This study investigated the adaptations in leg muscle metabolism of swimmers following a six-week, leg-kicking swimming training program.Fifteen male competitive swimmers were randomly assigned to an experimental group (E; n=8) and a control group (C; n=7). E swimmers performed normal leg-kicking training three times per week, whereas C swimmers performed reduced leg-kicking training (20% and 4% of weekly training distance, respectively). Before and after the training program, all swimmers performed a 200 m leg-kicking and a 400 m full-stroke freestyle time trial and a dry-land exercise test during which peak oxygen uptake, oxygen uptake at 60 W and exercise intensity at ventilatory threshold were measured. After training, there were improvements in leg-kicking time in 200 m (s; -6.0 ± 2.0%, p = 0.044), oxygen uptake at 60 Watts (L·min -1 ; -20.4 ± 3.0%, p = 0.035) and exercise intensity at ventilatory threshold (Watts; +28.0 ± 5.0%, p = 0.023) in E swimmers, whereas time in 400 m and peak oxygen uptake remained unchanged (p > 0.05). There were no changes in any of the measures for C swimmers (P > 0.05). These results suggest that normal leg-kicking swimming training positively affects the conditioning of the legs, but does not improve aerobic power during the dry-land, leg-kicking exercise test or middle-distance, full-stroke, swimming performance.
The aim of this study was to explore the relationship between physiological responses to dry-land testing and to water polo playing. Eight female water polo players (mean+/-s: age 26.7+/-5.7 years, height 169+/-6 cm, body mass 65.3+/-7.0 kg) participated in two assessments. The first involved a discontinuous incremental arm test to exhaustion on an isokinetic swim bench. Blood lactate was determined from finger-prick blood samples and heart rate was recorded at increasing exercise intensities. The highest (peak) values for blood lactate (5.1+/-0.2 mmol l(-1)), exercise intensity (79+/-5.2 W) and heart rate (146+/-6 beats min(-1)) were recorded at exhaustion. Also, the exercise intensity and heart rate at a blood lactate concentration of 4 mmol l(-1) were established. The second assessment involved determination of blood lactate and heart rate immediately after each quarter of a different water polo game for each subject. The mean (+/-s(x)) blood lactate and heart rate for each quarter of the game were as follows: 3.5+/-0.4, 4.3+/-0.5, 4.3+/-0.7 and 4.6+/-0.5 mmol l(-1); 138+/-10, 149+/-12, 151+/-9 and 154+/-8 beats min(-1), respectively. None of the peak values on the swim bench correlated with blood lactate or heart rate responses to game-playing. However, the mean exercise intensity at 4 mmol l(-1) lactate (64+/-5 W) correlated with the fourth quarter values of both blood lactate concentration (r=-0.82, P=0.01) and heart rate (r=-0.93, P< 0.001). These results show that submaximal metabolic responses to exercise on a swim bench are closely correlated with metabolic responses to water polo game-playing.
Context:Forward propulsion in freestyle swimming is predominantly achieved through arm action. Few studies have assessed the effects of arm training on arm power and swimming performance, yet there have not been any investigations on the effects of arms-only swimming training on swimming performance and physiological responses to arm exercise.Purpose:To investigate the changes in arms-only and full-stroke swimming performance, movement economy and aerobic power after an arms-only swimming training program.Methods:Fifteen male county level swimmers were assigned either to an experimental (ES, n = 8) or control group (CS, n = 7). For six weeks ES performed arms-only freestyle swimming exercises for 20% of their weekly training distance three times per week, whereas CS performed their usual swimming training. Before and after the training program, both groups performed a) two time trials, 186 m using arms-only (186ARMS) and 372 m using full-stroke (372FULL) freestyle swimming, and b) an incremental arm-pulling exercise test. The time to complete the trials was recorded. Peak oxygen uptake (VO2peak), peak exercise intensity (EIpeak) submaximal oxygen uptake at 60 W (VO2−60) and exercise intensity at ventilatory threshold (VTW) were determined from the exercise test.Results:After training, ES had improved in 186ARMS (−14.2 ± 3.6%, P = .03), VO2−60 (−22.5 ± 2.3%, P = .04), EIpeak (+17.8 ± 4.2%, P = .03), and VTW (+18.9 ± 2.3%, P = .02), but not in VO2peak (P = .09) or in 372FULL (P = .07). None of the measures changed in CS (P > .05).Conclusion:Arms-only swimming training at 20% of the weekly training distance is an effective method to improve arm conditioning during the preparatory phase of the annual training cycle.
The aim of this study was to investigate the effectiveness of problem based learning (PBL) in improving the student learning experience in sports science. PBL is an innovative method of learning within experiential learning that has been used extensively in other disciplines, but its use within sports science is limited. Method: Twenty five undergraduate students (20 male, 5 female) in their second year of study of the BSc (Hons) in Sports Science and Coaching Studies (mean ± SD age: 20.1 ± 4.0 y) were recruited to the study. All students attended the study module entitled 'Sports Injuries' that was delivered in a three hour weekly block (one hour lecture, two hours laboratory practical). The PBL intervention lasted 12 weeks. In the classroom, at the end of each lecture, the students watched a video recording of a taping or strapping technique for a specific sports injury and took notes. In the laboratory, students formed small groups of three (one practitioner, one patient, one observer) and performed the taping procedures using their notes, recollection of the video and with minimal guidance from the lecturer. The lecturer only provided feedback upon completion of the procedure. At the end of the study period, students were asked to complete a ten-item questionnaire expressing their views on PBL, its effectiveness, its advantages/disadvantages, its benefits to assessed work, the lack of lecturer involvement and their enjoyment of the module. Results: Students commented that PBL was a 'fun way to learn', 'it gave freedom to interact with peers', 'it helped to improve concentration, critical thinking as well as practical skills'. On the other hand, it was suggested that it would be beneficial for some less confident students if the lecturer gave a demonstration of the procedure in the beginning of the practical class. Discussion: Findings showed overwhelming student support of PBL as an alternative method of teaching and learning in sports science. With PBL the lecturer facilitates rather than dictates the learning process which is beneficial for the students' journey towards independent learning.
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