Understanding and overcoming the sticking point in resistance exercise

In the context of resistance training the so-called ‘‘sticking point’’ is commonly understood as the 9 position in a lift in which a disproportionately large increase in the difficulty to continue the lift is experienced. If the lift is taken to the point of momentary muscular failure, the sticking point is usually where the failure occurs. Hence the sticking point is associated with an increased chance of exercise form deterioration or break-down. Understanding the mechanisms that lead to the occurrence of sticking points as well as different training strategies that can be used to overcome them is important to strength practitioners (trainees and coaches alike) and instrumental for the avoidance of injury and continued progress. In this article we survey and consolidate the body of existing research on the topic: we discuss different definitions of the sticking point adopted in the literature and propose a more precise definition, describe different muscular and biomechanical aspects that give rise to sticking points, and review the effectiveness of different training modalities used to address them.Publisher PDFPeer reviewe

The effect of descriptive norms on resistance exercise self-efficacy in college-aged females

Resistance training is a form of physical activity that provides substantial health benefits. Despite these widespread benefits, participation in resistance training is considerably low, particularly among females. To engage in a skill-related activity such as resistance training, individuals need to have confidence in their abilities. Self-efficacy is a cognitive construct that is used to describe situation-specific self-confidence. Descriptive norms are a type of social norm that describes the behavior of others. Descriptive norms have been useful in positively changing health related behaviors. The exact mechanism of how descriptive norms alter behavior is unknown. However, it has been show in research that descriptive norm messages can change self-efficacy. The purpose of this study was to examine the effect a descriptive norm message would have on resistance training selfefficacy. Participants in this study were college-aged females (n=12; 19.8 ±1.4 years) with no resistance training experience. Participants completed four 30 minute resistance training sessions and had their resistance training self-efficacy measured at three separate time points: prior to the initial resistance training experience, after the third resistance training session, and after the fourth resistance training session. Each training session was separated by a minimum of 48 hours. At the end of the fourth training session, participants received a descriptive norm message that either 30% (accurate norm group) or 50% (high norm group) of college-aged females engaged in resistance training for 30 minutes two times per week. An independent sample t-test was run to determine if differences existed between high and accurate norm groups. There were no significant difference between groups on self-efficacy scores for the final self-efficacy questionnaire, t(10)= 1.710, p = .137. A repeated measures ANOVA was run to determine if any differences existed within the groups from session one to session three and session four. Self-efficacy significantly increased from session 1 to session 3 (p \u3c 0.05) and from session 1 to session 4 (p \u3c .005), but not from session 3 to session 4 (p = .124). From the first to final self-efficacy questionnaire, participants increased confidence by 26.4% (±20.4). The results of this study suggest that experience is a strong source of resistance training self-efficacy for novice college-aged females and that descriptive norm messages do not have a significant influence on resistance training self efficacy

Repertory grid adaptations in detecting connotative trends and social behaviour problems in education

Please consult the paper edition of this thesis to read. It is available on the 5th Floor of the Library at Call Number: Z 9999 E38 K66 1983This thesis adapts George Kelly's (1955) Role Construct Repertory Test as a method of detecting connotative trends and social behaviour problems in education. In order to reflect the needs of changing educational environments, Kelly's Repertory Grid was selected as being a versatile and perceptually flexible instrument that would allow educators to better understand and recognize the diverse nature and consequences of the learning process, as perceived by students of different levels. Two forms of the Repertory Grid, A for individual assessment and B for group administration, were adapted from Kelly's original Repertory Grid and presented to three samples spanning different educational levels. Constructs and role figures were supplied and extremity ratings were used to allow detection of the intensity of the subject's perceptions. These extremity ratings added to the interpretative quality of the Grid as an individual measure. The further advantage of extremity ratings is illustrated by the manner in which the data can be considered to represent the perceptions of groups of similar persons, thereby producing a relative, normative measure. Analysis of the lications of the Osgood Semantic Differential show that ratings of adjective pairs based on evaluation and activity tend to increase with age and education, and that adjective pairs based on the potency dimension remain fairly constant. Also the overall extremity used to rate these adjectives increases most significantly between the ages of 12.65 and 22 years. The instruments (Repgrids A and B) also show a high degree of face validity and can allow educators to look at the perceptions students have of themselves and important others. This interpretation can be done simply with few instructions. This device, properly used, could open new avenues of educational relationships and their implications. Kelly's design allows one to not only look at another's perceptions through his own eyes, but also to look with new perspective at one's own position on relational and behavioural issues

A Digitial Health Action Process Approach Intervention to Promote Resistance Training in Healthy Adult Novices

Introduction: There is little research to date that has been conducted testing theory-based interventions to increase resistance training. We assessed the relative efficacy of Health Action Process Approach (HAPA) based digital intervention for performing resistance training (RT). Methods: The RTinHome study was a three-phase study which recruited adults aged 18-35 not meeting the strength training recommendations. In Phase I, all participants received two Zoom based training sessions over a one-week period. In Phase II, participants were randomized to a no contract control or to a 4-week, HAPA based digital coaching intervention. In Phase III (follow-up) there was no contact with all enrolled participants for four weeks. Attitude and self-efficacy were assessed after the first training session in Phase I. Attitude, self-efficacy, coping planning, behavioral expectations, and intention were assessed at the end of Phase I, at the end of Phase II, and at the end of Phase III. A structural equation model was fit to each data collection point to test treatment effects on behavior. It was hypothesized that the intervention would have positive effects on behavior at the end of Phase II and III. Results: There were significant resistance training behavioral differences between the groups, favoring the intervention group, at the end of Phase II in adherence for both the previous week (last 7 days) (.50 SE=.24; p=0.040) and the previous four weeks (1.92 SE=.90; p=0.033) but not during Phase III. From Phase I to Phase II the intervention had significant effects on self-efficacy (.68 SE =.26), intention (.77 SE=.27), behavioral expectations (19.7 SE=5.3), and coping planning (.43 SE.13). Changes in self-efficacy (2.07 SE=0.83) and intention (3.0 SE=.61) had significant effects on RT behavior at the end of Phase II. In a multiple mediation model, intention mediated the effects of the intervention in Phase II (2.64 SE=.83). Conclusion: The intervention had effects on RT behavior at the end of Phase II but group differences were no longer significant at the end of Phase III

The sticking point in the bench press, the squat, and the deadlift : similarities and differences, and their significance for research and practice

Since it was first observed and especially so in recent years, the phenomenon of the so-called "sticking point" in resistance training has attracted a substantial amount of sports and exercise science research. Broadly speaking the sticking point is understood as the position in the range-of-motion of a lift at which a disproportionately large increase in the difficulty to continue the lift is experienced. Hence the sticking point is inherently the performance bottleneck and is also associated with an increased chance of exercise form deterioration or breakdown. Understanding the aspects of lifting performance which should be analysed in order to pinpoint the cause of a specific sticking point and therefore devise an effective training strategy to overcome it, is of pervasive importance to strength practitioners and instrumental for the avoidance of injury and continued progress. In this paper we survey a range of physiological and biomechanical mechanisms which contribute to the development of sticking points, and led by this insight review and analyse the findings of the existing observational research on the occurrence of sticking points in three ubiquitous exercises: the bench press, the squat, and the deadlift. The findings of our analysis should be used to inform future research and current resistance training practice.Publisher PDFPeer reviewe

Эффективность газификации угля на примере Кемеровской ТЭЦ

В данной работе рассмотрена возможность газификации угля и сжигания полученного синтез газа в топках котлов. Топливо для расчетов подбиралось в соответствии с возможность его реального применения на исследуемом объекте. В ходе расчетов была посчитана исходная тепловая схема которая в дальнейшем будет служить эталоном с которым будут сравниваться и анализироваться последующие расчеты. В качестве газификатора был выбран газификатор горнового типа ОПГУ т.к. на данный момент для него присутствует апробированная методика расчета подтвержденная испытаниями. Рассчитав состав полученного синтез газа была рассчитана тепловая схема с включением в нее газификатора и охладителя синтез газа, проведен анализ и вывод о результатах произведенных расчетов.In this paper, the possibility of gasification of coal and burning of clothes is synthesized in gas furnaces of boilers. Fuel for calculations was selected in accordance with the possibility of its use on the object under study. In the course of the calculations, the initial thermal scheme was calculated, which will be compared and further calculations analyzed. As a gasifier, a gasifier of the mining type OPGU was chosen. at the moment for him there is an approved calculation technique confirmed by the tests. Calculating the composition of the resulting synthesis gas, a heat scheme was calculated with the inclusion of a gasifier and a cooler in the synthesis of gas, an analysis and a conclusion were made about the results of the calculations

Совершенствование системы мотивации и стимулирования труда работников на примере ООО "Респект"

Целью работы является анализ системы мотивации и стимулирования персонала на примере сети магазинов Респект и разработка проектных мероприятий по ее совершенствованию. Практическая значимость работы состоит в том, что полученные результаты проведенного исследования могут быть использованы для улучшения системы мотивации персонала, повышения эффективности работы коллектива, для снижения текучести кадров, усиления лояльности и приверженности коллектива организации. Степень внедрения: результаты исследования и выработанные рекомендации планируются к внедрению в практику работы ООО "Респект" в конце 2018 года.The aim of the paper is to analyze the system of motivation and stimulation of staff by the example of a chain of stores Respect and to create some project activities to improve this system. The practical significance of the paper is in the fact that the study results can be used to improve the system of staff motivation and the efficiency of the team labor, to reduce staff turnover and to increase loyalty and commitment of the staff in the organization. Degree of implementation: the study results and created recommendations are planned to be implemented in the work of "Respect" LLC at the end of 2018

Rome IV Diagnostic Criteria for Irritable Bowel Syndrome in polycystic ovary syndrome patients

Introduction: Polycystic ovary syndrome (PCOS) is a complex endocrinopathy affecting 4-21% of women worldwide. PCOS patients may present with gastrointestinal (GI) disturbances more often than healthy women. Irritable Bowel Syndrome (IBS) is a functional GI system disorder affecting 10-20% of the general population. Research shows that young females are most severely affected by IBS. Links between these conditions have received limited attention in research thus far

Assignment of the gene for cytosolic alanine aminotransferase (AAT1) to human chromosome 8

The segregation of human cytosolic alanine aminotransferase (AAT1) and the individual human chromosomes has been studied in 27 secondary and tertiary rat hepatoma-human (liver) fibroblast hybrids. The staining solution used to visualize AAT activity on starch gels was specific for AAT since it was visualized only when all components of the stain were present. The locus for human AAT1 has been assigned to chromosome 8

Promoting community socio-ecological sustainability through technology: A case study from Chile

The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross- dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors’ research involved developing a theoret- ical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching socio-cultural elements when using technology as a mediating tool for community learning. The authors’ findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue