A comparison of two gluteus maximus EMG maximum voluntary isometric contraction positions

Background. The purpose of this study was to compare the peak electromyography (EMG) of the most commonly-used position in the literature, the prone bent-leg (90°) hip extension against manual resistance applied to the distal thigh (PRONE), to a novel position, the standing glute squeeze (SQUEEZE). Methods. Surface EMG electrodes were placed on the upper and lower gluteus maximus of thirteen recreationally active females (age = 28.9 years; height = 164 cm; body mass = 58.2 kg), before three maximum voluntary isometric contraction (MVIC) trials for each position were obtained in a randomized, counterbalanced fashion. Results. No statistically significant (p \u3c 0.05) differences were observed between PRONE (upper: 91.94%; lower: 94.52%) and SQUEEZE (upper: 92.04%; lower: 85.12%) for both the upper and lower gluteus maximus. Neither the PRONE nor SQUEEZE was more effective between all subjects. Conclusions. In agreement with other studies, no single testing position is ideal for every participant. Therefore, it is recommended that investigators employ multiple MVIC positions, when possible, to ensure accuracy. Future research should investigate a variety of gluteus maximus MVIC positions in heterogeneous samples

What is the numerical nature of pain relief?

Pain relief, or a decrease in self-reported pain intensity, is frequently the primary outcome of pain 10 clinical trials. Investigators commonly report pain relief in one of two ways: using raw units (additive) 11 or using percentage units (multiplicative). However, additive and multiplicative scales have different 12 assumptions and are incompatible with one-another. In this work, we describe the assumptions and 13 corollaries of additive and multiplicative models of pain relief to illuminate the issue from statistical 14 and clinical perspectives. First, we explain the math underlying each model and illustrate these points 15 using simulations, for which readers are assumed to have an understanding of linear regression. Next, we 16 connect this math to clinical interpretations, stressing the importance of statistical models that accurately 17 represent the underlying data; for example, how using percent pain relief can mislead clinicians if the data are actually additive. These theoretical discussions are supported by empirical data from four 19 longitudinal studies of patients with subacute and chronic pain. Finally, we discuss self-reported pain 20 intensity as a measurement construct, including its philosophical limitations and how clinical pain differs 21 from acute pain measured during psychophysics experiments. This work has broad implications for 22 clinical pain research, ranging from statistical modeling of trial data to the use of minimal clinically important differences and patient-clinician communication

Videogames as an incipient research object inMathematics Education

[EN] This article presents a review of research made in the eld of mathematics education onthe use of video games in the classroom. These investigations have focused on four areas:impact in academic performance focused on mathematical contents, speci c mathematicalcontents learning, videogame design elements for mathematical learning and relation bet-ween videogames and problem solving. Finally, we propose two research new approachesthat have not been explored so far, like the use of commercial videogames for mathema-tical activities or the use of simulation games as environment to promote mathematicalmodeling[ES] En este artículo presentamos una revisión de las investigaciones realizadas en el ámbito de la Educación Matemática sobre el uso de videojuegos en las aulas. Hemos identificado cuatro aspectos que han centrado estas investigaciones: el impacto sobre el rendimiento académico en matemáticas, el aprendizaje de contenidos matemáticos concretos, los elementos de diseño de videojuegos para el aprendizaje de las matemáticas y la relación entre los videojuegos y la resolución de problemas. Finalmente, proponemos dos nuevos enfoques de investigación que todavía no han sido explorados, como el uso de videojuegos comerciales para desarrollar actividades matemáticas o el uso de videojuegos de simulación como entorno para promover la modelización matemática.Albarracín, L.; Hernández-Sabaté, A.; Gorgorió, N. (2017). Los videojuegos como objeto de investigación incipiente en Educación Matemática. Modelling in Science Education and Learning. 10(1):53-72. doi:10.4995/msel.2017.6081.SWORD5372101Prensky M. (2001). Digital game-based learning. McGraw-HillSalen K., Zimmerman E. (2004). Rules of play: Game design fundamentals. MIT press. Bishop A. (1991). Mathematical enculturation: A cultural perspective on mathematics education. Springer Science & Business Media. de Guzmán M. (2007). Ense-anza de las ciencias y la matemática. Revista Iberoamericana de Educación. Vol. 43, 19-58Clark, D. B., & Martinez-Garza, M. (s. f.). Prediction and Explanation as Design Mechanics in Conceptually Integrated Digital Games to Help Players Articulate the Tacit Understandings They Build through Game Play. Games, Learning, and Society, 279-305. doi:10.1017/cbo9781139031127.023Vigotsky L. S., Cole M. (1979). El desarrollo de los procesos psicológicos superiores. Ed. Crítica. Barcelona.Gros, B. (2007). Digital Games in Education. Journal of Research on Technology in Education, 40(1), 23-38. doi:10.1080/15391523.2007.10782494Charsky, D. (2010). From Edutainment to Serious Games: A Change in the Use of Game Characteristics. Games and Culture, 5(2), 177-198. doi:10.1177/1555412009354727Ke F. (2009). A qualitative meta-analysis of computer games as learning tools in "Handbook of research on effective electronic gaming in education". IGI Global, pp 1-32. https://doi.org/10.4018/978-1-59904-808-6.ch001Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20. doi:10.1145/950566.950595Dickey, M. D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53(2), 67-83. doi:10.1007/bf02504866Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686. doi:10.1016/j.compedu.2012.03.004Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., … Salinas, M. (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94. doi:10.1016/s0360-1315(02)00099-4McFarlane A., Sparrowhawk A., Heald, Y. (2002). Report on the educational use of games. TEEM (Teachers evaluating educational multimedia), Cambridge.Hamlen, K. R. (2011). Children’s choices and strategies in video games. Computers in Human Behavior, 27(1), 532-539. doi:10.1016/j.chb.2010.10.001Özyurt, Ö., Özyurt, H., Güven, B., & Baki, A. (2014). The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects. Computers & Education, 75, 1-18. doi:10.1016/j.compedu.2014.02.005Radford, L. (2009). «No! He starts walking backwards!»: interpreting motion graphs and the question of space, place and distance. ZDM, 41(4), 467-480. doi:10.1007/s11858-009-0173-9Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. doi:10.1016/j.compedu.2010.02.007Bai, H., Pan, W., Hirumi, A., & Kebritchi, M. (2012). Assessing the effectiveness of a 3-D instructional game on improving mathematics achievement and motivation of middle school students. British Journal of Educational Technology, 43(6), 993-1003. doi:10.1111/j.1467-8535.2011.01269.xKe, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609-1620. doi:10.1016/j.compedu.2008.03.003Van den Heuvel-Panhuizen, M., Kolovou, A., & Robitzsch, A. (2013). Primary school students’ strategies in early algebra problem solving supported by an online game. Educational Studies in Mathematics, 84(3), 281-307. doi:10.1007/s10649-013-9483-5Chow, A. F., Woodford, K. C., & Maes, J. (2011). Deal or No Deal: using games to improve student learning, retention and decision-making. International Journal of Mathematical Education in Science and Technology, 42(2), 259-264. doi:10.1080/0020739x.2010.519796Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4), 1272-1286. doi:10.1016/j.compedu.2006.02.003Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments - MindTrek ’11. doi:10.1145/2181037.2181040Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79. doi:10.1016/j.compedu.2013.08.003Panoutsopoulos H., Sampson D. G. (2012). A Study on Exploiting Commercial Digital Games into School Context. Educational Technology & Society, Vol.15, N.1, 15-27.Modi, G., Yang, P., Swann, A., & Dafny, N. (2006). Behavioral and Brain Functions, 2(1), 1. doi:10.1186/1744-9081-2-1Hernàndez-Sabaté, A., Joanpere, M., Gorgorió, N., & Albarracín, L. (2015). Mathematics learning opportunities when playing a Tower Defense Game. International Journal of Serious Games, 2(4). doi:10.17083/ijsg.v2i4.82Frejd P., Arlebäck J. (2017). Initial Results From An Intervention Using a Mobile Game App To Simulate A Pandemic Outbreak. Proceedings of ICTMA 17.Kiili, K. J. M., Devlin, K., Perttula, A., Tuomi, P., & Lindstedt, A. (2015). Using video games to combine learning and assessment in mathematics education. International Journal of Serious Games, 2(4). doi:10.17083/ijsg.v2i4.98Pope, H., & Mangram, C. (2015). Wuzzit Trouble: The Influence of a Digital Math Game on Student Number Sense. International Journal of Serious Games, 2(4). doi:10.17083/ijsg.v2i4.88Feng, J., Spence, I., & Pratt, J. (2007). Playing an Action Video Game Reduces Gender Differences in Spatial Cognition. Psychological Science, 18(10), 850-855. doi:10.1111/j.1467-9280.2007.01990.xFoster, S. R., Esper, S., & Griswold, W. G. (2013). From competition to metacognition. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems - CHI ’13. doi:10.1145/2470654.2470669Calder N. (2010). Using Scratch: An Integrated Problem-Solving Approach to Mathematical Thinking. Australian Primary Mathematics Classroom, Vol.15, N.4, 9-14.Chorianopoulos, K., & Giannakos, M. (2014). Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice. International Journal of Serious Games. doi:10.17083/ijsg.v1i3.12Wouters P., Oostendorp H., Vrugte J., Vandercruysse S., Jong T., Elen J. (2016). The effect of surprising events in a serious game on learning mathematics. 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Methods matter: the relationship between strength and hypertrophy depends on methods of measurement and analysis

Purpose: The relationship between changes in muscle size and strength may be affected by both measurement and statistical approaches, but their effects have not been fully considered or quantified. Therefore, the purpose of this investigation was to explore how different methods of measurement and analysis can affect inferences surrounding the relationship between hypertrophy and strength gain. Methods: Data from a previous study—in which participants performed eight weeks of elbow flexor training, followed by an eight-week period of detraining—were reanalyzed using different statistical models, including standard between-subject correlations, analysis of covariance, and hierarchical linear modeling. Results: The associative relationship between strength and hypertrophy is highly dependent upon both method/site of measurement and analysis; large differences in variance accounted for (VAF) by the statistical models were observed (VAF = 0– 24.1%). Different sites and measurements of muscle size showed a range of correlations coefficients with one another (r = 0.326–0.945). Finally, exploratory analyses revealed moderate-to-strong relationships between within-individual strength-hypertrophy relationships and strength gained over the training period (ρ = 0.36–0.55). Conclusions: Methods of measurement and analysis greatly influence the conclusions that may be drawn from a given dataset. Analyses that do not account for inter- individual differences may underestimate the relationship between hypertrophy and strength gain, and different methods of assessing muscle size will produce different results. It is suggested that robust experimental designs and analysis techniques, which control for different mechanistic sources of strength gain and inter-individual differences (e.g., muscle moment arms, muscle architecture, activation, and normalized muscle force), be employed in future investigations

Mechanical misconceptions: Have we lost the "mechanics" in "sports biomechanics"?

Biomechanics principally stems from two disciplines, mechanics and biology. However, both the application and language of the mechanical constructs are not always adhered to when applied to biological systems, which can lead to errors and misunderstandings within the scientific literature. Here we address three topics that seem to be common points of confusion and misconception, with a specific focus on sports biomechanics applications: (1) joint reaction forces as they pertain to loads actually experienced by biological joints; (2) the partitioning of scalar quantities into directional components; and (3) weight and gravity alteration. For each topic, we discuss how mechanical concepts have been commonly misapplied in peer-reviewed publications, the consequences of those misapplications, and how biomechanics, exercise science, and other related disciplines can collectively benefit by more carefully adhering to and applying concepts of classical mechanics

Oral interaction with two years students in a pedagogical-theatrical context

[EN] Still, we have few studies carried out with students who are less than three years old, even though it is widely accepted that the evolution of early life, in and out of the school, has a great relevance for proper develop-ment of the person. The aim of this research is to focus on the interactive processes of the first acquisition of language. For this purpose we have analyzed the verbal production of little children attending a theatre play called Lorategian by the Teatro Paraiso Company in a pedagogical environment. The research target is the interaction keys between the play and the infant spectators. In the research process we have taken field notes and we have transcribed the play ́s video recording. The results show clearly that the artistic play has on the one hand a remarkable pedagogical side and in the other hand it also has a linguistic and commu-nicative value. That ́s because it offers to the young spectators a stimulus to practice the language by play-ing, by chatting and through an interactive communication provided by the mentioned play Lorategian[ES] Todavía, son escasos los estudios con alumnado menor de tres años, aun cuando está ampliamente aceptado que la evolución de los primeros años de vida, dentro y fuera del ámbito escolar, posee una enorme relevancia para un adecuado desarrollo posterior de la persona. Con el fin de arrojar cierta luz sobre los procesos interactivos en el desarrollo inicial del lenguaje, se ha analizado la producción verbal de niñas y niños de un aula de dos años de Vitoria-Gasteiz en un contexto pedagógico-teatral: las representaciones de la obra Lorategian (En el jardín) de la reconocida compañía Teatro Paraíso. El foco de la investigación se centra en las claves de la interacción que surge entre la obra de teatro y el alumnado infantil asistente. Para tal fin, se han tomado notas de campo y se han realizado grabaciones audiovisuales de las representaciones teatrales. En el apartado de resultados, queda de manifiesto que la propuesta artística, además de tener un marcado carácter pedagógico junto con el teatral, también posee un valor lingüístico-comunicativo, en tanto que ofrece a la pequeña infancia un estímulo para poner en práctica el lenguaje mediante el juego, la conversación y la comunicación interactiva.Zelaieta Anta, E.; Alvarez Uria, A.; Vizcarra Morales, M. (2016). Interacción oral con alumnado de dos años en un contexto pedagógico-teatral. Lenguaje y Textos. (44):19-29. doi:10.4995/lyt.2016.6789SWORD192944Acuña, X. y Sentis, F. 2004: Desarrollo pragmático en el habla infantil, Onomázein 10 (2), 33-56.Aubert, A., Garcia, C., & Racionero, S. (2009). El aprendizaje dialógico. Cultura y Educación, 21(2), 129-139. doi:10.1174/113564009788345826Austin, J. L. 1982: Cómo hacer cosas con palabras: Palabras y acciones. Barcelona: Paidós.Bruner, J. 1986: El habla del ni-o. Aprendiendo a usar el lenguaje. Barcelona: Paidós.De Houwer, A. 2009: Bilingual first language acquisition. UK, US, Canada: Multilingual Matters Textbooks.Franks, A. 2010: Drama in teaching and learning language and literacy. In D. Wise, R. Andrews y J. Hoffman (eds.). The routledge international handbook of English, language and literacy teaching (pp. 242-253). New York & London: Routledge.Gardner, H y Forrester, M. 2010: Analysing Interaction in Childhood. Insights from Conversation analysis. UK: Wiley-Blackwell.Myhill, D. 2010: Understanding language development. In D. Wise, R. Andrews, y J. Hoffman, (eds.). The Routledge International Handbook of English, Language and Literacy Teaching. (pp. 216-227). New York & London: Routledge.Ninio, A. y Snow, C.E. 1999: The Development of Pragmatics: Learning to use language appropriately in Bathiam T.K. & Richie, W.C. (eds.). Handbook of Language Acquisition. (pp. 347-383). New York: Academic Press.Owens, R.E. 2001: Language development. An introduction. USA: Allyn & Bacon. 5ª Ed.Tejerina, I. 1994: Dramatización y teatro infantil: dimensiones psicopedagógicas y expresivas. Madrid: Siglo XXI.Vigotsky, L. 1995: Pensamiento y lenguaje. Buenos Aires: Paidós.Wells, G. 1986: The Meaning Makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann Educational Books.Wells, G. 2009: The Meaning makers: Learning to talk and talking to learn (2nd edition). Bristol: Multilingual Matters