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KINE 5300
Definitions of Research
The main goal of research is the gathering and interpreting of information to answer questions (Hyllegard, Mood, and Morrow, 1996). Research is a systematic attempt to provide answers to questions (Tuckman, 1999). Research may be defined as the systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles, or theories, resulting in prediction and possible control of events (Best and Kahn, 1998). Research is a systematic way of asking questions, a systematic method of inquiry (Drew, Hardman, and Hart, 1996).
Deductive Reasoning
A.k.a., Logic.
In deductive reasoning, thinking proceeds from general assumption to specific application GENERAL SPECIFIC Aristotle and other early philosophers
Drawing conclusions through categorical syllogism. All philosophers are moral. Socrates is a philosopher. Therefore, Socrates is moral. Resistance training makes one big and bulky by increasing body mass. Sandi is resistance training. Therefore, Sandi will become big and bulky.
Inductive Reasoning
Conclusions about events (general) are based on information generated through many individual and direct observations (specific).
SPECIFIC GENERAL Researchers observe an individual or group of individuals from a larger population based on these observations, generalizations are made back to the larger population.
Inductive Reasoning
Two kinds of induction:
Perfect
Conclusions based on observations made from ALL members of a group or population
Imperfect
Conclusions based on observations made from a random sample of members of a population
Inductive:
Every rabbit that has been observed has lungs. Therefore, every rabbit has lungs.
Example
Starts as a broad question that must be narrowed Problem statement; experimental approach to the problem; etc.
Formulating a Hypothesis
Hypothesis:
A belief or prediction of the eventual outcome of the research A concrete, specific statement about the relationships between phenomena Based on deductive reasoning 2 types of hypotheses:
Null hypothesis (HO)
All is equal; no differences exist
Results Interpreted
Hypotheses Formed
Data Collected
Research Plan
Closed-loop conceptualization of the research process (Drew, Hardman, and Hart, 1996)
Descriptive Questions
Purpose:
To describe phenomena or characteristics of a particular group of subjects being studied
Survey research Qualitative research
This descriptive study of 151 university students in Boston, Massachusetts, was undertaken to determine the relationships of their perceived health status, sex, grade point average, and health and nonhealth majors to their health-promoting lifestyles, using the Health Promoting Lifestyle Profile (HPLP) II, based on Pender's model. Students' perceived health status was significantly predictive of total HPLP II, exercise, stress management, and spiritual growth. College women practiced significantly better nutrition, interpersonal relationships, health responsibility, and total HPLP II than men. The whole sample scored lower in stress management than any previous group studied. Male students, those reporting poor health, and all students are targeted for intervention and research in their deficient areas. Guidelines for nursing practice are derived from the HPLP II questionnaire. These clinically significant findings may guide nurse practitioners to intervene in the health awareness and practices of college students.
The prevalence of overweight and obesity among African American women is a problem of significance, and one, which demands investigation through scientific research. The purpose of this study was to determine the weight management; behaviors among African American female college students. A descriptive correlational study was conducted to answer this question. The results revealed that at least fifty percent (50%) of these students exhibited behavior that could lead to obesity.
Many adolescents in the United States engage in behaviors that increase their risk for human immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS). Because 95% of all youth aged 5-17 years are enrolled in school, school health programs can be an efficient method to help prevent these behaviors. Previous studies have examined selected characteristics of HIV education in the United States; however, none provide a comprehensive assessment of HIV education policies and programs nationwide. In 1994, CDC conducted the School Health Policies and Programs Study (SHPPS), which assessed five components of the school health program: health education, physical education, health services, food service, and health policies. To provide a comprehensive assessment of HIV-prevention education programs nationwide in 1994, CDC analyzed data from the health education component of the study. This report summarizes the findings, which indicate that although HIV-prevention education has been widely implemented in U.S. schools, improvement in these programs is needed.
Difference Questions
Purpose:
To make comparisons between or within groups. Is there a difference?
Experimental research
Treatment vs. control Pre- vs. post-test comparisons
Nonexperimental research
Compare one group to another based on existing characteristics
J Appl Physiol. 2000 Sep;89(3):1179-88. Reduced strength after passive stretch of the human plantarflexors. Fowles JR, Sale DG, MacDougall JD.
Department of Kinesiology, McMaster University, Hamilton, Ontario, Canada L8S 4K1. The purpose of this study was to assess strength performance after an acute bout of maximally tolerable passive stretch (PS(max)) in human subjects. Ten young adults (6 men and 4 women) underwent 30 min of cyclical PS(max) (13 stretches of 135 s each over 33 min) and a similar control period (Con) of no stretch of the ankle plantarflexors. Measures of isometric strength (maximal voluntary contraction), with twitch interpolation and electromyography, and twitch characteristics were assessed before (Pre), immediately after (Post), and at 5, 15, 30, 45, and 60 min after PS(max) or Con. Compared with Pre, maximal voluntary contraction was decreased at Post (28%) and at 5 (21%), 15 (13%), 30 (12%), 45 (10%), and 60 (9%) min after PS(max) (P < 0.05). Motor unit activation and electromyogram were significantly depressed after PS(max) but had recovered by 15 min. An additional testing trial confirmed that the torque-joint angle relation may have been temporarily altered, but at Post only. These data indicate that prolonged stretching of a single muscle decreases voluntary strength for up to 1 h after the stretch as a result of impaired activation and contractile force in the early phase of deficit and by impaired contractile force throughout the entire period of deficit.
Relationship Questions
Purpose
To investigate the degree to which two or more variables covary or are associated with each other
Rather than analyzing the differences between groups, researchers characterize the relationships among them. Extent to which variables are related Not to establish cause-and-effect
Relation of cardiovascular fitness and physical activity to cardiovascular disease risk factors in children and adults.
Theory
A belief or assumption about how things relate to each other A theory establishes a cause-and-effect relationship between variables with a purpose of explaining and predicting phenomena Based on inductive reasoning
Hypotheses
In an ideal world
Theories
Laws
Empiricism
Acquiring information and facts through the observation of our world
Pragmatic observations Developing theory through experience and observation Non-scientific Quick and practical solution to a problem
With little interest in explaining when, how, or why
Research Classifications
System #1:
Basic research Applied research
System #2:
Quantitative research Qualitative research
System #3:
Experimental research Nonexperimental research
Applied
Central purpose to solve an immediate problem Improved products or processes Infers beyond the group or situation studied Interpretation of results relies upon Basic research
Effects of running, static stretching and practice jumps on explosive force production and jumping performance. Young WB, Behm DG.
School of Human Movement and Sport Sciences, University of Ballarat, Ballarat, Victoria, Australia. w.young@ballarat.edu.au
AIM: The interaction between running, stretching and practice jumps during warm-up for jumping tests has not been investigated. The purpose of the present study was to compare the effects of running, static stretching of the leg extensors and practice jumps on explosive force production and jumping performance. METHODS: Sixteen volunteers (13 male and 3 female) participated in five different warm-ups in a randomised order prior to the performance of two jumping tests. The warm-ups were control, 4 min run, static stretch, run + stretch, and run + stretch + practice jumps. After a 2 min rest, a concentric jump and a drop jump were performed, which yielded 6 variables expressing fast force production and jumping performance of the leg extensor muscles (concentric jump height, peak force, rate of force developed, drop jump height, contact time and height/time). RESULTS: Generally the stretching warm-up produced the lowest values and the run or run + stretch + jumps warm-ups produced the highest values of explosive force production. There were no significant differences (p<0.05) between the control and run + stretch warm-ups, whereas the run yielded significantly better scores than the run + stretch warm-up for drop jump height (3.2%), concentric jump height (3.4%) and peak concentric force (2.7%) and rate of force developed (15.4%). CONCLUSION: The results indicated that submaximum running and practice jumps had a positive effect whereas static stretching had a negative influence on explosive force and jumping performance. It was suggested that an alternative for static stretching should be considered in warm-ups prior to power activities.
Power output, mechanomyographic, and electromyographic responses to maximal, concentric, isokinetic muscle actions in men and women.
Cramer JT, Housh TJ, Weir JP, Johnson GO, Ebersole KT, Perry SR, Bull AJ.
Department of Health and Human Performance, University of Nebraska-Lincoln, Lincoln 68588, USA. jcramer@unlserve.unl.edu
The purpose of this study was to examine the responses of peak torque (PT), mean power output (MP), mechanomyographic (MMG) and electromyographic (EMG) amplitudes, and mean power frequencies (MPFs) of the vastus lateralis (VL), rectus femoris (RF), and vastus medialis (VM) in men and women during dynamic muscle actions. Twelve women (mean +/- SD age = 22 +/- 3 years) and 11 men (22 +/- 3 years) performed maximal, concentric, isokinetic leg extensions at velocities of 60, 120, 180, 240, and 300 degrees x s(-1) on a Cybex 6000 dynamometer. Piezoelectric MMG-recording sensors and bipolar surface EMG electrodes were placed over the VL, RF, and VM muscles. No sex-related differences were found among the velocity-related patterns for PT, MP, MMG amplitude, MMG MPF, or EMG MPF. There were, however, sexrelated differences in the patterns of EMG amplitude across velocity. The results indicated similar velocityrelated patterns of increase of MP and MMG amplitude for all 3 muscles and of EMG amplitude for the VL and VM in the women. Velocity-related decreases (p <or = 0.05) were found for PT and EMG MPF for the VL. EMG amplitude for all muscles in the men and for the RF in the women as well as EMG MPF for the RF and VM remained unchanged (p > 0.05) across velocity. MMG MPF increased (p < or = 0.05) only between 240 and 300 degrees x s(-1). Overall, these findings suggested that there were sex- and muscle-specific, velocity-related differences in the associations among motor unit activation strategies (EMG amplitude and MPF) and the mechanical aspects of muscular activity (MMG amplitude and MPF). With additional examination and validation, however, MMG may prove useful to practitioners for monitoring training-induced changes in muscle power output.
Qualitative
Generally non-numerical data Typically anthropological and sociological research methods Observations of a natural setting In-depth descriptions of situations Interpretive and descriptive
Nonexperimental
1. 2. 3. 4. Causal-comparative Descriptive Correlational Historical
Questions
1. Write two new conclusion statements by using deductive and inductive reasoning. 2. Identify the research problem. 3. Identify the research plan. 4. How did they collect the data?
What equipment/methods/procedures did they use?
5. How did they analyze the data? 6. Did they support or reject the original research hypothesis? Why?
Questions
7. What were the conclusions? Future studies? 8. Identify the purpose statement. 9. Identify the hypotheses.
Additional Questions
Re-write the title using 5 8 words. Re-write the title using 15 18 words. Provide the delimitations for this study. What are 2 examples of the limitations of this study? 5. Does this study answer the questions of the Methods section checklist? 1. 2. 3. 4.
Assignment 1
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Assignment 1
PART 2 Bring copies (for everyone, 7 total) of a full-text article published recently on a topic of your interest that is related to Kinesiology, Exercise Science, Athletic Training, etc. Provide a written summary (1-2 pages, double spaced, times roman font) of your answers and answer the following questions. Youll be asked to give a brief oral presentation (5 7 min) regarding your article and your answers to the following questions:
1. 2. 3. 4. 5. 6. 7. 8. What is the research problem? What is the purpose statement? What were the delimitations of this study? What were some potential limitations of this study? What were the initial hypotheses for this study? Where the hypotheses rejected or accepted? What was the overall conclusion of this paper? If you were to replicate this study, describe how you would do it at UTA.