La classe en réalité virtuelle est un programme informatique permettant à l'enfant d'interagir avec un environnement virtuel multimédia. L'enfant est immergé dans l'environnement virtuel à l'aide d'un casque sur lequel sont attachés des lunettes de réalité virtuelle et des écouteurs qui fournissent l'environnement visuel et auditif qui crée ce monde virtuel. Un troisième dispositif est attaché au casque et permet à l'enfant d'explorer l'espace virtuel dans les trois dimensions. Ce système de détection des mouvements « Intertrax » mesure l'orientation de la tête pendant que l'enfant explore la classe virtuelle et permet au programme de fournir simultanément les stimuli appropriés. Un test de performance continue est présenté sur le tableau situé à l'avant de la classe virtuelle. Des distractions visuelles et auditives sont présentées pendant l'exécution de la tâche. Tout comme le test de performance continue de Conners (CPT), la classe virtuelle enregistre les temps de réaction ainsi que les erreurs de commissions et d'omissions. Le système de détection enregistre les mouvements de tête de l'enfant permettant de documenter le nombre de fois que l'enfant a détourné son attention de la tâche présentée sur le tableau pour regarder ailleurs dans la classe. De plus, les temps précis auxquels se sont produits les erreurs de commissions ou d'omission sont enregistrés, permettant à l'examinateur d'associer une erreur éventuelle à une distraction dans le monde virtuel. La classe virtuelle a été développée à l'Université Southern California. L'enfant doit exécuter un test de performance continue dont les stimuli (sous forme de lettres) sont présentés au tableau à l'avant de la classe. Les instructions sont données par l'enseignante virtuelle et l'enfant a un temps de pratique avant la tâche pour se familiariser avec l'environnement virtuel. La tâche dure six minutes et les données sont réparties sur trois blocs de temps égaux. La classe virtuelle a l'avantage d'être plus représentative de la performance de l'enfant dans la vie de tous les jours comparativement à l'administration de tests neuropsychologiques traditionnels. Afin de bien performer, l'enfant doit maintenir son attention sur la tâche et ignorer les distractions présentées au cours de la tâche.

Aim: The aim of this study was to implement a psychological skills training program for dancers and evaluate the dancers’ use of psychological skills training techniques, and possible effects of the course. Specifically, the present study examined: 1) to what extent the dancers were using psychological skills training techniques; 2) whether a short course in psychological skills training for dancers made any difference to their use of psychological skills training techniques; 3) whether differences existed between groups of dancers regarding year at the dance academy, previous education in psychological skills training, and attendance; 4) the dancers’ response to psychological skills training during the course. Method: 51 dancers (45 female and six male aged 18-26 years) at a dance academy in Sweden participated in the study. The course in psychological skills training stretched over four months with four to six lessons. A shortened version of the Test of Performance Strategies was completed by the dancers at the first and last lesson. Descriptive statistics, one-way between-groups analysis of variance (ANOVA), and paired-samples t-tests were used to analyze the data. Memoing was practised to document the dancers’ direct response to the course. Results: The dancers used self-talk, emotional control, goal setting, imagery, activation, and attentional control “sometimes” in connection with their dance practice, whereas relaxation was used “rarely”. The total score for the dancers’ use of psychological skills training techniques only showed a marginal increase between pre- and post-intervention data. The only statistically significant difference found was an increase in the scores for relaxation. No statistically significant difference was found between groups regarding total score. The results from the memoing indicated that active participation during the lessons resulted in a more positive attitude towards psychological skills training, and that the dancers used different vocabulary regarding psychological skills training. The dancers also expressed difficulties implementing psychological skills training techniques on their own outside the classroom. Conclusions: The dancers in the present study had very similar scores on the questionnaire compared to athletes in previous research. For future research it would be of interest to see if a longer psychological skills training program for dancers, or a course with higher intensity, could further facilitate the dancers’ use of psychological skills training techniques, as well as integrate psychological skills training more in their dance practice. The results from this study could provide valuable information for further development of a psychological skills training program for dancers and might serve as a guide for areas that could benefit from extra attention in order to help dancers evolve both professionally and personally.

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 10, 2006. Dissertation Committee: Jeffrey B. Hecht, Paul Baker (co-chairs), Patricia H. Klass, Graham Jones. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.

Title: Comparison of the heart rate values and external performance is based on selected field tests determining maximal heart rate in cycling of cyclist and triathletes Objectives: Objective of thesis is to determine the values of maximal heart rate and external performance from selected field tests in cycling and compare them with one another. Methods: Five cyclist were measured in field tests and acquired results were used to create the graphs and tables. Data were obtained by cycling performance meter Powertap and cycle computer Garmin Edge 500. For the analysis of the measured data was used software Garmin Connect. Results: Based on the results of thesis it can be stated, that the measurement turn out as we expected. The difference of maximal heart rate between test-A and test-B is differed by 3-5 beats, which is not decisive. Both tests can be used for determine maximal heart rate. These tests are suitable for measuring the performance of athletes. Maximal heart rate is not in present an important indicator for training of fitness of individual. For training I would suggest to take a test of lactate curve in the laboratory. Keywords: cycling, external performance, heart rate, terrain test, Powertap

Title: Comparison of the heart rate values and external performance is based on selected field tests determining maximal heart rate in cycling of cyclist and triathletes Objectives: Objective of thesis is to determine the values of maximal heart rate and external performance from selected field tests in cycling and compare them with one another. Methods: Three cyclist were measured in field tests and acquired results were used to create the graphs and tables. Data were obtained by cycling performance meter Powertap and cycle computer Garmin Edge 500. For the analysis of the measured data was used software TrainigsPeaks.com Results: Based on the results of thesis it can be stated, that the measurement turn out as we expected. The difference of maximal heart rate between test-A and test-B is differed by 3-5 beats, which is not decisive. Both tests can be used for determine maximal heart rate. These tests are suitable for measuring the performance of athletes. Maximal heart rate is not in present an important indicator for training of fitness of individual. For training I would suggest to take a test of lactate curve in the laboratory. Keywords: cycling, external performance, heart rate, terrain test, Powertap

Background: What are mental methods, and what kind of utility do you have for using these techniques? Team player and individual athletes are different from the beginning by the way they do there sports, but is there similarities or is it only differences between them. These two sports that will be presented are track and field and basketball and there use of mental methods.Intention: Investigate whether there is any difference between the uses of mental techniques in an individual sport than a team sport?Method: To collect data, TOPS (Test of performance strategies) written by Thomas, Murphy & Hardy (1999) questionnaire form will be the basis for the questions. TOPS is a questionnaire with 10 mental techniques, this study will focus on three of them, goal setting, visualization and pep-talk. To secure that the answers would be as properly answered as possible, were paper questionnaire given personally to every participants.Result: Mental techniques are used by athletes in both team sports and individual sports; however, there is no significant difference between the two athlete groups. The results in this study showed that goalsetting were almost used the same amount between individual athletes and team players. It was however a bigger different between the use of pep-talk and visualization, where team players used more pep-talk while individual athletes were using more the visualization technique. During a comparison between the different sports, the results showed that basketball players in this study were using more pep-talk, while the track and field, and mostly the throwers were using more of visualization.Discussion: The results that have been acknowledge in this study shows that all three mental techniques are used by both individual and team players. My personal thoughts were that the results would give opposite results about visualization and pep-talk between team sports and individual sports. The reason behind these results might be because of that team players, and by that mostly basketball players, have more use of visualize a special technique situation, like throwing a ball, while an individual athlete, in this study track and field athletes, have more use of pep-talk both before and during a race, because they might need more motivational speech to finish the race.

<p>This Master Thesis was conducted at Octapharma AB in Stockholm.</p><p>Anticomplementary activity (ACA) is a measure of the product’s abilities to activate the complement system. IgG aggregates are mainly responsible for this activation. Two different performances of a method for determination of ACA in Octagam^® are available. The two performances are based on the reference method for test of ACA in immunoglobulins in the European Pharmacopoeia Commission Guideline 6.0 (chapter 2.6.17). The method is carried out either in test tubes or on microtiter plates. The test tube method can be performed either in a manual manner or modified, being more automated. The latter performance has been applied in this study. The plate method is more automated than both of the tube methods. The plate method and the manual tube method have earlier seemed to result in different outcomes, which was the basis for this thesis.</p><p>The plate method and the modified test tube method have been compared and robustness parameters have been studied in order to see which factors influence on the end result. The adequacy of using Human Biological Reference Preparation (human BRP) as a control for the ACA method in general has also been investigated. Samples of the product are outside the scope of this thesis and have not been investigated.</p><p>According to this study, the plate method and the modified tube method are not comparable with regard to complement titration results and to ACA of the BRP control. A higher precision is gained with the plate method. This in combination with the higher degree of automation makes the plate method advantageous in several aspects. When it comes to the robustness of the ACA method in general, the sheep red blood cells (SRBC) used are critical. Haemolysin dilution and complement activity seem to be critical as well.</p><p>Human BRP is, according to this study more adequate as a reference for the plate method than for the tube method. An In house control is believed to be more representative to the ACA method in general as it is of the same nature as the samples analysed, in contrast to the human BRP.</p>

Title: Effect of Alkaline Water Consumption on Sports Performance Objectives: The aim of the work was to find out the differences in performance after three days of intake of alkaline water in comparison with intake of water with normal pH. Methods: The thesis is conceived as an experimental study. A total of 12 participants aged 19-28 participated in the study. Volunteers were students of the UK FTVS military field. The testing included repeated crate outputs (Step-test), reaction rate tests on visual and auditory stimuli. Before and after exercise, blood lactate value, specific urine weight, and body diagnostics were recorded using a bio-impedance device. The study lasted a total of 3 weeks. Testing was performed with weekly spacing in controlled drinking regime of common or alkaline drinking water, always 2 days before testing. The obtained data were then analyzed and processed. Results: The average power of the Step-test participants in the first part of the measurement for both tests after the use of plain water is 718,8 W, compared to the average power of the participants after the use of alkaline water, which is higher and reaches 848,8 W. The test was 15,7 % with placebo and -0,9 % with alkaline water. The average perception of fatigue after drinking alkaline water was lower than that of...

The purpose of this study was to examine the factorial validity and measurement equivalence of the Test of Performance Strategies (TOPS; Thomas, Murphy, & Hardy, 1999); the Sport Anxiety Scale (SAS; Smith, Smoll, & Schultz, 1990); and the Golf Performance Survey (GPS; Thomas & Over, 1994) across age groups in a representative sample of amateur golfers. Based on archival data, participants comprising this study were 649 younger adult (n = 237) and older adult (n = 412) amateur golfers who played in the Dupont World Amateur Golf Championship in Myrtle Beach, South Carolina. The participants completed a set of questionnaires including psychological skills and strategies (e.g., self-talk, goal setting, imagery, etc.) used during competition, sport-specific competitive trait anxiety, and psychomotor skills and involvement in golf. Results demonstrated that the original factor structure of the TOPS competition subscale, the SAS, and the GPS, did not adequately fit the data among this sample of younger and older adult amateur golfers. Further exploratory and confirmatory factor analyses established evidence of factorial validity with the TOPS competition subscale, SAS, and the GPS with both younger and older adult amateur golfers. Configural, metric, scalar, and strict measurement invariance were identified in relation to the TOPS competition subscale, SAS, and the GPS across age cross-group comparisons. In general, the analyses demonstrated support that the TOPS competition subscale, SAS, and the GPS can be utilized with confidence with older adult amateur golfers, as well as conducting group comparisons with younger adult amateur golfers. The findings from this study have several future research directions and practical implications for structuring effective interventions with older adult amateur athletes.

This Master Thesis was conducted at Octapharma AB in Stockholm. Anticomplementary activity (ACA) is a measure of the product’s abilities to activate the complement system. IgG aggregates are mainly responsible for this activation. Two different performances of a method for determination of ACA in Octagam® are available. The two performances are based on the reference method for test of ACA in immunoglobulins in the European Pharmacopoeia Commission Guideline 6.0 (chapter 2.6.17). The method is carried out either in test tubes or on microtiter plates. The test tube method can be performed either in a manual manner or modified, being more automated. The latter performance has been applied in this study. The plate method is more automated than both of the tube methods. The plate method and the manual tube method have earlier seemed to result in different outcomes, which was the basis for this thesis. The plate method and the modified test tube method have been compared and robustness parameters have been studied in order to see which factors influence on the end result. The adequacy of using Human Biological Reference Preparation (human BRP) as a control for the ACA method in general has also been investigated. Samples of the product are outside the scope of this thesis and have not been investigated. According to this study, the plate method and the modified tube method are not comparable with regard to complement titration results and to ACA of the BRP control. A higher precision is gained with the plate method. This in combination with the higher degree of automation makes the plate method advantageous in several aspects. When it comes to the robustness of the ACA method in general, the sheep red blood cells (SRBC) used are critical. Haemolysin dilution and complement activity seem to be critical as well. Human BRP is, according to this study more adequate as a reference for the plate method than for the tube method. An In house control is believed to be more representative to the ACA method in general as it is of the same nature as the samples analysed, in contrast to the human BRP.