and a post hoc pairwise analysis was conducted with a Bonferonni adjustment of the alpha level. Results: Omnibus significant differences were found for all physiological variables: VO₂ (p<.025), HR (p<.042), RPE (p<.000). However, the post hoc pairwise comparisons revealed that only TR vs. SHK V0₂ (p<.005), and the RPE responses for treadmill vs. all DWR styles exhibited significant differences (p<.000-.002). Omnibus tests for biomechanical variables exhibited statistical significance. The post hoc pairwise comparisons revealed significant differences in SR (p<.000) between TR (1.25 ± .08 Hz) and all DWR styles and also between the CC and HK styles of DWR (SCC: 0.78 ± .08 Hz, BCC: 0.81 ± .08 Hz, SHK: 1.13 ± .10 Hz, BHK: 1.14 ± .10 Hz). The CC style of DWR was found to be similar to TR with respect to linear ankle displacement, whereas the HK style was significantly different from TR in all but two of the 16 comparisons made for ankle and knee displacement. Conclusion: The CC style of DWR is recommended as an adjunct to distance running training if the goal is to mimic the ankle linear horizontal displacement of land-based running. However, if the goal is to mimic SR, the HK style is a closer approximation than the CC style. / Graduation date: 2004

Thesis (D.M.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains vii, 155 p. : ill. (some col.), music. Includes abstract. Includes bibliographical references (p. 151-155).

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 145-164). Also available in print.

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Aerobics-one of the popular and favorite body culture forms between the girls and women of different age. Popularity of this type of sport is determined by the simplicity, the emotional feelings and efficiency. Different types of the effect of aerobic training were analyzed by: D. Vizbaraitė (2000), R. Kviklienė (2001), S. Poteliūnienė (2000), R. Baublienė (1998). The peculiarities of inner and outer Aerobic motivation were analyzed by: R. Malinauskas, O. Batutis, D. Jetkevičius (2005). However, the deeper influence of aerobic for the women of the age 18 – 23 was not widely analyzed.. Aim: to discover the efficiency of aerobic training for the women`s aged 18 – 23 coordinational abilities. 25 women were participating in the pedagogical experiment. Experiment was done in 2005 september 19th – 2005 december 5th in Olympic Gym sports club. Aerobic exercises took place two times a week for 45 minutes. We formulated the complexes of aerobical training. They were used from September 26th ,2005 until December 2nd, 2005. We have tested the ability level of some physical features and separate coordinational faculties in the beginning of the test and in the end as well. The complexes of exercises were structured by emphasizing the variety of exercises, plenty of steps, the consistency and the level of complication of separate parts of the body during exercising. 50% of participants stated that aerobic exercises positively influenced the development of their physical features. 84%... [to full text]

This research examined how sixth-grade students utilized evaluations and goals while revising their texts, to determine if those students who were identified as better writers also had more success when revising, and if specific types or configurations of operations lead to more successful revision. A coding system was developed to identify evaluations and goals according to the functions that they served during revision. Evaluations were categorized as either acceptance or rejection evaluations, depending on their judgment of the text. Goals were categorized as text strategy or guidance goals, depending on whether they instituted a specific strategy to counter a perceived problem in the text, or instituted a procedure or action that constituted management of the revision task. / Think-aloud protocols and drafts of compositions provided a trace of students' revision activity. Identification of evaluations and goals by the functions that they served during revision provided a method for monitoring the connection between the process students used in revising and the product (if any) that resulted. Revisions produced were categorized as surface or text-base, with both their accumulative and individual impact on the text assessed. The coding system identified all evaluations and goals, even those that did not result in text changes but that were associated with considerations and attempts. Therefore, all revising behaviors, including emerging skills, were acknowledged. / Results revealed that those students identified as better writers were not better revisors in terms of using evaluations or goals in a manner that resulted in the production of more sophisticated or more effective revisions. Students identified as low to high level writers all experienced various revision difficulties, as reflected by the absence of specific types of evaluations and/or goals that could have facilitated revision, yet were not used. Terminal revising was the common approach and involved reviewing a textual area only once, and setting a limited number of evaluations and goals to address a perceived problem. However, a sub-group of students who were identified as poorer writers did use an iterative revising strategy, which resulted in improved text quality. This strategy involved successive reviews of the text, resulting in the implementation of related multiple evaluations and goals addressing one textual area. / Educators can consider the revising strategies (i.e., terminal and iterative revising) and operations (i.e., functional evaluations and goals) specifically identified in this research to assess how students' revise and to determine what strategies and operations need to be encouraged to foster absent or underdeveloped revision skills. Collaborative student and teacher interactions designed to encourage the utilization of these specific strategies and operations have the potential to lead to more effective revising.

Nineteen mothers of elementary-aged (5--12 years old) piano students were videotaped once a week supervising their children's piano practice at home for three consecutive weeks. Children were assigned a new piece to work on one week prior to the commencement of the study. A 12-minute segment from the 57 practice sessions (19 parent-child pairs, across 3 practice sessions) was viewed three times by the investigator and by two expert piano pedagogues: one time to record parent behaviors, a second time to record child behaviors, and a third time to note the parent and child's practice approach and to rate the effectiveness of the practice sessions. Three piano pedagogues also rated the quality of each child's uninterrupted performance. Mothers recorded in a practice log the amount of time they spent assisting their children. At the conclusion of the treatment period, the investigator interviewed mothers and children individually. / The main results of the study were as follows: (1) mothers were more likely not to show any observable behavior during their children's practice session than they were to show any specific behavior; (2) the majority of time in practice sessions was spent playing the instrument without any verbal or physical interruption; (3) children frequently practiced without any specific structure in their practice procedure, nor with any specific directives from their mothers; (4) mothers with little or no musical training practiced more efficiently with their children than did mothers who had a moderate to high level of musical training; (5) the children of mothers who had little or no musical training received higher performance ratings than the children of mothers who had a moderate to high level of musical training; (6) high performance quality ratings were associated with high ratings for practice effectiveness; (7) longer practice times resulted in higher performance quality ratings; (8) longer practice times were associated with more efficient practice sessions; and (9) 85% of children said that they enjoyed practicing with their mothers.

There is no abstract available for this thesis.