Limitations Of Anaerobic Power In Children Physical Education Essay

Limitations Of Anaerobic Power In Children Physical Education Essay There has been an increasing number of children and adolescents that are involving in resistance training for anaerobic power in schools, fitness centers, and sports training facilities. In addition to increasing muscular strength and power, regular exercise activity in pediatric resistance training may be beneficial. It can influence on ones body composition, bone health, and reduce the risk of sport-related injuries. Resistance training is targeted to improve low fitness levels and poor trunk strength as well as improve health and fitness benefits to young athletes. Pediatric resistance training programs need to be well-designed and supervised by qualified professionals who understand the physical and psychosocial uniqueness of children and adolescents. The different training methods along with the progression of the program over time should be challenging and enjoyable for the children. Introduction Anaerobic power is energy that is stored in muscles in the form of adenosine triphosphate (ATP), and can be accessed without the use of oxygen. There are two systems that conduct this type of power which are the phosphagen system and the lactic acid system. People use this form of energy in short bursts that cannot be sustained for no longer than about two minutes. The first stage of the anaerobic power is adenosine triphosphate phospho-creatine (ATP-PC), which only supplies energy for about one to six seconds, after that the phosphagen system takes place, and then the lactic acid system or glycolytic system, which begins by producing energy by breaking down carbohydrates. While these systems are running, the body is using more energy than it can replenish, which may lead to cramping, fatigue, and lactic acid buildup quickly. Individuals should train to improve their anaerobic power by building their capacity to use power systems that do not require oxygen. Measuring Anaerobic Power For adolescence, anaerobic capacity can be measured by using the Wingate test. In this test, a person pedals a mechanically braked bicycle for thirty seconds as fast as possible, and a flywheel is used to count revolutions. Testing an individuals capacity frequently ensures that his or her workout routines are improving their abilities. Direct measurements of the rate or capacity of anaerobic pathways for energy turnover presents several ethical and methodological difficulties. Therefore, rather than measuring energy supply, pediatric exercise scientists have concentrated on measuring short-term power output by means of standardized protocol tests such as short-term cycling power tests, running tests, or vertical jump tests. However, it is possible to measure by finding the levels of lactate on the pre-test and post-test phases as well as the individuals vital capacity. The level of lactate in blood (mmol per liter) is measured in accordance with a protocol that considers the analysi s of a 3mL sample of blood, using the calorimetric method and a lactate analyzer photometer (1). Vital capacity can be measured using a spirometer to measure the maximum amount of air that can be forcedly breath from the lungs after a maximum inspiration (1). As for children, findings have been reported by measuring mechanical force or power output files during sustained isometric maximal contractions or repeated bouts of high-intensity dynamic exercises (2). There is no perfect test, but it is important to acknowledge the benefits and limitations of each testing or training method. However, metabolic adaptations during exercise in children and adolescents have been rarely investigated using muscle biopsies, radioactive materials or arterial catheters. This is due to the invasiveness of these techniques. Ethically for children, measurements have to be relatively non-invasive, and certainly must carry minimal or no risk to health (2). Benefits Resistant training can offer many benefits for children and adolescents when it is properly prescribed and monitored. The potential benefits would be an increase in muscle strength, muscle power, local muscle endurance, enhanced motor skill and sports performance; also an improvement in bone mineral density, body composition, insulin sensitivity, and blood lipid profile as well as a reduced risk of sport-related injuries (3). Also, research concludes that caffeine seems to be ergogenic during high-intensity exercises and has effect on resistance training. High-intensity exercise seems to be favorable affected (i.e. sprinting, sprint cycling power) with methodologies employing protocols that mimic sport activities (i.e. 4-6 seconds) (4). Caffeine seems to be beneficial for athletes in sports such as soccer, rugby, lacrosse, and football (4). Limitations of Anaerobic Power There are limitations when training for anaerobic power. During childhood, children have an immature musculoskeletal system, which is structurally different than the mature system. When measuring, testing, or training for anaerobic power, it is important to recognize the limitations of the immature musculoskeletal system when designing training programs by modifying rules for sports and evaluating acute and sub acute injuries. The reason being of limitations is because of the high risks of children injuring themselves by overdoing their muscles during heavy weight training. Risks and Concerns Since anaerobic power involves explosive movements, there are some risks and concerns that one must take into consideration. Macrotrauma is a fast and sudden injury caused by a major force of action. For example, the injury could be due to a fall or hit during physical activity.   Macrotrauma can cause injuries such as fractures, sprains of ligaments, muscle strains, and bruises.   Also, there are risks of microtrauma, which is due to a repetitive injury over a long period of time. Types of injuries include stress fractures and many other syndromes. Macrotrauma can occur when performing in organized sports or during free play, and prevention of injuries requires adequate supervision, appropriate matching of competitors, and modification of rules as well. Also, there are concerns about youth resistant training due to the fact that there is potential injury to the physis or growth plate in a young lifters body (3). However, the risk levels for adolescents is slightly smaller, which is why they are able to compete effectively and safely in anaerobic events and competition with supervision and guidance that is responsive to their unique musculoskeletal. Guidelines for pediatric resistant training should be followed for the safety of the children from serious injuries. Training for Anaerobic Power For children, it is suggested that kids should not put a lot of stress or over stress their bodies when it comes to weight training. Specialists believe that sports such as track and field (throw and jump events), basketball and volleyball (vertical jump) include anaerobic power for kids when power training. As for adolescence, they are able to do a more concentrated and modified training for anaerobic power such as plyometrics, ballistics, explosive strength training, and heavy strength training. Although there is no minimum age requirement at which children can start to resistant train, all participants must be mentally and physically ready to comply with coaching instructions and undergo the stress of a training program and if a child is ready for participation in sport activities (generally age 7 or 8), then he or she is ready for some type of resistant training (3). When designing resistant training programs for young athletes, the acute program design variables that should be c onsidered when designing pediatric resistant training programs include 1) warm-up and cool-down, 2) selection and order of exercise, 3) training intensity and volume, 4) rest intervals between sets and exercises, and 5) repetition velocity (3). The warm-up and cool-down is designed to evaluate core body temperature, enhance motor unit excitability, improve kinesthetic awareness, and maximize active ranges of motion (3). In selection and order of exercise, the individual must start with simple exercises and gradually progress to more advanced workouts. Training intensity and volume is referred to as the amount of resistance used and total amount worked during a training session. As for rest intervals between sets and exercises, 2-3 minutes are recommended for adult lifters. However, children and adolescents can resist fatigue to a greater extent, which gives them a 1 minute rest interval when performing a moderate-intensity resistance exercise activity. In repetition velocity, as you th increase movement velocity during training, it is critical that technical performance of each exercise is mastered before progressing to more advanced movements (3). Child and Adult Differences According to research, it is said that children are able to resist fatigue better than adults during one or several repeated high-intensity exercise bouts (2). During growth and development, mass-related short-term power output increases dramatically, and the increase in peak blood lactate becomes lower. Adults who complete strenuous exercise are usually exhausted and need several hours to recover from their effort. In contrast, children often request to repeat high-intensity exercises 15-30 minutes after their completion because they think that they could improve their previous performance (2). This shows that the observed difference between children, adolescents, and adults during short-term power output testing may be due to neuromuscular and hormonal factors as well as improved motor coordination. Conclusion Anaerobic fitness is used every day during the pediatric stages of life and has been given the impression that it has the potential to offer observable health and fitness value to children and adolescents (3). During physical activity or sport, it is known that the child is more attracted to short-burst or fast-like movements than to long-term activities. Also, it is well known that in anaerobic activities such as sprint cycling, sprint running or sprint swimming, the childs performance is poorer than the adult. This is partly due to the childs slower ability to generate mechanical energy from chemical energy sources during short-term high-intensity work or exercise. There are many studies that people believe how anaerobic power plays a huge role and how anaerobic activity works as well as why people need it. Also, it is known that increasing your anaerobic capacity can give you significant improvements in the efficiency of your aerobic system. Information shows that as children start to transition into adolescence and into adulthood, their recovery time increases, they are able to tolerate a lot more stress, and be more efficient anaerobically making them able to last longer while doing an intense activity. Overuse injuries due to repetitive microtrauma represents a new spectrum of injury that has arisen with the rise in organized sport for adolescents. Injury prevention for overuse injuries requires recognition of the risk factors for injury, and an appropriate modification and diversification of training regimens, an optimization of mechanics with technique and equipment, and adequate conditioning.

John Locke and Immanuel Kant Essay

We are here concerned with the relationship between the human mind, somatic-sensory perceptions, objects of perception, and claims of knowledge arising from their interaction, through the philosophies of John Locke and Immanuel Kant. Confounding the ability to find solid epistemological ground, philosophers have, generally speaking, debated whether ‘what’ we know is prima facie determined by the objective, as-they-are, characteristics of the external world 1(epistemological realism) or if the mind determines, as-it-is, the nature of objects through its own experiential deductions (epistemological idealism). The purpose of this paper is to use the synthetical approach of Immanuel Kant, who utilizes a logical schematization of cognition along with experience (transcendental idealism), in the attaining of knowledge, to criticize Locke’s claims against innate ideas, and subsequently, origin and attainment of knowledge. In the first part of this paper, I will explain the major differences which distinguish epistemological realism and idealism. This disambiguation of philosophical jargon is to allow the reader to understand why the debate exists, how it impacts what human’s claims as ‘knowledge’, and whether or not the debate has any contemporary philosophical importance. This last feature is a relevant aspect of the debate since ‘knowledge’ applies to a great many areas of human life, including, but not limited to, the sciences, morality and ethics, and aesthetics. In the second part of this paper, I will outline Kant’s idealism, otherwise known as, transcendental idealism. This section will lay out the terminology in Kant’s epistemology which will act as a backdrop for comparing and contrasting the theory of Locke. This section will also describe the foundation of Kant’s epistemological claims. As mentioned in the introduction, the mind, the somatic-sensory perceptions, and objects of perception are to be accounted for in the debate between idealism and realism. Thus, the second part of the paper will conclude with an understanding of how knowledge arises under the rubric of Kant’s transcendental idealism. The third part of this paper is then dedicated to providing an account of Lockean innate knowledge and its place in our epistemological enquiry. It is presumed that several deficiencies, to be discussed, are apparent in Locke’s epistemological realism without the use of innate ‘ideas’. These deficiencies, however, are percolated only in light of the Kantian juxtaposition for which this section serves the purpose. In the final part of this paper, I will conclude that while Locke’s epistemological theories h ave had a great influence on the progress of epistemology, especially as a critique against rationalism, the idea of no innate ideas impressed upon the mind prior to experience ultimately leads Lockean realism to base claims that all knowledge arises solely from experience as inexhaustively question-begging without Kant’s transcendentalism. Dealing with the problems of realism and idealism can be seen in humans as young as three years old. Although it may not be so apparent to parents at the time, when a child asks, â€Å"How do you know that? † they are challenging the method in which a person uses to ‘know’ what they know. However, children, like philosophers, might not be satisfied with the first answer and continue with a meta-inquiry: â€Å"How do you know that? † While this interrogative approach to understanding the world can be frustrating it does illuminate a particular problem in reasoning, generally. That is, at some point we are forced to answer, vacuously, â€Å"I know, because I know. † However, the persistent child philosopher can rebut with, â€Å"How do you know that you know? The problems intrinsic to the line of questioning above demonstrate a broad epistemological problem. To solve the problem philosophers have sought out ways in order to make ‘what we know’ or explaining ‘how we know’ a bit more reliable or certain. That is, to provide an answer to our inquisitive three year old that breaks the meta-inquiry of knowable certitude. Knowledge, however, is a little tricky because there is an identity problem between the world and the ideas, or tho ughts, in our minds. In making claims of knowledge we must presume certain things are true. To say that you know something assumes that you (1) believe the world represented in your mind is exactly as it is whether you perceive it or not and what we have to say about the world must correspond to the way the world is perceived, (2) the world gives us information about objects, which can be accurate, but our minds are the final decision makers about the nature of those objects which can lead to skepticism, or (3) there is nothing stable about the appearances of the world as presented to our minds, and what we know is solely the product of collective reflection, otherwise known as easoning. In the context of my thesis, it could be argued that if a set of instructions were provided, such as innate ideas in the mind, these three broad, epistemological viewpoints would be narrowed down to one. The first assumption, (1), is the philosophical position known, broadly, as epistemological realism. The second assumption, (2), is more of a dualism in that it is believed there is enough perceived objectivity in the world to have some certain knowledge of it, but it is still subjected to our experiential bias (intuition plays a more integral role in this doctrine). This is a kind of realism in that certain properties about the objects we perceive are unalterable or indisputable since they would retain those characteristics whether or not they are observed. The third position is epistemological idealism. This position holds, generally, that knowledge is not a product of the nature of objects, but instead, derived from the nature of the mind. In other words, the certainty of knowledge is granted through the nature of the mind found within the species deliberating over certain claims. As mentioned, the debate between idealism and realism does have, beyond satisfying the curiosity of toddlers, implications in other areas of philosophy. It is not the focus of this paper, but an example that illustrates potential problems is that of ethics and morality. In epistemological realism, it may be the case that certain acts produce pain in humans, but there is nothing, it is alleged, which a person can point to in the world that would verify this (kind of) pain as bad, good, rightly, wrongly imposed. In other words, epistemological realism holds that we can know facts about the way the world is because our mind is receptive and capable of reproducing them accurately in our minds, but it is another thing to try to extrapolate from these facts/experiences a particular value/meaning to attach to prescriptive claims. In the extreme case, an epistemological realist might claim that all rules of morality are completely made up and merely appeal to our feelings about facts, but we cannot know for certain. As for idealism, morality appears as a less problematic discourse since the very proprietor of knowledge is that which is arbitrating over moral disputes. However, the kind of facts and/or values which moral claims arise, for idealists, are of a strictly theoretical nature and can be said to carry as much empirical or logical certainty as those doubted in the case of realism. At best they are egocentric and/or egotistic. Even in contemporary debates, which diverge subtly from the philosophies this paper examines, the entailment of moral truths from realist or idealist doctrines remains unsolved. In some cases, such as Marxist philosophy, there can be a real confusion about which doctrine actually prevails. The Communist rule of Stalin and Mao is arguably a perversion of epistemological realism for what was actually and indiscernibly expressed as an idealist project. It was in the Critique of Pure Reason that the philosopher Immanuel Kant attempted to settle the problem of epistemological certainty and skepticism. Recalling the relationship between the mind, objects of the world, our perceptive apparatuses, and knowledge, Kant opens up the Critique of Pure Reason with two allusive statements[1]: (1) â€Å"†¦no knowledge our ours is antecedent to experience, but begins with it. † (2) â€Å"†¦though all of our knowledge begins with experience, it by no means follows that all arises out of experience. † Situating these two phrases within the context of realism and idealism requires parsing out the some key phrases within these statements. The first key phrase or term is â€Å"begins. † Kant tells us that â€Å"knowledge begins with experience. † That is, in order to say â€Å"I know,† one must first have an object which makes some kind of sensory impression on the mind. [2]â€Å"For how is it possible,† Kant asks, â€Å"that the faculty of cognition should be awakened into exercise otherwise by means of objects which affect our senses†¦so to convert the raw material of our sensuous impressions into a knowledge of objects? It is, therefore, objects in the world that first supply us with the â€Å"raw material† for ‘beginning’ the process of attaining knowledge; the term ‘process’ is important here, because the two statements above allude to two different kinds of knowledge. It is not the case, claims Kant, all knowledge is a direct derivative of compounding impressions of raw data. For Kant, and this point lays the foundation of idealism, the mind plays a much more integral role in determining how those impressions are arranged in pre-conscious faculties. This difference plays an important role in the realism/idealism debate since the relationship between the minds’ functioning and knowledge claims depends upon disassociating two different kinds of demonstrations: (1) a method of proving what is known, (2) the acquisition of knowledge. More specifically, the debate between realism and idealism must in some ways reconcile itself with knowledge claims that are a priori and/or a posteriori. The former refers to rationalized knowledge which is universal, necessary and independent of experience (though this last condition, as we will see, is not so clear in Kant’s idealism). The latter is empirical knowledge which is acquired directly through our sensory perception and is validated by the relationship between what is stated and the way the world appears to be. For example, the claim that ‘snow is cold’ is a posteriori since the concept of ‘cold’ is not directly related to ‘snow’ independent of human experience. What is a priori knowledge is the fundamental subject of Kant’s transcendental idealism. According to Kant, a priori knowledge is not just about a method of proof, but also about how we attain a priori knowledge. As mentioned above, Kant is concerned with not only the knowledge that comes from experience, but also knowledge that arises from experience. That is, Kant seeks to settle how a priori knowledge, knowledge that lends epistemological certitude regarding to certain claims, is attained and verified without relying on facts about an external world. It is here that we see explicitly how a priori knowledge and epistemological idealism are integral and linked to the realism/idealism discussion; a priori knowledge is attained through a logical rationalization of concepts about objects that does not require a direct experience of them. In other words, a priori knowledge is knowledge which, according to Kant, begins with experience, but does not necessarily arise from that experience. To unpack this influx of these epistemological connections, it will be instructive to begin with what Kant calls the Transcendental Aesthetic. There is, states Kant, an arrangement to the mind which makes experience possible. This arrangement, or what Kant calls ‘schematism’ not only makes experience possible, but it also limits the scope of possible experiences. To refocus, Kant’s position is that space and time are the two most fundamental conditions for having an experience. All objects which are presented to the mind are done so, necessarily, in time and in space. It is important to recall that objects of perception/experience make impressions on the mind which is done through any or all of the five senses. This means that space and time, in order to be objects of the external world, must possess the property of being sensible. But if space is the condition for which objects are experienced, then space can only exist because space exists (this kind of paradox is addressed in the Antinomies). The same applies to time. Kant, therefore, purports that space and time are mere formal conditionings of objects via the minds operation providing, at the same time, the possibility of experience and experiential limitations. The upshot for Kant is that he loses nothing with this claim. The reality of space and time, as external objects, would lend no more validity to knowledge claims since the properties of space and time are necessary conditions for experience. Thus, making knowledge claims do not change whether space and time are properties of realist or idealist doctrines. In addition, Kant avoids the paradoxes which arise from claiming space and as objects of external reality by placing them as antecedent conditions for experience, as is needed, in the mind. This leads us to what Kant calls ‘synthetical’ claims a priori. By placing objects in space and in time there are going to be properties pertaining to the relations of objects to other objects and properties of objects that will follow the logic of being so represented. When Kant says that knowledge can arise from experience he is referring to the synthetical claims a priori which are determined by the logic of space and time as formal conditions for experiential representations. This is how Kant is able to famously answer how ‘every change has cause’ is necessary without realist fact. Kant admits that change is something that must be experienced, but change is an experience in space and in time. Since time is represented as a succession or the proceeding of an object through/from time t1 to time t2, and change is a relation of cause and effect, and since a cause cannot be its effect (see the paradox of space and time being the conditions of their own existence above), then once we are able to experience an event as ‘change’ in relation to an object (in time and space), we can, and with no further experience, strictly use the concepts of ‘cause’, ‘event’, and ‘change’, to make the a priori claim that ‘every change has a cause’; note, not just a change, or some changes, but every change has a cause. In other words, because of Kant’s transcendental idealism, we are logically justified in attaching certain knowledge of properties and relations in and between objects beyond what is provided by what we know a posteriori.

Nacl on Peroxidase Activity

NaCl Effects on Peroxidase Activity My experiment was to see if adding NaCl to solution would have any effects on peroxidase activity. The materials that were used in this experiment were pH 7 buffer(DI water), peroxidase, NaCl, guaiacol and hydrogen peroxide; added in that order. Blanks were created for each NaCl concentration, 0%, 5%, 7. 5% and 10%. Each cuvette had . 5ml of pH 7 buffer, 1ml of peroxidase, . 02ml guaiacol for the experimental cuvettes and 0ml of guaiacol for the blank cuvettes, . 2ml of hydrogen peroxide and . ml of different concentrated NaCl in each cuvette. When it came to recording data for my experiment, I placed the cuvette in the spectrometer, which was set to 500nm, after adding the guaiacol and hydrogen peroxide right before. I recorded the absorbance every 15 seconds for 3 minutes. I ran the experiment twice for precision and got the average of the two tests. I then entered the data into JMP and made two graphs; one to see the relationship between the con centration of NaCl and activity and the other to see how salt affect enzyme activity.The first graph only required the time and the mean absorbance. To make the second graph, I had to find Time X, the time where reaction starts to slow down, which in my case was 90 seconds. The axes for the graph were Time X as the y-axis and NaCl concentrations as the x-axis. The graphs showed me that there is a relationship between NaCl concentrations and peroxidase activity. More the concentration of NaCl, the faster the reaction occurs.

John Steinbeck s Of Mice And Men - 1656 Words

In the novel ‘Of Mice and Men’, Curley’s Wife is one of the many characters who represent a minority in the American society in the 1930s. In the award winning book, John Steinbeck provides many different aspects to the world he was living in at the time he wrote the novel: dreams, hopes and loneliness to name a few, all channelled through one mentality - prejudice. Curley’s Wife was one of the many characters that Steinbeck used to get his point across about prejudice with. She is not a complex character, however ‘a significant figure’ may be a better fitting word. In my essay, I will be investigating if whether Curley’s Wife is presented by Steinbeck with dislike and/or sympathy, and if so, with how much. My very first point begins†¦show more content†¦Curley’s Wife is introduced in Chapter two of the novel, however in the passage, she is already being judged before she has even been physically introduced to the reader. This is when Candy is conversing with the new arrivals to the Ranch, George and Lennie. Here, Candy says â€Å"I think Curley’s married a †¦ tart†. In comparison to popular belief of the definition of ‘tart’, one definition in slang terminology states that a tart is ‘A nubile young temptress, who dresses teasingly and provocatively.’ By looking at this definition, it indicates to us that Curley’s Wife’s appearance won’t be much of a welcomed one. The fact that Steinbeck prejudices so early in the novel regarding her may show how fast people in his time were poisoned with the same prejudiced mentality. This statement of intent from Steinbeck also shows very quickly that Curley’s Wife won’t be any blessing as the novel progresses. Her physical introduction to the reader isn’t any better, this is evident when â€Å"the rectangle of sunshine in the doorway was cut off.† This excerpt is ominous; the ‘cutting off’ of the light symbolises the amount of trouble she brings. This is confirmed when George tells a staring Lennie to Don t you even take a look at that bitch. I don t care what she says and what she does. I seen em poison before, but I never seen no piece of jail bait worse than her. You leave her be. Lennie’s mental shortcomings prevent him from seeing the