Background: This study aimed to compare the effect of traditional and stability-oriented strength exercises on trunk stability and deep stabilization system (DSS) activation in elite futsal players. Methods: Twenty elite futsal players (21–34 years, 180 ± 13 cm, 79 ± 15 kg) were randomly divided into a group that performed stability-oriented exercises and a group that performed traditional strength exercises. Both interventions lasted for 10 weeks and included 25 strength training sessions. Main outcome measures: The DSS pretest and posttest included the diaphragm test, trunk flexion test, back extension test, hip flexion test, intraabdominal pressure test, and a side plank test on a 1–5 point scale. Results: Both groups had similar initial test results, where the stability-oriented exercise group had significantly improved intraabdominal pressure test (p = 0.004, by lower quartile rate), trunk flexion (p = 0.036, by 0.5 grade in median), and side plank (p = 0.002, by 1 grade in median) in posttest results. Traditional exercise did not change the results of any of the included DSS function tests. Conclusions: Stabilization-oriented exercises effectively activate the functions of the DSS and should be prioritized over traditional strength exercises in injury prevention training programs. The use of stabilization-oriented exercises might prevent injury and overloading in elite futsal players.
This contribution brings a selection from the results of a research carried out during the years 2013 and 2014 among Czech and Slovak pupils of middle school age (i.e. 4th to 6th forms of primary schools). This study focused on monitoring and evaluating the differences and similarities in the value-oriented responses of pupils, according to the criteria of their nationality and sex. The pupils were expressing their opinions by means of a questionnaire survey with respect to selected situations on a four-degree scale and they further stated their vision of the world and their position in it. This contribution analyses statistically significant deviations which were found out among the positions held by Czech and Slovak boys and girls. The contribution also gives rise to a number of questions concerning the shift in values among the population of pupils of the formerly unified state.
In this study we focus on the application of standardized tests aimed at evaluating the functional degree of independence in children (client 1, WeeFIM test; and client 2, FIM test) in special education diagnostics. The target group consisted of two clients with a diagnosis of mental functional diversity (n = 2; client 1: mild mental retardation, according to ICD-10: F70, aged 6.5 years; and client 2: moderate mental retardation, according to ICD-10: F71, aged 13.4 years). Special pedagogical intervention was primarily applied to the clients, focusing on identified deficits in the areas of cognitive, motor, and social skills. The presented results demonstrate the importance of the application of these tests in special pedagogy. An improvement in the observed indicators of the given tests was demonstrated for both probands after the intervention. The aim of this article was to draw attention to the suitability of using functional independence tests in special pedagogical practices. The authors discuss the further implications of this application for future practice.
Language knowledge and skills in a globalized world is a practical necessity for future professional employment and the career development of school children. This paper examines this equipment with language knowledge and skills through school results of pupils in foreign language courses at the beginning of the lower secondary education (6th form of primary schools) in the Czech Republic. It draws our attention to drawbacks of using a five-point school classification system, both from the perspective of the teacher and that of the pupil. For its accessibility/affordability and simplicity, however, the final school classification in this research paper has made use of the dependent variable, the correlations of which are observed in relation to the following selected independent variables: territorial jurisdiction, the nature of the pupil´s family, the education level of his/her parents, the natural aptitude of the pupil, the tendency of the pupil to a particular value type. To demonstrate the mutual relations, the authoress of this paper makes use of the Chi-square test at the 5% significance level and a polemic about the contexts of the discovered statistical significance. These relationships suggest that foreign language school achievements, behind which the level of language skills is hidden, is a broad-spectrum issue with numerous multiple effects.
Abstract:Introduction: The aim of the research was to point to a wide range of factors of the pupils' grading in History classes and to find out if this grading on the given sample corresponds with the context of the independently selected variables: pupils' weight, inclination to the Socratic type of values, type of family, and parents' education. Methods: A sample of 1819 7th grade pupils was made up of the pupils of randomly addressed primary schools willing to cooperate. In the course of one school year, a questionnaire survey was carried out on this sample: each of the 14 regions of the Czech Republic was represented by 5 to 9% of the respondents. Data were evaluated at a 5% level of significance by means of the Chi-squared test. Results: In all the monitored cases, a statistically significant link was demonstrated between the dependent variable (pupils' grading) and independent variables, i.e. the results in History have a wide-spectrum effect. Discussion: The research findings correspond with the results obtained by other scholars, and external factors (independent variables) significantly affect the pupils' school success regardless of their mental and intellectual dispositions. Limitations: School success is simply monitored through numerical grading of pupils, which does not always and completely reflect the pupils' progress in terms of their development. It was not a longitudinal survey but only a single one-year research from which no major conclusions can be drawn. Conclusions: It was confirmed that the results of pupils in History, or their historical knowledge, represent a broad-spectrum matter in which the multiplication effect of external influences must be counted. In the future, research should be carried out in longer time ranges and with a greater emphasis on the causality of the phenomena.
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