1,721,183 research outputs found
Balance of biomechanical and physiological contributions to swimming performance.
No full textSwimming is a unique activity carried out in a unique environment. Performance depends on interplay between biomechanical and bioenergetic aspects, thus if we can understand their interaction, as a function of velocity, we can understand the biophysics of swimming.
The relationship between stroke frequency and velocity and their impact on drag and efficiency are critical. The biomechanical aspects dictate the velocity-dependent metabolic demands of swimming, thus the maximal performance is determined by the balance of metabolic power among aerobic and anaerobic pathways. Training is a determinant of swimming performance, and applying bioenergetic principles could improve performance
Primary years education
No full textIn this chapter, the author investigates the role and importance of primary years education in society. She examines the features of primary years education in the Australian context. The author reflects on the effectiveness of primary years education in Australia. In Australia, the Melbourne Declaration on Educational Goals for Young Australians is over-arching approach shaping nationally consistent directions and aspirations for Australian schooling. The Australian Curriculum, Assessment and Reporting Authority (ACARA) was established in 2008 with the purpose of developing a National Curriculum (Donnelly and Wiltshire, 2014) for all students ranging from Foundation year (approximately five to six years of age) to Year 10 (approximately fifteen to sixteen years of age). Looking at the milestones of what is expected to be achieved by young Australians at point of entry to secondary school, and hence at end of the primary years, among a range of findings they reveal the following about the way our primary years education impacts on educational opportunity.No Full Tex
Primary school teachers
No full textThis chapter considers the attributes of teacher quality and teaching quality. It investigates four intentional practices required for high-quality teacher development: careful selection; high-quality teacher education programs; induction and support in the early years of teaching; and professional learning throughout the teaching career. The chapter explores the concept of teacher self-efficacy and its relationship with student outcomes. It also explores what attributes make a good primary teacher from the perspective of students, and how this impacts learning outcomes. More recently, teaching has grown into a profession that has a high degree of accountability, is informed by evidence-based practice and is subject to professional self-regulation. According to Roser, there are more than 84 million teachers in the world and around one-third of these are primary school teachers. On average, these teachers work with groups of students with a student-to-teacher ratio of 23.75 students to each teacher, although the range can be as high as 100 students to each teacher.No Full Tex
Energetics of swimming: a historical perspective.
No full textThe energy cost to swim a unit distance (C(sw)) is given by the ratio (E) over dot/v where (E) over dot is the net metabolic power and v is the swimming speed. The contribution of the aerobic and anaerobic energy sources to (E) over dot in swimming competitions is independent of swimming style, gender or skill and depends essentially upon the duration of the exercise. C(sw) is essentially determined by the hydrodynamic resistance (W(d)): the higher W(d) the higher C(sw); and by the propelling efficiency (eta(P)): the higher eta(P) the lower C(sw). Hence, all factors influencing W(d) and/or eta(P) result in proportional changes in C(sw). Maximal metabolic power ((E) over dot(max)) and C(sw) are the main determinants of swimming performance; an improvement in a subject's best performance time can more easily be obtained by a reduction of C(sw) rather than by an (equal) increase in (E) over dot(max) (in either of its components, aerobic or anaerobic). These sentences, which constitute a significant contribution to today's knowledge about swimming energetics, are based on the studies that Professor Pietro Enrico di Prampero and his co-workers carried out since the 1970s. This paper is devoted to examine how this body of work helped to improve our understanding of this fascinating mode of locomotion
Active and passive drag: the role of trunk incline
No full textThe aim of this study was to investigate the role of trunk incline (TI) and projected frontal area (A(eff)) in determining drag during active/passive measurements. Active drag (D(a)) was measured in competitive swimmers at speeds from 0.6 to 1.4 m s(-1); speed specific drag (D(a)/v(2)) was found to decrease as a function of v (P < 0.001) to indicate that the human body becomes more streamlined with increasing speed. Indeed, both A(eff) and TI were found to decrease with v (P < 0.001) whereas C(d) (the drag coefficient) was found to be unaffected by v. These data suggest that speed specific drag depend essentially on A(eff). Additional data indicate that A(eff) is larger during front crawl swimming than during passive towing (0.4 vs. 0.24 m(2)). This suggest that D(a)/v(2) is larger than D(p)/v(2) and, at a given speed, that D(a) is larger than D(p)
AEROBIC TRAINING AND CARDIOVASCULAR RESPONSES AT REST AND DURING EXERCISE IN OLDER MEN AND WOMEN
No full textEvidence based practice
No full textAn integral part of teaching and a principle underpinning professional practice in the early years is the importance of reflecting on and researching our own practice. For example, in Australia, the Early Years Learning Framework: Belonging, Being and Becoming identifies “ongoing learning and reflective practice” (DEEWR, 2009, p. 13) as one of the five principles distilled from theories and research evidence that underpin professional practice in the early years. Recognising teaching as encompassing the role of researching pedagogical practice highlights that teaching is not simply practical or procedural but requires intellectual work. This chapter details evidence based practice (EBP) in early years education and highlights four questions: 1. What is evidence based practice?; 2. What evidence do I draw on?; 3. How might I discern relevant evidence?; and 4. What is my part in generating research evidence
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