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Acute fatiguing effects and biomechanical characteristics of a single bout eccentric quasi-isometric resistance exercise of ankle plantar flexors
No full textIntroduction: Investigation of the eccentric quasi-isometric (EQI) resistance exercise has started in recent years. However, the biomechanical characteristics and fatigue effects of EQI muscle actions in the ankle plantar flexors remain unexplored. This study aimed to compare the biomechanical characteristics of plantarflexion EQIs and post-EQI acute fatigue between two different loading intensities. Methods: Twenty regularly physically active participants (9 men, 11 women) completed 3 sets comprising of a single EQI muscle contraction at 75% and 90% (one intensity for each leg in a random order) of maximal voluntary isometric contraction (MVIC) on an isokinetic dynamometer. Outcome variables included total contraction time, torque impulse, angular velocities and range of motion during EQI muscle actions, as well as pre- and post-contraction MVIC measures. Results: The analysis indicated no statistically significant effect of EQI muscle-action on MVIC torque (main effect of time: p = 0.636). There were also no statistically significant differences between EQI muscle actions performed at 75% and 90% MVIC regarding angular velocity (p = 0.244). However, executing EQI muscle contraction at 75% MVIC resulted in statistically significantly larger total contraction time, total torque impulse, and range of motion (p < 0.001) compared to EQI at 90% MVIC. Discussion: These findings suggest that performing EQI contractions at 75% MVIC may be more effective for generating greater mechanical stimulus without inducing significant acute fatigue
Determining power training needs using the force-velocity profile (imbalance) in elite female volleyball using different vertical jump
No full textThis study aimed to evaluate the Force-Velocity (Fv) profile of elite female volleyball players during the Squat Jump and Countermovement Jump to define the Fv profile of female athletes based on strength, power, and individual mechanical characteristics. The goal was to enhance training efficiency and improve performance in ballistic movements. For this study, we recruited 12 elite female volleyball players from the Montenegro U19 national team. The Fv profile was assessed in two types of muscle contractions: the Squat Jump (concentric contraction) and the Countermovement Jump (eccentric-concentric contraction) to determine Fv imbalance. First, the height of the jump was measured in the Squat Jump, followed by the Countermovement Jump. After that, the Fv profile was analyzed under both contraction types to assess potential imbalances. The results showed an Fv imbalance of 24.93% during the concentric muscle contraction and 29.71% during the eccentric-concentric muscle contraction. Based on these findings, it is suggested that training should prioritize enhancing strength capabilities while simultaneously addressing Fv imbalances. Reducing theoretical Fv imbalance could serve as a supplementary component of training to improve overall physical. performance
Uporaba digitalne tehnologije pri spodbujanju inkluzije pri učencih z adhd in specifičnimi učnimi težavami
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Inquiry‑based learning in Grade 9 mathematics
No full textInquiry-based learning (IBL) in mathematics is a student-centered approach that encourages exploration, problem-solving, and critical thinking, allowing students to actively engage with mathematical concepts and discover relationships through hands-on activities and collaborative learning. Despite the growing interest in IBL within mathematics education, which has demonstrated the efectiveness of this method on students’ achievements, less is known about its impact on Gagné’s taxonomy of knowledge (conceptual, procedural, and problem-solving knowledge). This study, based on Bruner’s instructional model, compares the efectiveness of IBL against traditional teaching methods in promoting mathematical learning across Gagné’s three taxonomies of knowledge in Grade 9 algebra content, using a sample of 258 Slovenian students (132 in the experimental group). Results show that the experimental group outperformed the control group in most areas, with no signifcant diference observed in procedural knowledge. The study suggests that IBL enhances students’ conceptual understanding and problem-solving abilities by fostering deeper engagement and critical thinking but may not have the same impact on procedural fuency, which requires repetitive practice
