Background A specific walking speed minimizing the U-shaped relationship between energy cost of transport per unit distance (CoT) and speed is called economical speed (ES). To investigate the effects of reduced body weight on the ES, we installed a body weight support (BWS) apparatus with a spring-like characteristics. We also examined whether the 'calculated' ES was equivalent to the 'preferred' walking speed (PWS) with 30% BWS. Methods We measured oxygen uptake and carbon dioxide output to calculate CoT values at seven treadmill walking speeds (0.67–2.00 m s− 1) in 40 healthy young males under normal walking (NW) and BWS. The PWS was determined under both conditions on a different day. Results A spring-like behavior of our BWS apparatus reduced the CoT values at 1.56, 1.78, and 2.00 m s− 1. The ES with BWS (1.61 ± 0.11 m s− 1) was faster than NW condition (1.39 ± 0.06 m s− 1). A Bland-Altman analysis indicated that there were no systematic biases between ES and PWS in both conditions. Conclusions The use of BWS apparatus with a spring-like behavior reduced the CoT values at faster walking speeds, resulting in the faster ES with 30% BWS compared to NW. Since the ES was equivalent to the PWS in both conditions, the PWS could be mainly determined by the metabolic minimization in healthy young males. This result also derives that the PWS can be a substitutable index of the individual ES in these populations.
AbstractThe purpose of this study was to examine the relationships among perceived motivational climates, goal orientations, and outcome expectations for physical education among junior high school students. Our basic study model was that the presence of 2 motivational climates in physical education classes would promote goal orientation, which in turn would increase students' outcome expectations. The sample comprised 813 junior high school students (mean age=13.7±0.9 years). The measures used included a questionnaire on motivational climates in physical education (performance climates with 3 subscales, teacher's promotion of performance orientation, class performance orientation, students' worries about mistakes and mastery climates comprising 4 subscales, teacher's promotion of mastery orientation, class mastery orientation, co-operation, fairness), a scale assessing goal orientations (students' ego orientation and students' task orientation), and a scale assessing outcome expectations (positive and negative outcome expectations). The validity of this model was veriˆed using structural equation modeling. The model was demonstrated to be valid. Furthermore, the results of this study suggested the following processes: (1) Class performance orientation and students' worries about mistakes had a positive in‰uence on students' ego orientation, which in turn had a positive in‰uence on positive outcome expectation and negative outcome expectation. (2) Class performance orientation had a positive in‰uence on positive outcome expectation, whereas students' worries about mistakes had a negative in‰uence on positive outcome expectation. (3) The teacher's promotion of performance orientation and students' worries about mistakes had a positive in‰uence on negative outcome expectation. (4) The teacher's promotion of mastery orientation, class mastery orientation and co-operation had a positive in‰uence on students' task orientation, which in turn had a positive in‰uence on positive outcome expectation, whereas it had a negative in‰uence on negative outcome expectation. (5) Class mastery orientation and co-operation had a positive in‰uence on positive outcome expectation. In conclusion, to enhance students' positive outcome expectation, it is important for teachers to cultivate a climate of both mastery and performance in physical education classes.
AbstractThe purpose of this study was to examine the relationship between motivational climate and goal orientation in achievement goal theory on the one hand and attitude toward physical education classes on the other. We used the following hypothetical model: The presence of two motivational climates (performance and mastery) in physical education classes promotes goal orientation (ego and task), which in turn increases the positivity of students toward physical education classes. The validity of this model was veriˆed using simultaneous multi-population analysis.The sample comprised 1263 junior high school students (mean age=13.2±0.9 years). The measures employed were a questionnaire to investigate motivational climate in physical education, a scale assessing goal orientation, and a scale measuring positivity toward physical education classes.The simultaneous multi-population analysis demonstrated the validity of the hypothesized model for both boys and girls. All signiˆcant paths in the model had positive values. Furthermore, we identiˆed three processes: (1) The mastery climate had a positive in‰uence on students' task orientation, which in turn had a positive in‰uence on attitude toward physical education classes. (2) The mastery climate had a direct positive in‰uence on attitude toward physical education classes. (3) The performance climate had a positive in‰uence on students' ego orientation, which in turn had a positive in‰uence on their attitude toward physical education classes.The analysis showed that in both groups, the presence of a mastery climate had a direct positive in‰uence on attitude toward physical education classes. In addition, the presence of a performance climate indirectly promoted a positive attitude toward physical education classes through ego orientation.In conclusion, to enhance a positive attitude toward physical education, it is important for teachers to enhance not only the mastery climate but also the performance climate in their classes.
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