Clinical characteristics, exercise capacity and pulmonary function in post-COVID-19 competitive athletes

Background: Limited evidence exists regarding adverse modifications affecting cardiovascular and pulmonary function in physical active adults affected by COVID-19, especially in athletic populations. We aimed to describe the clinical presentation of COVID-19 in a cohort of competitive athletes, as well as spirometry and echocardiography findings and cardio-respiratory performance during exercise. Methods: Twenty-four competitive athletes with COVID-19 were recruited for this study after ending self-isolation and confirmation of negative laboratory results. All athletes underwent clinical evaluation, spirometry, echocardiography and cardiopulmonary exercise testing (CPET). These data were compared to a group of healthy control athletes. Results: Anosmia was the most frequent symptom present in 70.83% patients, followed by myalgia, fatigue and ageusia. The most frequent persisting symptoms were anosmia 11 (45.83%) and ageusia 8 (33.33%). Compared to controls, COVID-19 patients presented lower FEV1%: 97.5 (91.5–108) vs. 109 (106–116) p = 0.007. Peak Oxygen Uptake (VO(2)) in COVID-19 patients was 50.1 (47.7–51.65) vs. 49 (44.2–52.6) in controls (p = 0.618). Conclusions: Reduced exercise capacity was not identified and pulmonary and cardiovascular function are not impaired during early recovery phase in a population of physical active adults except FEV1 reduction

Biomechanical comparison of the track start and the modified one-handed track start in competitive swimming: an intervention study

This study compared the conventional track and a new one-handed track start in elite age group swimmers to determine if the new technique had biomechanical implications on dive performance. Five male and seven female GB national qualifiers participated (mean ± SD: age 16.7 ± 1.9 years, stretched stature 1.76 ± 0.8 m, body mass 67.4 ± 7.9 kg) and were assigned to a control group (n = 6) or an intervention group (n = 6) that learned the new onehanded dive technique. All swimmers underwent a 4-week intervention comprising 12 ± 3 thirty-minute training sessions. Video cameras synchronized with an audible signal and timing suite captured temporal and kinematic data. A portable force plate and load cell handrail mounted to a swim starting block collected force data over 3 trials of each technique. A MANCOVA identified Block Time (BT), Flight Time (FT), Peak Horizontal Force of the lower limbs (PHF) and Horizontal Velocity at Take-off (Vx) as covariates. During the 10-m swim trial, significant differences were found in Time to 10 m (TT10m), Total Time (TT), Peak Vertical Force (PVF), Flight Distance (FD), and Horizontal Velocity at Take-off (Vx) (p < .05). Results indicated that the conventional track start method was faster over 10 m, and therefore may be seen as a superior start after a short intervention. During training, swimmers and coaches should focus on the most statistically significant dive performance variables: peak horizontal force and velocity at take-off, block and flight time

Competitive swimmers modify racing start depth upon request

To expand upon recent findings showing that competitive swimmers complete significantly shallower racing starts in shallower pools, 12 more experienced and 13 less experienced swimmers were filmed underwater during completion of competitive starts. Two starts (1 routine and 1 “requested shallow”) were executed from a 0.76 m block height into water 3.66 m deep. Dependent measures were maximum head depth, head speed at maximum head depth, and distance from the starting wall at maximum head depth. Statistical analyses yielded significant main effects (p < 0.05) for both start type and swimmer experience. Starts executed by the more experienced swimmers were deeper and faster than those executed by the less experienced swimmers. When asked to dive shallowly, maximum head depth decreased (0.19 m) and head speed increased (0.33 ms-1) regardless of experience. The ability of all swimmers to modify start depth implies that spinal cord injuries during competitive swimming starts are not necessarily due to an inherent inability to control the depth of the start

Continuous Interaction with a Virtual Human

Attentive Speaking and Active Listening require that a Virtual Human be capable of simultaneous perception/interpretation and production of communicative behavior. A Virtual Human should be able to signal its attitude and attention while it is listening to its interaction partner, and be able to attend to its interaction partner while it is speaking – and modify its communicative behavior on-the-fly based on what it perceives from its partner. This report presents the results of a four week summer project that was part of eNTERFACE’10. The project resulted in progress on several aspects of continuous interaction such as scheduling and interrupting multimodal behavior, automatic classification of listener responses, generation of response eliciting behavior, and models for appropriate reactions to listener responses. A pilot user study was conducted with ten participants. In addition, the project yielded a number of deliverables that are released for public access

Setting the Standard for Inclusion in the Classroom

This paper takes a critical look at disparity between United States legislation that mandates that all students have access to the general curriculum and the proclivity for school systems to use the laws as a justification for segregating students with special needs from the mainstream. The author argues that interpretation of the New York State educational learning standards are defined too narrowly to allow access to the general curriculum for all students and encourages professionals to utilize creative and nontraditional approaches to broadening the interpretation of the standard so that students with and without disabilities are provided a platform for shared learning experiences. A table of examples highlighting potential activities to allow students across diverse learning styles to engage in activities that meet basic curriculum standards is provided. Finally, the author urges a move away from standard-based educational reform toward a model of professional reform to improve the academic and skill-based performance of all students as a means to ensure that there is, indeed, No Child Left Behind

Hierarchy and Competition in CSCW applications: Model and case study

CSCW applications need to adapt themselves to the functional and organizational structures of people that use them. However they do not usually support division in groups with a certain hierarchical structure among them. In this paper, we propose and study a theoretical model of groupware appliations that reflects those hierarchical interactions. The proposed model is also intended to evaluate the effects in performance derived from competitive and collaborative relationships among the components of a hierarchy of groups. In order to demonstrate the above ideas, a groupware game, called Alymod, was designed and implemented using a modified version of a well-known CSCW Toolkit, namely Groupkit. Groupkit was modified in order to support group interactions in the same CSCW application. In Alymod, participants compete or collaborate within a hierarchical structure to achieve a common goal (completing gaps in a text, finishing numerical series, resolving University course examinations, etc.).Publicad

Identifying, Monitoring, and Assessing Promising Innovations: Using Evaluation to Support Rapid-Cycle Change

Examines the new Center for Medicare and Medicaid Innovation's mission, critical issues, and challenges in finding effective ways to raise healthcare quality and lower costs, documenting innovation, and providing evidence to support broad policy change