Research Methods

Research Methods

Research Methods

KINE 5300

Definitions of Research

Definitions of Research

•

•

The main goal of research is the gathering and

The main goal of research is the gathering and

interpreting of information to answer questions

interpreting of information to answer questions

(Hyllegard, Mood, and Morrow, 1996).

(Hyllegard, Mood, and Morrow, 1996).

•

•

Research is a systematic attempt to provide answers to

Research is a systematic attempt to provide answers to

questions (Tuckman, 1999).

questions (Tuckman, 1999).

•

•

Research may be defined as the systematic and

Research may be defined as the systematic and

objective analysis and recording of

objective analysis and recording of

controlled

controlled

observations that may lead to the development of 

observations that may lead to the development of 

generalization

generalization

s, principles,

s, principles,

or theories, resulting in

or theories, resulting in

prediction and possible control of events (Best and

prediction and possible control of events (Best and

Kahn, 1998).

Kahn, 1998).

•

•

Research is a systematic way of ask

Research is a systematic way of ask

ing questions, a

ing questions, a

systematic method of inquiry (Drew,

systematic method of inquiry (Drew,

Hardman, and Hart,

Hardman, and Hart,

1996).

Development of Research Skills

Development of Research Skills

•

•

Learning how to conduct good research:

Learning how to conduct good research:

 –

 –

New skills (

New skills (that many people do not have 

that many people do not have 

)

)

 –

 –

Better understanding and interpretation of the

Better understanding and interpretation of the

literature

literature

 –

 –

Recognize new questions that need

Recognize new questions that need

investigation

investigation

•

Search for Truth

Search for Truth

•

•

Five sources of evidence in the pursuit of 

Five sources of evidence in the pursuit of 

truth:

truth:

1

1

.

.

C

C

u

u

s

s

t

t

o

o

m a

m a

n

n

d

d

t

t

r

r

a

a

d

d

i

i

t

t

i

i

o

o

n

n

2

2

.

.

A

A

u

u

t

t

h

h

o

o

r

r

i

i

t

t

y

y

3

3

.

.

P

P

e

e

r

r

s

s

o

o

n

n

a

a

l e

l e

xp

xp

e

e

r

r

i

i

e

e

n

n

c

c

e

e

4

4

.

.

D

D

e

e

d

d

u

u

c

c

t

t

i

i

v

v

e r

e r

e

e

a

a

s

s

o

o

n

n

i

i

n

n

g

g

5

5

.

.

S

S

c

c

i

i

e

e

n

n

t

t

i

i

f

f

i

i

c

c

i

i

n

n

q

q

u

u

i

i

r

r

y

y

Deductive Reasoning

Deductive Reasoning

•

•

 A.k.a., Logic.

 A.k.a., Logic.

 –

 –

In deductive reasoning, thinking proceeds from

In deductive reasoning, thinking proceeds from

general assumption to

general assumption to

specific application

specific application

 –

 –

GENERAL

GENERAL





SPECIFIC

SPECIFIC

 –

 –

 Aristotle and other

 Aristotle and other

early philosoph

early philosoph

ers

ers

•

•

Drawing conclusions through categorical syllogism.

Drawing conclusions through categorical syllogism.

•

•

 All philosophers are

 All philosophers are

moral.

moral.

Socrates is

Socrates is

a philosopher.

a philosopher.

Therefore, Socrates is moral.

Therefore, Socrates is moral.

•

•

Resistance training makes one big and bulky

Resistance training makes one big and bulky

by increasing

by increasing

body

body

mass.

mass.

Sandi

Sandi

is

is

resistance

resistance

training.

training.

Therefore,

Therefore,

Sandi

Sandi

will become big and bulky.

will become big and bulky.

 –

Inductive Reasoning

Inductive Reasoning

•

•

Conclusions about events (general) are

Conclusions about events (general) are

based on

based on

information generated through

information generated through

many individual and direct

many individual and direct

observations

observations

(specific).

(specific).

 –

 –

SPECIFIC

SPECIFIC





GENERAL

GENERAL

 –

 –

Researchers observe an individual or group

Researchers observe an individual or group

of 

of 

individuals from a larger population

individuals from a larger population

_

_

based

based

on these observations, generalizations are

on these observations, generalizations are

made back to the larger population.

Inductive Reasoning

Inductive Reasoning

•

•

Two kinds of induction:

Two kinds of induction:

 –

 –

Perfect

Perfect

•

•

Conclusions based on observations made from

Conclusions based on observations made from

 ALL members of a

 ALL members of a

group or popula

group or popula

tion

tion

 –

 –

Imperfect

Imperfect

•

•

Conclusions based on observations made from a

Conclusions based on observations made from a

random sample of members of

Deductive vs. Inductive Reasoning

Deductive vs. Inductive Reasoning

•

•

Deductive:

Deductive:

 –

 –

Every

Every

mammal

mammal

has

has

lungs.

lungs.

All

All

rabbits

rabbits

are

are

mammals.

mammals.

Therefore,

Therefore,

every

every

rabbit

rabbit

has

has

lungs.

lungs.

•

•

Inductive:

Inductive:

 –

 –

Every rabbit that has been observed has

Every rabbit that has been observed has

lungs.

The Scientific Method

The Scientific Method

•

•

Systematic; cyclic; series of logical steps.

Systematic; cyclic; series of logical steps.

 –

 –

Identifying the problem

Identifying the problem

 –

 –

Formulating a hypothesis

Formulating a hypothesis

 –

 –

Developing the research plan

Developing the research plan

 –

 –

Collecting and analyzing the data

Collecting and analyzing the data

 –

 –

Interpreting results and forming conclusions

Interpreting results and forming conclusions

•

Identifying the Problem

Identifying the Problem

•

•

First, and arguably the most

First, and arguably the most

important,

important,

step

step

 –

 –

Several sources

Several sources

•

•

Theoretical basis

Theoretical basis

•

•

Professional practice

Professional practice

•

•

Personal experience

Personal experience

•

•

Shear curiosity

Shear curiosity

 –

 –

Starts as a broad question that must be

Starts as a broad question that must be

narrowed

narrowed

 –

 –

Problem statement; experimental approach to

Problem statement; experimental approach to

the problem; etc.

Identifying the Problem

Identifying the Problem

•

•

Three categories when selecting a

Three categories when selecting a

research problem

research problem

 –

 –

Those who know precisely what they want to

Those who know precisely what they want to

do and have a well conceived problem

do and have a well conceived problem

 –

 –

Those who have many interest areas and

Those who have many interest areas and

are having difficulty deciding exactly

are having difficulty deciding exactly

what

what

they want to study

they want to study

 –

 –

Those who do not have any idea

Those who do not have any idea

about a

about a

worthwhile research problem

Philosophy of Graduate

Philosophy of Graduate

Education

Education

•

•

MENTORSHIP!

MENTORSHIP!

 –

 –

Work with a professor/researcher that has

Work with a professor/researcher that has

established a research agenda

Formulating a Hypothesis

Formulating a Hypothesis

•

•

Hypothesis:

Hypothesis:

 –

 –

 A belief or prediction of th

 A belief or prediction of th

e eventual outcome

e eventual outcome

of the research

of the research

 –

 –

 A concrete, specific st

 A concrete, specific st

atement about the

atement about the

relationships between phenomena

relationships between phenomena

 –

 –

Based on deductive reasoning

Based on deductive reasoning

 –

 –

2 types of hypotheses:

2 types of hypotheses:

•

•

Null hypothesis (H

Null hypothesis (H

_O

_O

)

)

 –

 –

 All is equal; no diff

 All is equal; no diff

erences exist

erences exist

•

•

 Alternative (

 Alternative (

research 

research 

) hypothesis (H

) hypothesis (H

 _A

 _A

)

)

Usually specific and opposite to the null

Developing the Research Plan

Developing the Research Plan

•

•

 A strategy must b

 A strategy must b

e developed

e developed

for 

for 

gathering and analyzing the

gathering and analyzing the

information

information

that is required to test the hypotheses or 

that is required to test the hypotheses or 

answer the research question

answer the research question

 –

 –

Four parts:

Four parts:

•

•

Selection of a relevant research

Selection of a relevant research

methodolog

methodolog

y

y

•

•

Identification of subjects or participants

Identification of subjects or participants

•

•

Description of the data-gathering procedures

Description of the data-gathering procedures

•

•

Specification of the data analysis techniques

Specification of the data analysis techniques

 –

 –

Pilot studies, IRB,…

Pilot studies, IRB,…

all must be determined in

all must be determined in

advance!

Collecting and Analyzing the Data

Collecting and Analyzing the Data

•

•

Following all the pre-determined protocols

Following all the pre-determined protocols

 –

 –

Time in the lab collecting data

Time in the lab collecting data

 –

 –

 Analyzing the composit

 Analyzing the composit

e data

e data

 –

 –

Controlling the environment

Controlling the environment

•

•

Ea

Ea

si

si

es

es

t p

t p

ar

ar

t o

t o

f t

f t

he

he

pr

pr

oc

oc

es

es

s…

s…

 –

 –

However, sometime the most time-consuming

However, sometime the most time-consuming

part of the process…

Interpreting Results and Forming

Interpreting Results and Forming

Conclusions

Conclusions

•

•

DATA ANALYSIS IS NOT AN END IN

DATA ANALYSIS IS NOT AN END IN

ITSELF!

ITSELF!

•

•

Does the evidence support or

Does the evidence support or

refute the

refute the

original hypotheses?

original hypotheses?

 –

 –

 Accept or reject the hy

 Accept or reject the hy

potheses

potheses

 –

 –

Conclusions should be drawn:

Conclusions should be drawn:

•

•

Develop new hypotheses to explain the results

Develop new hypotheses to explain the results

•

•

Inferences are typically made beyond

Inferences are typically made beyond

the specific

the specific

study

New Questions Arise

New Questions Arise

Results Interpreted

Results Interpreted

Data Collected

Data Collected

Question Identified

Question Identified

Hypotheses Formed

Hypotheses Formed

Research Plan

Research Plan

Closed-loop conceptualization of the research process

Closed-loop conceptualization of the research process (Drew

(Drew, Hardman,

, Hardman,

and Hart, 1996)

Types of Research Questions

Types of Research Questions

•

•

3 Types

3 Types

 –

 –

Descriptive questions

Descriptive questions

 –

 –

Difference questions

Difference questions

 –

Descriptive Questions

Descriptive Questions

•

•

Purpose:

Purpose:

 –

 –

To describe phenomena or characteristics of 

To describe phenomena or characteristics of 

a particular group of subjects being studied

a particular group of subjects being studied

•

•

Survey research

Survey research

•

Determinants of college students'

Determinants of college students' health-promoting lifestyles.

health-promoting lifestyles.

Larouche R.

Larouche R.

Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA. Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA.

This descriptive study of 151 university students in Boston, Massachusetts, was

This descriptive study of 151 university students in Boston, Massachusetts, was

undertaken to determine the relationships of their perceived health status, sex,

undertaken to determine the relationships of their perceived health status, sex,

grade point average, and health and nonhealth majors to their

grade point average, and health and nonhealth majors to their health-promoting

health-promoting

lifestyles, using the Health Promoting Lifestyle Profile (HPLP) II, based on Pender's

lifestyles, using the Health Promoting Lifestyle Profile (HPLP) II, based on Pender's

model. Students' perceived health status was significantly predictive of total HPLP

model. Students' perceived health status was significantly predictive of total HPLP

II, exercise, stress management, and spiritual growth. College women practiced

II, exercise, stress management, and spiritual growth. College women practiced

significantly better nutrition, interpersonal relationships, health responsibility, and

significantly better nutrition, interpersonal relationships, health responsibility, and

total HPLP II than men. The whole sample scored lower

total HPLP II than men. The whole sample scored lower in stress management than

in stress management than

any previous group studied. Male students, t

any previous group studied. Male students, those reporting poor health, and all

hose reporting poor health, and all

students are targeted for intervention and research in their deficient areas.

students are targeted for intervention and research in their deficient areas.

Guidelines for nursing practice are derived

Guidelines for nursing practice are derived from the HPLP II questionnaire. These

from the HPLP II questionnaire. These

clinically significant findings may guide nurse

clinically significant findings may guide nurse practitioners to intervene in the health

practitioners to intervene in the health

awareness and practices of c

Weight management behaviors of Africa

Weight management behaviors of African American female

n American female college students.

college students.

July F, Hawthorne D, Elliot J, Robinson W.

July F, Hawthorne D, Elliot J, Robinson W.

Department of Nursing,

Department of Nursing, Fayetteville State University, USA.Fayetteville State University, USA.

The prevalence of overweight

The prevalence of overweight and obesity among African American wome

and obesity among African American women is

n is a

a

problem of significance, and one, which demands investigation through scientific

problem of significance, and one, which demands investigation through scientific

research. The purpose of this study was

research. The purpose of this study was to determine the weight management;

to determine the weight management;

behaviors among African American female

behaviors among African American female college students. A descriptive

college students. A descriptive

correlational study was conducted to

correlational study was conducted to answer this question. The results revealed that

answer this question. The results revealed that

at least fifty percent (50%) of these students exhibited behavior that could lead to

at least fifty percent (50%) of these students exhibited behavior that could lead to

obesity.

MMWR Morb Mortal Wkly Rep. 1996 Sep 6;45(35):760-5.

MMWR Morb Mortal Wkly Rep. 1996 Sep 6;45(35):760-5.

School-based HIV-prev

School-based HIV-prevention

ention education--United States, 1994.

education--United States, 1994.

[No authors listed] [No authors listed]

Many adolescents in the United States engage in behaviors that increase their r

Many adolescents in the United States engage in behaviors that increase their r isk for humanisk for human

immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS). Because 95% of immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS). Because 95% of allall youth aged 5-17 years are enrolled in school, sc

youth aged 5-17 years are enrolled in school, school health programs can be an efficient method to helphool health programs can be an efficient method to help prevent these behaviors. Previous studies have examined selected characteristics of HIV education in the prevent these behaviors. Previous studies have examined selected characteristics of HIV education in the United States; however, none provide a comprehensive assessment of HIV

United States; however, none provide a comprehensive assessment of HIV education policies and programseducation policies and programs nationwide. In 1994, CDC conducted the School Health Policies and Programs Study (SHPPS), which

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, assessed five components of the school health program: health education, physical education, health services, food service,

food service, and health policies. Tand health policies. To provide o provide a comprehensive assessment of a comprehensive assessment of HIV-prevention educationHIV-prevention education programs nationwide in 1994, CDC analyzed dat

programs nationwide in 1994, CDC analyzed data from the health a from the health education component of the steducation component of the studyudy. This. This report summarizes the findings, which indicate

report summarizes the findings, which indicate that although HIV-prevention education has been widelythat although HIV-prevention education has been widely implemented in U.S. schools, improvement in these

Difference Questions

Difference Questions

•

•

Purpose:

Purpose:

 –

 –

To make comparisons between or within

To make comparisons between or within

groups.

groups.

 –

 –

Is there a difference?

Is there a difference?

•

•

Experimental research

Experimental research

 –

 –

Treatment vs. control

Treatment vs. control

 –

 –

Pre- vs. post-test comparisons

Pre- vs. post-test comparisons

•

•

Nonexperime

Nonexperime

ntal

ntal

research

research

 –

 –

Compare one group to another based on existing

Compare one group to another based on existing

characteristics

J Appl Physiol.

J Appl Physiol.

2000 Sep;89(3):1

2000 Sep;89(3):1

179-88.

179-88.

Reduced strength after passive stretch of the human

Reduced strength after passive stretch of the human

plantarflexors.

plantarflexors.

Fowles JR, Sale DG, MacDougall JD.

Fowles JR, Sale DG, MacDougall JD.

Department of Kinesiology, McMaster University, Hamilton, , Hamilton, Ontario, Canada L8S Ontario, Canada L8S 4K1.4K1.

The purpose of this study was

The purpose of this study was to assess strength performance after an acute bout to assess strength performance after an acute bout of maximallyof maximally

tolerable passive stretch (PS(max)) in

tolerable passive stretch (PS(max)) in human subjects. Thuman subjects. Ten young adults (6 en young adults (6 men and 4 men and 4 women)women)

underwent 30 min of cyclical PS(max) (13 stretches of

underwent 30 min of cyclical PS(max) (13 stretches of 135 s each over 33 135 s each over 33 min) and a similar controlmin) and a similar control

period (Con) of no stret

period (Con) of no stretch of the ankle plantarflexors. Measures of isometric strength (maximalch of the ankle plantarflexors. Measures of isometric strength (maximal

voluntary contraction), with twitch int

voluntary contraction), with twitch interpolation and electromyographyerpolation and electromyography, and twitch , and twitch characteristicscharacteristics

were assessed before (Pre), immediately after (Post), and at

were assessed before (Pre), immediately after (Post), and at 5, 15, 30, 45, 5, 15, 30, 45, and 60 min after PS(max)and 60 min after PS(max)

or Con. Compared with Pre, maximal voluntary contraction was decreased at Post (28%) and

or Con. Compared with Pre, maximal voluntary contraction was decreased at Post (28%) and at 5at 5

(21%), 15 (13%), 30 (12%), 45

(21%), 15 (13%), 30 (12%), 45 (10%), and 60 (9%) min aft(10%), and 60 (9%) min after PS(max) (P < 0.05). Motor uniter PS(max) (P < 0.05). Motor unit

activation and electromyogram were significantly depressed after PS(max

activation and electromyogram were significantly depressed after PS(max) but had rec) but had recovered by 15overed by 15

min. An additional testing trial confirmed that the torque-joint angle relation may have been

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

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

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

contractile force in the early phase of deficit and by impaired contractile force throughout the entiredeficit and by impaired contractile force throughout the entire

period of deficit.

Relationship Questions

Relationship Questions

•

•

Purpose

Purpose

 –

 –

To investigate the degree to which two or 

To investigate the degree to which two or 

more variables covary or are

more variables covary or are

associated with

associated with

each other 

each other 

•

•

Rather than analyzing the differences between

Rather than analyzing the differences between

groups, researchers characterize the

groups, researchers characterize the

relationships

relationships

among them.

among them.

•

•

Extent to which variables are related

Extent to which variables are related

•

 Am J Epidemiol. 1988 May;127(5):933-41.

 Am J Epidemiol. 1988 May;127(5):933-41.

Relation of cardiovascular fitness and physical

Relation of cardiovascular fitness and physical activity to cardiovascular

activity to cardiovascular

disease risk factors in children and adults.

disease risk factors in children and adults.

Sallis JF

Sallis JF, Patterson TL,

, Patterson TL, Buono MJ, Nader

Buono MJ, Nader PR.

PR.

Department of Pediatrics, University of California, San Diego, La Jolla. Department of Pediatrics, University of California, San Diego, La Jolla.

The associations of physical activity and cardiovascular fitness with cardiovascular disease risk factors were The associations of physical activity and cardiovascular fitness with cardiovascular disease risk factors were studied in 88 male adults, 180 female adults, 148 male children, and 142

studied in 88 male adults, 180 female adults, 148 male children, and 142 female children. Subjects werefemale children. Subjects were families recruited from elementary schools in San Diego, California. Fitness (VO2 max) was measured by a families recruited from elementary schools in San Diego, California. Fitness (VO2 max) was measured by a submaximal cycle ergometer test. Physical activity was

submaximal cycle ergometer test. Physical activity was assessed by seven-day assessed by seven-day recall interviewrecall interview, yielding caloric, yielding caloric expenditure, and by a simple self-rating of act

expenditure, and by a simple self-rating of activity level. Risk factors included blood pressure, high densityivity level. Risk factors included blood pressure, high density lipoprotein (HDL) cholesterol, the ratio of high density lipoproteins to low density lipoproteins (LDL), and body lipoprotein (HDL) cholesterol, the ratio of high density lipoproteins to low density lipoproteins (LDL), and body mass index. For all subgroups, fitness was strongly and significantly correlated with virtually all risk

mass index. For all subgroups, fitness was strongly and significantly correlated with virtually all risk factors.factors.  After adjustment for body m

 After adjustment for body mass index, most fitness-risk factor associatiass index, most fitness-risk factor associations were no longer ons were no longer significant. Seven-significant. Seven-day caloric expenditure was significantly correlated with

day caloric expenditure was significantly correlated with HDL/LDL only in female adults and children. TheHDL/LDL only in female adults and children. The activity rating was significantly correlated with body mass index in all subgroups and with HDL/LDL in female activity rating was significantly correlated with body mass index in all subgroups and with HDL/LDL in female adults and male adults. The simple activity rating tended to be correlated with f

adults and male adults. The simple activity rating tended to be correlated with f itness. The pattern of associationitness. The pattern of association was similar for adults and children.

Theory vs. Hypothesis

Theory vs. Hypothesis

•

•

Hypothesis

Hypothesis

 –

 –

 A belief or predi

 A belief or predi

ction of the eventual ou

ction of the eventual ou

tcome of the

tcome of the

research

research

 –

 –

 A concrete, specific state

 A concrete, specific state

ment about the

ment about the

relationships

relationships

between phenomena

between phenomena

 –

 –

Based on deductive reasoning

Based on deductive reasoning

•

•

Theory

Theory

 –

 –

 A belief or assum

 A belief or assum

ption about how thi

ption about how thi

ngs relate to

ngs relate to

each other 

each other 

 –

 –

 A theory establi

 A theory establi

shes a cause-and-effect relatio

shes a cause-and-effect relatio

nship

nship

between

between

variables wi

variables wi

th a

th a

purpose

purpose

of e

of e

xplaining

xplaining

and

and

predicting phenomena

predicting phenomena

 –

Hypotheses

Hypotheses

Theories

Theories

Laws

Laws

In an ideal

In an ideal

world…

world…

Empiricism

Empiricism

•

•

 Acquiring in

 Acquiring in

formation a

formation a

nd facts thro

nd facts thro

ugh

ugh

the observation of our world

the observation of our world

 –

 –

Pragmatic observations

Pragmatic observations

 –

 –

Developing theory through experience and

Developing theory through experience and

observation

observation

 –

 –

Non-scientific

Non-scientific

 –

 –

Quick and practical solution to a problem

Quick and practical solution to a problem

•

•

With little interest in explaining when, how, or why

With little interest in explaining when, how, or why

 –

Research Classifications

Research Classifications

•

•

System #1:

System #1:

 –

 –

Basic research

Basic research

 –

 –

 Applied research

 Applied research

•

•

System #2:

System #2:

 –

 –

Quantitative research

Quantitative research

 –

 –

Qualitative research

Qualitative research

•

•

System #3:

System #3:

 –

 –

Experimental research

Experimental research

 –

Basic vs. Applied Research

Basic vs. Applied Research

•

•

Basic

Basic

 –

 –

Pure, fundamental

Pure, fundamental

research

research

 –

 –

Discovery of new

Discovery of new

knowledge; theoretical

knowledge; theoretical

in nature

in nature

 –

 –

Takes many years for 

Takes many years for 

the results of basic

the results of basic

research to find some

research to find some

practical utility

practical utility

•

•

 Applied

 Applied

 –

 –

Central purpose to

Central purpose to

solve an immediate

solve an immediate

problem

problem

 –

 –

Improved products or 

Improved products or 

processes

processes

 –

 –

Infers beyond the

Infers beyond the

group or situation

group or situation

studied

studied

 –

 –

Interpretation of 

Interpretation of 

results relies upon

results relies upon

Basic research

J Sports Med Phys Fitness.

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and jumping performance.

and jumping performance.

Young WB, Behm DG.

Young WB, Behm DG.

School of Human Movement and

School of Human Movement and Sport Sciences, University of Ballarat, Ballarat, Sport Sciences, University of Ballarat, Ballarat, Victoria, Australia. w.young@balVictoria, Australia. [email protected] larat.edu.au 

 AIM: The interaction

 AIM: The interaction between running, stretching between running, stretching and practice jumps duand practice jumps during warm-up for jumping ring warm-up for jumping tests has nottests has not

been investigated. The purpose of the present study was to

been investigated. The purpose of the present study was to compare the effects of running, static stretcompare the effects of running, static stretching of ching of 

the leg extensors and

the leg extensors and practice jumps on explosive force practice jumps on explosive force production and jumping performance. METHODS:production and jumping performance. METHODS:

Sixteen volunteers (13 male and 3 female) participated in five different warm-ups in a

Sixteen volunteers (13 male and 3 female) participated in five different warm-ups in a randomised order prior randomised order prior 

to the performance of two jumping tests. The warm-ups were cont

to the performance of two jumping tests. The warm-ups were control, 4 min run, static strrol, 4 min run, static stretch, run + stretch,etch, run + stretch,

and run + stretch + pr

and run + stretch + practice jumps. actice jumps. After a 2 After a 2 min rest, a concentric jump and a min rest, a concentric jump and a drop jump were performed,drop jump were performed,

which yielded 6 variables expressing fast force production and jumping performance of the leg extensor 

which yielded 6 variables expressing fast force production and jumping performance of the leg extensor 

muscles (concentric jump height, peak force, rate of for

muscles (concentric jump height, peak force, rate of force developed, drop jump height, contact time andce developed, drop jump height, contact time and

height/time). RESUL

height/time). RESULTS: Generally the stretching warm-up produced the lowest values and tTS: Generally the stretching warm-up produced the lowest values and the run or run +he run or run +

stretch + jumps warm-ups produced the highest values of explosive force production. There were no

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

significant differences (p<0.05) between the control and run + stretch warm-ups, whereas the run yieldedyielded

significantly better scores than the run +

significantly better scores than the run + stretch warm-up for drop jump height (3.2%), cstretch warm-up for drop jump height (3.2%), concentric jump heightoncentric jump height

(3.4%) and peak concentric force (2.7%) and rat

(3.4%) and peak concentric force (2.7%) and rate of force developed (15.4%). CONCLUSION: The resultse of force developed (15.4%). CONCLUSION: The results

indicated that submaximum running and practice jumps had a positive effect whereas static stretching had a

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 s

negative influence on explosive force and jumping performance. It was suggested that an alternative for statictatic

stretching should be considered in warm-ups prior to power activities.

J Strength Cond

J Strength Cond

Res. 2002 Aug;16(3):399-408.

Res. 2002 Aug;16(3):399-408.

P

P

ower output, mechanomyographic, and electromyographic responses to

ower output, mechanomyographic, and electromyographic responses to

maximal,

maximal,

concentric, isokinetic muscle actions in men and women.

concentric, isokinetic muscle actions in men and women.

Cramer JT, Housh TJ, Weir JP, Johnson GO, Ebersole KT, Perry SR, Bull AJ.

Cramer JT, Housh TJ, Weir JP, Johnson GO, Ebersole KT, Perry SR, Bull AJ.

Department of Health

Department of Health and Human and Human Performance, University of Nebraska-Lincoln, Lincoln Performance, University of Nebraska-Lincoln, Lincoln 68588, USA. [email protected], USA. [email protected] edu 

The purpose of this study was

The purpose of this study was to examine the responses of peak torque (to examine the responses of peak torque (PT), mean power output (MP),PT), mean power output (MP),

mechanomyographic (MM

mechanomyographic (MMG) and G) and electromyographic (EMG) amplitudes, and mean electromyographic (EMG) amplitudes, and mean power frequenciespower frequencies

(MPFs) of the vastus lateralis (VL),

(MPFs) of the vastus lateralis (VL), rectus femoris (RF), and vastus medialis (VM) in men and women duringrectus femoris (RF), and vastus medialis (VM) in men and women during

dynamic muscle actions. T

dynamic muscle actions. Twelve women (mean +/- SD age = 22 welve women (mean +/- SD age = 22 +/- 3 years) and 11 men (22 +/- 3 years)+/- 3 years) and 11 men (22 +/- 3 years)

performed maximal

performed maximal, concentric, isokinetic leg extensions at velocities of 60, , concentric, isokinetic leg extensions at velocities of 60, 120, 180, 240, and 300 degrees120, 180, 240, and 300 degrees

x s(-1)

x s(-1) on a Cybex on a Cybex 6000 dynamometer. Piezoelectric M6000 dynamometer. Piezoelectric MMG-recording sensors and bipolar surface EMGMG-recording sensors and bipolar surface EMG

electrodes were placed over t

electrodes were placed over the VL, RFhe VL, RF, and VM , and VM muscles. No sex-related differences were found muscles. No sex-related differences were found among theamong the

velocity-related patterns for PT, MP, MMG amplitude, MMG MPF, or EMG MPF. There were, however,

velocity-related patterns for PT, MP, MMG amplitude, MMG MPF, or EMG MPF. There were, however,

sex-related differences in the pat

related differences in the patterns of EMG amplitude across terns of EMG amplitude across velocityvelocity. The results indicated similar velocity-. The results indicated similar

velocity-related patterns of increase of MP and MMG amplitude for all 3

related patterns of increase of MP and MMG amplitude for all 3 muscles and of EMG amplitude for the VLmuscles and of EMG amplitude for the VL

and VM in the women. Velocity-related decreases (p <or = 0.05) were found for

and VM in the women. Velocity-related decreases (p <or = 0.05) were found for PT and EMG MPF for thePT and EMG MPF for the

VL. EMG amplitude for all muscles in the men and

VL. EMG amplitude for all muscles in the men and for the RF in for the RF in the women as well as EMG MPF for the women as well as EMG MPF for the RFthe RF

and VM remained unchanged (p > 0.05) across velocity

and VM remained unchanged (p > 0.05) across velocity. MMG MPF increased (p < or . MMG MPF increased (p < or = 0.05) only between= 0.05) only between

240 and 300 degrees x s(

240 and 300 degrees x s(-1). Overall, these findings suggested that there were sex- -1). Overall, these findings suggested that there were sex- and muscle-specific,and muscle-specific,

velocity-related differences in the associations among motor unit

velocity-related differences in the associations among motor unit activation strategies (EMG amplitude andactivation strategies (EMG amplitude and

MPF) and the mechanical aspects of muscular activity (MMG amplitude and MPF). With additional

MPF) and the mechanical aspects of muscular activity (MMG amplitude and MPF). With additional

examination and validation, however

examination and validation, however, MMG may prove , MMG may prove useful to practituseful to practitioners for monitoring training-inducedioners for monitoring training-induced

changes in muscle power output.

Quantitative vs. Qualitative

Quantitative vs. Qualitative

•

•

Quantitative

Quantitative

 –

 –

Numerical, measurable

Numerical, measurable

data

data

 –

 –

Traditional or positivist

Traditional or positivist

approach

approach

•

•

Clearly stated questions

Clearly stated questions

•

•

Rational hypotheses

Rational hypotheses

•

•

Developed research

Developed research

procedures

procedures

•

•

Extraneous variable

Extraneous variable

controls

controls

•

•

Large samples

Large samples

•

•

Traditional, statistical

Traditional, statistical

analyses

analyses

•

•

Qualitative

Qualitative

 –

 –

Generally non-numerical

Generally non-numerical

data

data

 –

 –

Typically anthropological

Typically anthropological

and sociological research

and sociological research

methods

methods

 –

 –

Observations of

Observations of

a “natural”

a “natural”

setting

setting

 –

 –

In-depth

In-depth

descriptions

descriptions

of 

of 

situations

situations

 –

Experimental vs.

Experimental vs.

Nonexperimental

Nonexperimental

•

•

Experimental

Experimental

 –

 –

IVs and DVs

IVs and DVs

 –

 –

Cause-and-effect

Cause-and-effect

 –

 –

Extraneous variable

Extraneous variable

controls

controls

 –

 –

3 fundamental

3 fundamental

characteristics

characteristics

1.

1.

At

At

le

le

a

a

st

st

1 a

1 a

ct

ct

iv

iv

e I

e I

V

V

2

2

.

.

E

E

x

x

t

t

r

r

a

a

n

n

e

e

o

o

u

u

s v

s v

a

a

r 

r 

controls

controls

3.

3.

Ob

Ob

se

se

rv

rv

at

at

io

io

n

n

of

of

th

th

e D

e D

V

V

response to the IV

response to the IV

•

•

Nonexperimental

Nonexperimental

1.

1.

C

C

a

a

us

us

a

a

l-

l-

co

co

m

m

pa

pa

ra

ra

ti

ti

ve

ve

2

2

.

.

D

D

e

e

s

s

c

c

r

r

i

i

p

p

t

t

i

i

v

v

e

e

3

3

.

.

C

C

o

o

r

r

r

r

e

e

l

l

a

a

t

t

i

i

o

o

n

n

a

a

l

l

4

4

.

.

H

H

i

i

s

s

t

t

o

o

r

r

i

i

c

c

a

a

l

l

Steps to Experimental Research

Steps to Experimental Research

1.

1.

Id

Id

en

en

ti

ti

fy

fy

in

in

g th

g th

e re

e re

se

se

ar

ar

ch q

ch q

ue

ue

st

st

io

io

n or p

n or p

ro

ro

bl

bl

em

em

area

area

2.

2.

In

In

it

it

ia

ia

l

l

re

re

vi

vi

ew

ew

of

of

li

li

te

te

ra

ra

tu

tu

re

re

3.

3.

Di

Di

st

st

il

il

li

li

ng t

ng t

he q

he q

ue

ue

st

st

io

io

n to a

n to a

sp

sp

ec

ec

if

if

ic r

ic r

es

es

ea

ea

rch

rch

problem

problem

4.

4.

Co

Co

nt

nt

in

in

ue

ue

d r

d r

ev

ev

ie

ie

w o

w o

f l

f l

it

it

er

er

at

at

ur

ur

e

e

5.

5.

Fo

Fo

rm

rm

ul

ul

a

a

ti

ti

on o

on o

f h

f h

yp

yp

ot

ot

h

h

es

es

es

es

6.

6.

De

De

te

te

rm

rm

in

in

in

in

g t

g t

he

he

ba

ba

si

si

c r

c r

es

es

ea

ea

rc

rc

h a

h a

pp

pp

ro

ro

ac

ac

h

h

7.

7.

Id

Id

en

en

ti

ti

fy

fy

in

in

g t

g t

he

he

po

po

pu

pu

la

la

ti

ti

on

on

an

an

d s

d s

am

am

pl

pl

e

e

Steps to Experimental Research

Steps to Experimental Research

8.

8.

D

D

es

es

ig

ig

ni

ni

n

n

g

g

d

d

at

at

a

a

co

co

l

l

le

le

ct

ct

io

io

n

n

pl

pl

an

an

9.

9.

Se

Se

le

le

ct

ct

in

in

g

g

or

or

de

de

ve

ve

lo

lo

pi

pi

ng

ng

sp

sp

ec

ec

if

if

ic

ic

da

da

ta

ta

co

co

ll

ll

ec

ec

ti

ti

on

on

instruments or procedures

instruments or procedures

10.

10.

Choo

Choo

sing

sing

the

the

metho

metho

d of

d of

data

data

analy

analy

sis

sis

11.

11.

Imp

Imp

lem

lem

ent

ent

ing th

ing th

e res

e res

ear

ear

ch pl

ch pl

an

an

12.

Questions

Questions

1.

1.

Wr

Wr

it

it

e tw

e tw

o ne

o ne

w c

w c

on

on

cl

cl

us

us

io

io

n st

n st

at

at

em

em

en

en

ts b

ts b

y us

y us

in

in

g

g

deductive and inductive reasoning.

deductive and inductive reasoning.

2.

2.

Id

Id

en

en

ti

ti

fy

fy

th

th

e r

e r

es

es

ea

ea

rc

rc

h p

h p

ro

ro

bl

bl

em

em

.

.

3.

3.

Id

Id

en

en

ti

ti

fy

fy

th

th

e

e

re

re

se

se

ar

ar

ch

ch

pl

pl

an

an

.

.

4.

4.

Ho

Ho

w d

w d

id

id

th

th

ey

ey

co

co

ll

ll

ec

ec

t t

t t

he

he

da

da

ta

ta

?

?

 –

 –

What equipment/method

What equipment/method

s/procedures did

s/procedures did

they use?

they use?

5.

5.

Ho

Ho

w d

w d

id

id

th

th

ey

ey

an

an

al

al

yz

yz

e t

e t

he

he

da

da

ta

ta

?

?

6.

6.

Di

Di

d th

d th

ey s

ey s

up

up

po

po

rt o

rt o

r rej

r rej

ec

ec

t th

t th

e or

e or

ig

ig

in

in

al r

al r

es

es

ea

ea

rc

rc

h

h

hypothesis? Why?

hypothesis? Why?

Questions

Questions

7.

7.

Wh

Wh

at w

at w

er

er

e th

e th

e co

e co

nc

nc

lu

lu

si

si

on

on

s?

s?

Fu

Fu

tu

tu

re

re

studies?

studies?

8.

8.

Id

Id

en

en

ti

ti

fy t

fy t

he p

he p

ur

ur

po

po

se s

se s

ta

ta

te

te

me

me

nt

nt

.

.

9.

9.

Id

Id

e

e

nt

nt

if

if

y th

y th

e h

e h

yp

yp

ot

ot

he

he

se

se

s.

s.

 Additional Quest

 Additional Questions

ions

1

1

.

.

Re

Re

-w

-w

ri

ri

te

te

th

th

e

e

ti

ti

tl

tl

e

e

us

us

in

in

g

g

5

5

 –

 –

8 words.

8 words.

2

2

.

.

Re

Re

-w

-w

ri

ri

t

t

e

e

th

th

e

e

ti

ti

t

t

l

l

e

e

us

us

in

in

g

g

1

1

5

5

 –

 –

18 words.

18 words.

3.

3.

Pr

Pr

ov

ov

id

id

e

e

th

th

e

e

de

de

li

li

mi

mi

ta

ta

ti

ti

on

on

s f

s f

or

or

th

th

is

is

st

st

ud

ud

y.

y.

4.

4.

Wh

Wh

at

at

ar

ar

e 2

e 2

exa

exa

mp

mp

le

le

s o

s o

f

f

th

th

e l

e l

im

im

it

it

at

at

io

io

ns

ns

of 

of 

this study?

this study?

5.

5.

Do

Do

es t

es t

hi

hi

s st

s st

ud

ud

y an

y an

sw

sw

er

er

th

th

e qu

e qu

es

es

ti

ti

on

on

s o

s o

f 

f 

the “Methods” section

 Assignment 1

 Assignment 1

•

•

PART 1

PART 1

•

•

Sign up for the following two discussion groups:

Sign up for the following two discussion groups:

 –

 –

BIOMCH-L

BIOMCH-L

•

•

[email protected]

[email protected]

•

•

For information and archives:

For information and archives:

 –

 –

http://isb.ri.ccf.org/biomch-l

http://isb.ri.ccf.org/biomch-l

 –

 –

Sportscience

Sportscience

•

•

Post messages to

Post messages to

[email protected]

[email protected]

•

•

To subscribe, send any message to

To subscribe, send any message to

 –

 –

[email protected]

[email protected]

•

•

To unsubscribe, send any message to

To unsubscribe, send any message to

 –

 –

[email protected]

[email protected]

•

 Assignment 1

 Assignment 1

•

•

PART 2

PART 2

•

•

Bring copies (for everyone, 7 total) of

Bring copies (for everyone, 7 total) of

a full-text article published

a full-text article published

recently on a topic of

recently on a topic of

your interest that is related to

your interest that is related to

Kinesiology,

Kinesiology,

Exercise Science, Athletic Training, etc.

Exercise Science, Athletic Training, etc.

•

•

Provide a written summary (1-2 pages, double spaced, times

Provide a written summary (1-2 pages, double spaced, times

roman font) of your answers and answer the

roman font) of your answers and answer the

following questions.

following questions.

•

•

Yo

Yo

u’

u’

l

l

l b

l b

e a

e a

sk

sk

ed

ed

t

t

o g

o g

iv

iv

e a

e a

br

br

ie

ie

f o

f o

ra

ra

l p

l p

re

re

se

se

nt

nt

a

a

ti

ti

on

on

(5

(5

–

–

7 min)

7 min)

regarding your article and your answers to

regarding your article and your answers to

the following questions:

the following questions:

1

1

.

.

Wh

Wh

at

at

is

is

th

th

e

e

re

re

se

se

ar

ar

ch

ch

pr

pr

ob

ob

le

le

m?

m?

2

2

.

.

Wh

Wh

at

at

is

is

th

th

e p

e p

u

u

rp

rp

os

os

e s

e s

ta

ta

te

te

me

me

nt

nt

?

?

3.

3.

Wh

Wh

at

at

we

we

re

re

th

th

e

e

de

de

li

li

mi

mi

ta

ta

tio

tio

ns

ns

of

of

th

th

is

is

stu

stu

dy

dy

?

?

4.

4.

Wh

Wh

at w

at w

er

er

e so

e so

me p

me p

ot

ot

en

en

tia

tia

l li

l li

mi

mi

ta

ta

ti

ti

on

on

s of t

s of t

hi

hi

s st

s st

ud

ud

y?

y?

5.

5.

Wha

Wha

t

t

we

we

re

re

the

the

ini

ini

tia

tia

l h

l h

yp

yp

oth

oth

es

es

es

es

for

for

thi

thi

s

s

st

st

udy

udy

?

?

6.

6.

Wh

Wh

ere

ere

th

th

e

e

hy

hy

po

po

th

th

es

es

es

es

re

re

je

je

ct

ct

ed

ed

or

or

ac

ac

ce

ce

pt

pt

ed

ed

?

?

7.

7.

Wh

Wh

at

at

wa

wa

s th

s th

e o

e o

ve

ve

ral

ral

l co

l co

nc

nc

lu

lu

si

si

on

on

of

of

th

th

is

is

pa

pa

pe

pe

r?

r?

8.

8.

If y

If y

ou w

ou w

ere t

ere t

o re

o re

pli

pli

cat

cat

e th

e th

is s

is s

tud

tud

y, d

y, d

esc

esc

rib

rib

e ho

e ho

w yo

w yo

u w

u w

ou

ou

ld do

ld do

it a

it a

t

t

UTA.