title: The effect of eccentric cycle training on physiological and performance parameters in cycling.

authors: Dillon, Piers, Callum

abstract: Prior research has demonstrated the benefits of 3 to 8 weeks of eccentric cycle  training in athletes, the elderly, and in suffers of various pathophysiological conditions. Eccentric cycling requires participants to absorb force generated by an electric motor that drives a traditional cycle crank in a reverse fashion. Relative to traditional concentric cycle training, eccentric cycling is lower in metabolic cost and facilitates greater force production through multi-joint leg actions.  
Chapter 2 reports on an investigation that utilises an eccentric cycling ergometer to evaluate and observe the influence of eccentric cycle training on a range of key performance parameters, and physiological measures on a well-trained cycling population. Specifically, in this novel study we assessed the physiological performance measures of leg spring stiﬀness, 4 s mean maximal sprint power, 4-km time-trial performance, and economy prior to, during, and following periodised eccentric cycle training. The investigation recruited eight healthy well-trained male participants (mean ± SD; age: 33 ± 12 yr; mass: 80 ± 11 kg; VO₂peak: 64 ± 8 ml.kg⁻¹.min⁻¹) to take part in a 6 week, 12 session eccentric cycling study. Utilising a commercially available eccentric ergometer (Cyclus2, Leipzig, Germany), the participants replaced two hours of their weekly cycle training, with eccentric cycling. Initial training loads were prescribed based on 25% of participant 4 s mean maximal sprint power (MM4SP). Stepwise increases of training load occurred every 3ʳᵈ training session. Assessments of submaximal hopping to evaluate leg spring stiﬀness, 4 s mean maximal sprint power and 4-km time-trial performance were conducted, prior-to, during the 3ʳᵈ week (Mid), and 1 and 4 weeks following the eccentric cycling intervention. Over a 6 week period, this stepwise approach led to an increase in workload from 25% to 50% of participant MM4SP. Overall participants achieved 97 ± 4% of their individual prescribed training load during the 6 week eccentric cycling training intervention.  
Relative to baseline measures, muscle stiffness effects were very likely positive (35.8 ± 30.4%) at week 3 (Mid), and at 1 week post (57.7 ± 22.3 and 46.6 ± 26.0%) week 4 post intervention. Effects for 4 s mean maximal sprint power were likely beneficial at 60 rpm at week 11 relative to both baseline, and week 7. Similarly, likely beneficial effects were reported at 120 (week 7 – pre), and 135 rpm (week 11 – pre). 4-km time-trial performance, at Mid (mean ± SD %: 0.2 ± 2.8%), and 1 week (0.7 ± 2.3%) post-training produced unclear alterations, while likely beneficial improvements were seen at week 4 (2.3 ± 3.6%) post-training. The findings of the current study suggest that 12 sessions of eccentric training over a 6 week period improved 4-km time-trial performance, and muscle stiffness within a well-trained population. Outcomes for the remaining endurance and sprint performance related measures however predominantly resulted as unaltered or unclear over the participant population

text: The effect of eccentric cycle training on physiological and performance parameters in cycling. Prior research has demonstrated the benefits of 3 to 8 weeks of eccentric cycle  training in athletes, the elderly, and in suffers of various pathophysiological conditions. Eccentric cycling requires participants to absorb force generated by an electric motor that drives a traditional cycle crank in a reverse fashion. Relative to traditional concentric cycle training, eccentric cycling is lower in metabolic cost and facilitates greater force production through multi-joint leg actions.  
Chapter 2 reports on an investigation that utilises an eccentric cycling ergometer to evaluate and observe the influence of eccentric cycle training on a range of key performance parameters, and physiological measures on a well-trained cycling population. Specifically, in this novel study we assessed the physiological performance measures of leg spring stiﬀness, 4 s mean maximal sprint power, 4-km time-trial performance, and economy prior to, during, and following periodised eccentric cycle training. The investigation recruited eight healthy well-trained male participants (mean ± SD; age: 33 ± 12 yr; mass: 80 ± 11 kg; VO₂peak: 64 ± 8 ml.kg⁻¹.min⁻¹) to take part in a 6 week, 12 session eccentric cycling study. Utilising a commercially available eccentric ergometer (Cyclus2, Leipzig, Germany), the participants replaced two hours of their weekly cycle training, with eccentric cycling. Initial training loads were prescribed based on 25% of participant 4 s mean maximal sprint power (MM4SP). Stepwise increases of training load occurred every 3ʳᵈ training session. Assessments of submaximal hopping to evaluate leg spring stiﬀness, 4 s mean maximal sprint power and 4-km time-trial performance were conducted, prior-to, during the 3ʳᵈ week (Mid), and 1 and 4 weeks following the eccentric cycling intervention. Over a 6 week period, this stepwise approach led to an increase in workload from 25% to 50% of participant MM4SP. Overall participants achieved 97 ± 4% of their individual prescribed training load during the 6 week eccentric cycling training intervention.  
Relative to baseline measures, muscle stiffness effects were very likely positive (35.8 ± 30.4%) at week 3 (Mid), and at 1 week post (57.7 ± 22.3 and 46.6 ± 26.0%) week 4 post intervention. Effects for 4 s mean maximal sprint power were likely beneficial at 60 rpm at week 11 relative to both baseline, and week 7. Similarly, likely beneficial effects were reported at 120 (week 7 – pre), and 135 rpm (week 11 – pre). 4-km time-trial performance, at Mid (mean ± SD %: 0.2 ± 2.8%), and 1 week (0.7 ± 2.3%) post-training produced unclear alterations, while likely beneficial improvements were seen at week 4 (2.3 ± 3.6%) post-training. The findings of the current study suggest that 12 sessions of eccentric training over a 6 week period improved 4-km time-trial performance, and muscle stiffness within a well-trained population. Outcomes for the remaining endurance and sprint performance related measures however predominantly resulted as unaltered or unclear over the participant population

year: 2018

title: Exploring children’s perspectives: Multiple ways of seeing and knowing the child

authors: Peters, Sally

subjects: Young children

abstract: This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children’s perspectives. The current interest in listening to children’s voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their “voice” can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children’s perspectives in research and education? To explore children’s perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

text: Exploring children’s perspectives: Multiple ways of seeing and knowing the child This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children’s perspectives. The current interest in listening to children’s voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their “voice” can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children’s perspectives in research and education? To explore children’s perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

year: 2015

title: Exploring synergies between Māori pedagogy and communicative language teaching

authors: Nock, Sophie

subjects: Māori pedagogy

abstract: The primary aim of this paper is to explore potential synergies between Māori pedagogy and what is known as ‘communicative language teaching’. A brief outline of some changes and developments in approaches to language teaching and learning over the last few decades is followed by a summary of some of the main characteristics of communicative language teaching (CLT) and of different approaches to the conceptualization of Māori pedagogy. Some of the primary characteristics of communicative language teaching are then explored in the context of Māori pedagogy and it is argued that there are some important synergies between the two.

text: Exploring synergies between Māori pedagogy and communicative language teaching The primary aim of this paper is to explore potential synergies between Māori pedagogy and what is known as ‘communicative language teaching’. A brief outline of some changes and developments in approaches to language teaching and learning over the last few decades is followed by a summary of some of the main characteristics of communicative language teaching (CLT) and of different approaches to the conceptualization of Māori pedagogy. Some of the primary characteristics of communicative language teaching are then explored in the context of Māori pedagogy and it is argued that there are some important synergies between the two.

year: 2009-02