The purpose of the study was to compare sex adaptations in hypertrophy, strength and contractile properties of upper and lower-body muscles induced by resistance training (RT). Eighteen RT untrained ...male (MG) and female (FG) students (aged 24.1 ± 1.7 years, height: 1.75 ± 0.08 m, weight: 70.4 ± 12.3 kg) undervent 7 weeks of biceps curl and squat training (2 days/week, 60-70% repetition maximum, 3-4 sets, 120 s rest intervals, reps until muscular failure). At baseline and final measurement, thickness and cross-section area, one-repetition maximum and tensiomyography parameters (contraction time - Tc and radial displacement - Dm) of elbow flexors (biceps brachii) and knee extensors (4 quadriceps muscles) were evaluated. Although MG tends to display greater absolute strength gains for upper- (p = 0.055) and lower-body (p = 0.098), for relative changes ANCOVA revealed no sex-specific differences for either of the tested variables. Significant hypertrophy was observed for all tested muscles, except for vastus intermedius in FG (p = 0.076). The Dm significantly decreased for biceps brachii (MG by 12%, p < 0.01 and FG by 13.1%, p < 0.01) and rectus femoris (MG by19.2%, p < 0.01 and FG by 12.3%, p < 0.05), while Tc values remain unchanged. These results indicate that initial morphological, functional and contractile alterations following RT are similar for males and females, and that there are no specific sex adaptations either for the upper- or lower-body muscles. The study was registered with ClinicalTrials.gov (NCT04845295).
(1) Background: Education for sustainable development emphasizes the need to train future teachers to apply effective approaches to ensure the implementation of the Sustainable Development Goals ...defined by the 2030 Agenda. (2) Methods: The research aim was to determine empirical data to introduce an outdoor science teaching approach with peer tutoring to teacher candidates through its impact on their performance, i.e., achievement, perceived mental effort, and opinion on the applied approach. The applied approach represents the integration of physics and geography through the elective course homeland geography at the Faculty of Teacher Education in Belgrade. Students performed outdoor measurements of physical quantities in created tasks. The tasks aimed to engage students’ spatial thinking and critical observation skills, whereas the use of verbal skills and content presentation skills was encouraged through peer tutoring. (3) Results: The research results showed a positive impact of an outdoor science teaching approach with peer tutoring on students’ achievement. Additionally, we found that perceived mental effort decreases with the use of this approach. Lower mental effort indicated more space in working memory, which can be used for processing new information. Therefore, obtained results indicated that the applied teaching approach is suitable for students. (4) Conclusions: The obtained results should incentivize other faculties that train future teachers to apply an outdoor teaching approach with peer tutoring. As a result of preparing future teachers in a way that promotes awareness of sustainable development and the local environment, it can be expected that young people will be more interested in solving these important issues because they will see them in their environment and be connected to them.
Под утицајем информационо-комуникационих технологија постепе- но се напушта концепција традиционалне школе. У тражењу одгвора на питање како да образовање постане ефикасније у друштву дигиталне ере, ...значајно је раз- мотрити питања примене информатичко-комуникационих технологија у процесу наставе и учења. Циљ нашег истраживања је био да се утврде ставови наставника према концепцији ефикасне школе. Истраживање је спроведено на узорку од 1367 наставника разредне и предметне наставе, стручних сарадника (педагога/психоло- га) и директора школа у градовима Србије. У истраживању је примењена техника теренске анкете. Подаци су обрађивани коришћењем дескриптивних статистичких поступака. Резултати истраживања показују да наставници испољавају висок сте- пен слагања са тврдњама које се односе на обележја ефикасне школе. Конкретније, ефикасна школа мора бити институција сарадње и поверења у којој сви уче. У ефикасној школи мора постојати нова просторна и временска организација. Добијени налази могу представљати поуздану основу, креаторима образовних по- литика, у моделовању ефикасне школе и делотворне наставе која би сваког ученика водила до успеха према његовим индивидуалним могућностима.
Background: The primary goal of this study was to investigate the relationship between body composition and motor coordination performance, and the secondary goal was to determine sex differences in ...body composition and motor coordination of preschool children. Methods: Forty-eight children (23 boys and 25 girls) underwent assessments for body composition and motor coordination using the Köperkoordinationstest für Kinder (KTK). Results: Linear regression analysis revealed significant associations between body composition and motor coordination in boys (p < 0.05) but not in girls. In boys, Body height (p = 0.01), Total muscle mass (p = 0.03), Total fat (p = 0.03), and Total water (p = 0.02) show statistically significant influence on single-leg jumps. Similar results were obtained for lateral jumps where there was a statistically significant influence of Body height (p = 0.01), Total muscle mass (p = 0.03), and Total water (p = 0.02). Interestingly, predictive variables showed no statistically significant influence on KTK overall score in boys (p = 0.42) nor in girls (p = 0.90). Conclusions: The predictive system of morphological variables demonstrated significance only among boys in this age group and sample. Girls outperformed boys due to early maturation, resulting in better average KTK scores.
AbstractThe study examines the impact of structural inquiry-based learning (IBL) approach on future teacher performance – their test achievements and perceived mental effort invested in completing ...tests. The study included 38 students at the Faculty of Education in Belgrade who were trained how to create instruments for assessing physical quantities, such as thermometer and barometer, while attending the course Geographical concepts through experiments. Focusing on interdisciplinarity, the course tasks encouraged participants to think about new problem situations and detect causal relations among physical phenomena. The results show that the IBL approach has led to higher achievement and lower values of perceived mental effort. The decrease in mental effort points to the possibility of handling larger amounts of information in working memory and processing them in long-term memory. Due to complex relationship between the variables, the model of neural networks has shown that mental effort and the cognitive complexity of the item significantly affect on the participants’ achievement. The results are useful to in-service teachers as they point to the effectiveness and the guidelines for the implementation of the IBL approach. Key words: cognitive complexity of item; future teacher; mental effort; students’ achievement; structural inquiry-based learning approach.---SažetakIstraživanje proučava utjecaj strukturalnoga istraživački usmjerenoga pristupa učenju (IBL) na dostignuća budućih učitelja – njihova postignuća i percepciju mentalnoga napora uloženoga u rješavanje testova. Istraživanje je uključivalo 38 studenata Učiteljskog fakulteta u Beogradu koji su tijekom sudjelovanja u kolegiju Geografski pojmovi kroz eksperimente postali osposobljeni za kreiranje instrumenata za provjeru fizičkih veličina poput termometra i barometra. Usmjeren na interdisciplinarnost, kolegij je potaknuo sudionike na promišljanje o novim problemskim situacijama i na otkrivanje uzročnih veza među fizičkim pojavama. Rezultati pokazuju da istraživački usmjeren pristup dovodi do većega postignuća i smanjenih vrijednosti percepcije mentalnoga napora. Smanjenje mentalnoga napora ukazuje na mogućnost obrade veće količine informacija u radnoj memoriji i procesiranje u dugoročnom pamćenju. Zbog složenih veza među varijablama, model neuronskih mreža pokazao je da mentalni napor i kognitivna složenost čestice značajno utječu na postignuća sudionika. Rezultati su korisni za buduće učitelje jer ukazuju na učinkovitost IBL pristupa i daju smjernice za primjenu istoga. Ključne riječi: budući učitelji; kognitivna složenost zadatka; mentalni napor; postignuća studenata; strukturalni istraživački usmjereni pristup učenju.
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