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| 2. |
- Andersson, Helena M, et al.
(författare)
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Elite football on artificial turf versus natural grass : movement patterns, technical standards, and player impressions
- 2008
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Ingår i: Journal of Sports Sciences. - : Informa UK Limited. - 0264-0414 .- 1466-447X. ; 26:2, s. 113-22
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to examine the movement patterns, ball skills, and the impressions of Swedish elite football players during competitive games on artificial turf and natural grass. Time - motion analyses (36 observations) and technical analyses (16 team observations) were performed and 72 male and 21 female players completed a questionnaire. No differences were observed between artificial turf and natural grass in terms of total distance covered (mean 10.19 km, s = 0.19 vs. 10.33 km, s = 0.23), high-intensity running (1.86 km, s = 0.10 vs. 1.87 km, s = 0.14), number of sprints (21, s = 1 vs. 22, s = 2), standing tackles (10, s = 1 vs. 11, s = 1) or headers per game (8, s = 1 vs. 8, s = 1), whereas there were fewer sliding tackles (P < 0.05) on artificial turf than natural grass (2.1, s = 0.5 vs. 4.3, s = 0.6). There were more short passes (218, s = 14 vs. 167, s = 12) and midfield-to-midfield passes (148, s = 11 vs. 107, s = 8) (both P < 0.05) on artificial turf than natural grass. On a scale of 0-10, where 0 = "better than", 5 = "equal to", and 10 = "worse than", the male players reported a negative overall impression (8.3, s = 0.2), poorer ball control (7.3, s = 0.3), and greater physical effort (7.2, s = 0.2) on artificial turf than natural grass. In conclusion, the running activities and technical standard were similar during games on artificial turf and natural grass. However, fewer sliding tackles and more short passes were performed during games on artificial turf. The observed change in playing style could partly explain the male players' negative impression of artificial turf.
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| 3. |
- Mascher, Henrik, et al.
(författare)
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Changes in signalling pathways regulating protein synthesis in human muscle in the recovery period after endurance exercise
- 2007
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Ingår i: Acta Physiologica. - : Blackwel. - 1748-1708 .- 1748-1716. ; 191:1, s. 67-75
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Tidskriftsartikel (refereegranskat)abstract
- AIM: Exercise induced alterations in the rate of muscle protein synthesis may be related to activity changes in signalling pathways involved in protein synthesis. The aim of the present study was to investigate whether such changes in enzyme phosphorylation occur after endurance exercise. METHODS: Six male subjects performed ergometer cycling exercise for 1 h at 75% of the maximal oxygen uptake. Muscle biopsy samples from the vastus lateralis were taken before, immediately after, 30 min, 1 h, 2 h and 3 h after exercise for the determination of protein kinase B (PKB/Akt), mammalian target of rapamycin (mTOR), glycogen synthase 3 kinase (GSK-3), p70S6 kinase (p70(S6k)) and eukaryotic elongation factor 2 (eEF2) phosphorylation. RESULTS: The phosphorylation of Akt was unchanged directly after exercise, but two- to fourfold increased 1 and 2 h after the exercise, whereas GSK-3alpha and beta phosphorylation were two- to fourfold elevated throughout most of the 3-h recovery period. Phosphorylation of mTOR was elevated threefold directly after, 30 min and 2 h after exercise and eEF2 phosphorylation was decreased by 35-75% from 30 min to 3 h-recovery. Exercise led to a five- to eightfold increase in Ser(424)/Thr(421) phosphorylation of p70(S6k) up to 30 min after exercise, but no change in Thr(389) phosphorylation. CONCLUSIONS: The marked decrease in eEF2 phosphorylation suggests an activation of translation elongation and possibly protein synthesis in the recovery period after sustained endurance exercise. The lack of p70(S6k) activation suggests that translation initiation is activated via alternative pathways, possibly via the activation of eukaryotic initiating factor 2B.
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| 4. |
- Mohr, Magni, et al.
(författare)
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Match activities of elite women soccer players at different performance levels
- 2008
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Ingår i: Journal of Strength and Conditioning Research. - : Wolters Kluwer. - 1064-8011 .- 1533-4287. ; 22:2, s. 341-349
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Tidskriftsartikel (refereegranskat)abstract
- We sought to study the physical demands and match performance of women soccer players. Nineteen top-class and 15 high-level players were individually videotaped in competitive matches, and time-motion analysis were performed. The players changed locomotor activity >1,300 times in a game corresponding to every ~4 seconds and covered 9-11 km in total. The top-class players ran 28% longer (P < 0.05) at high intensities than high-level players (1.68 +/- 0.09 and 1.33 +/- 0.10 km, respectively) and sprinted 24% longer (P < 0.05). The top-class group had a decrease (P < 0.05) of 25-57% in high intensity running in the final 15 minutes compared with the first four 15-minutes intervals, whereas the high-level group performed less (P < 0.05) high-intensity running in the last 15 minutes of each half in comparison with the 2 previous 15-minute periods in the respective half. Peak distance covered by high intensity running in a 5-minute interval was 33% longer (P < 0.05) for the top-class players than the high-level players. In the following 5 minutes immediately after the peak interval top-class players covered 17% less (P < 0.05) high-intensity running than the game average. Defenders performed fewer (P < 0.05) intervals of high-intensity running than midfielders and attackers, as well as fewer (P < 0.05) sprints than the attackers. In conclusion, for women soccer players (1) top-class international players perform more intervals of high-intensity running than elite players at a lower level, (2) fatigue develops temporarily during and towards the end of a game, and (3) defenders have lower work rates than midfielders and attackers. The difference in high-intensity running between the 2 levels demonstrates the importance of intense intermittent exercise for match performance in women soccer. Thus, these aspects should be trained intensively in women soccer.
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| 5. |
- Quennerstedt, Mikael
(författare)
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Hälsa eller inte hälsa – är det frågan?
- 2007
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 16:2, s. 37-56
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Tidskriftsartikel (refereegranskat)abstract
- Health or not – is that the question? In relation to an international debate as well as an upcoming revision of the syllabi of Physical Education in Sweden, this article discusses the question, whether physical education should consider a limited or an increased commitment towards the goals of public health and a health agenda. With a point of departure in a salutogenic approach the article hopefully adds richness to the perspective of health in physical education. In this way the article contributes to the discussion about health issues in physical education, and whether physical education can be a part of a sustainable health development.
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| 6. |
- Jouper, John, 1960-, et al.
(författare)
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Qigong exercise with concentration predicts increased health
- 2006
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Ingår i: THE American journal of Chinese medicine. - 0192-415X. ; 34:6, s. 949-957
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Tidskriftsartikel (refereegranskat)abstract
- Regular physical activity has many positive health effects. Despite this, approximately 50% of all adults are not exercising enough to enjoy better health and may therefore need an alternative to vigorous physical exercise. Qigong offers a gentle way to exercise the body. A questionnaire sample of 253 participants was collected and correlations with the variable Health-now were analyzed. Results showed that Health-now was positively correlated with Number of completed qigong courses (p<.05), with Level of concentration (p<.01), Session-time (p<.01), and Years of practice (p<.05). Among these variables, Concentration predicts an increased feeling of Health (R2 = 0.092). Qigong exercise thereby seems to offer a viable alternative to other more vigorous physical activities when wellness is the primary goal. When interpreted using self-determination theory, qigong seems to satisfy needs related to autonomy, competence and relatedness, thereby primarily attracting individuals who are intrinsically motivated.
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| 7. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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Pragmatiska studier av meningsskapande
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.
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| 8. |
- Webb, Louisa, et al.
(författare)
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Healthy bodies : construction of the body and health in physical education
- 2008
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Ingår i: Sport, Education and Society. - London : Routledge. - 1357-3322 .- 1470-1243. ; 13:4, s. 353-372
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Tidskriftsartikel (refereegranskat)abstract
- In physical education, bodies are not only moved but made. There are perceived expectations for bodies in physical education to be ‘healthy bodies’*for teachers to be ‘appropriate’ physical, fit, healthy and skilful ‘role models’ and for students to display a slim body that is equated with fitness and health. In teachers’ monitoring of students with the intention of regulating health behaviour, however, the surveillance of students’ bodies and associated assumptions about health practices are implicated in the (re)production of the ‘cult of the body’. In this paper, we consider issues of embodiment and power in a subject area where the visual and active body is central and we use data from Australian and Swedish schools to analyse the discourses of health and embodiment in physical education. In both Swedish and Australian physical education there were discourses related to a fit healthy body and an at risk healthy body. These discourses also acted through a range of techniques of power, particularly regulation and normalisation.
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| 9. |
- Öhman, Marie, et al.
(författare)
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Feel good—be good : subject content and governing processes in physical education
- 2008
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Ingår i: Physical Education and Sport Pedagogy. - Abingdon, Oxfordshire : Routledge. - 1740-8989 .- 1742-5786. ; 13:4, s. 365-379
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Tidskriftsartikel (refereegranskat)abstract
- Background: In this paper a study of both subject content and governing processes in Swedish physical education is presented. The reason why an analysis of both content and processes is of special interest is that it makes it possible to understand the encounter between the institutional level and the practice of education.Purpose: The purpose of the paper is threefold: (1) to analyse the subject content in physical education through identifying discourses embedded in its practice; (2) to illustrate how the subject content is created/re-created in physical education practice through various governing processes; and (3) to discuss how governing processes also become content through thesocialization of students in terms of becoming a certain type of social citizen.Research design and data collection: The empirical material used is collected in connection with a national evaluation of physical education in Sweden, commissioned by the Swedish Government and the Swedish National Agency for Education. This paper uses local curriculum documents from 72 schools and 15 video-recorded physical education lessons from five schools. A starting point for the methodological framework is discourse theory and the governing perspective developed by Michel Foucault (1978/1991, 1980, 1982/2002). The governing perspective is used as a methodological tool, and we work with two overarching analysis themes: one oriented towards what pupils are governed, in terms of discourses embedded in physical education, and the other how the identified discourses are created/re-created in the practice of physical education. We also use the methodological framework as a tool to discuss how the governing processes also become content—a content of socialization.Findings: The results show that physical exertion and active participation are the main threads that run though the analysed material. In connection with physical exertion and active participation, pupils are also encouraged to cooperate with others and to compete. The content of socialization is primarily directed towards different components of willingness, for example a will to do one’s best and a will to try, where the pupils are expected to be participatory, take responsibility and govern their own actions in the direction of that which is most reasonable.Conclusions: A clear message is communicated in physical education in Sweden—be active and work up a sweat. This is also concerned with fostering good character, i.e. creating correct attitudes and approaches through physical activity—be an active and willing person. Physical education is consequently a place where both political volition and the creation of today’s citizens are staged. It is thus not only physical exertion—the physiological effects of exercise and involvement in sports and physical education—that is in the foreground of the activities we study in physical education. It is also about becoming a certain type of social citizen.
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| 10. |
- Almqvist, Jonas, et al.
(författare)
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Pragmatic investigation : studies of meaning-making in educational practices
- 2008
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Konferensbidrag (populärvet., debatt m.m.)abstract
- The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.
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