@article{HammamiChaouachiMakhloufetal.2016, author = {Hammami, Raouf and Chaouachi, Anis and Makhlouf, Issam and Granacher, Urs and Behm, David George}, title = {Associations Between Balance and Muscle Strength, Power Performance in Male Youth Athletes of Different Maturity Status}, series = {Pediatric exercise science}, volume = {28}, journal = {Pediatric exercise science}, publisher = {Human Kinetics Publ.}, address = {Champaign}, issn = {0899-8493}, doi = {10.1123/pes.2015-0231}, pages = {521 -- 534}, year = {2016}, abstract = {Balance, strength and power relationships may contain important information at various maturational stages to determine training priorities. Purpose: The objective was to examine maturity-specific relationships of static/dynamic balance with strength and power measures in young male athletes. Method: Soccer players (N = 130) aged 10-16 were assessed with the Stork and Y balance (YBT) tests. Strength/power measures included back extensor muscle strength, standing long jump (SLJ), countermovement jump (CMJ), and 3-hop jump tests. Associations between balance with strength/power variables were calculated according to peak-height-velocity (PHV). Results: There were significant medium-large sized correlations between all balance measures with back extensor strength (r =.486.791) and large associations with power (r =.511.827). These correlation coefficients were significantly different between pre-PHV and circa PHV as well as pre-PHV and post-PHV with larger associations in the more mature groups. Irrespective of maturity-status, SLJ was the best strength/ power predictor with the highest proportion of variance (12-47\%) for balance (i.e., Stork eyes opened) and the YBT was the best balance predictor with the highest proportion of variance (43-78\%) for all strength/ power variables. Conclusion: The associations between balance and muscle strength/power measures in youth athletes that increase with maturity may imply transfer effects from balance to strength/power training and vice versa in youth athletes.}, language = {en} } @article{WiesmeierDalinWehrleetal.2017, author = {Wiesmeier, Isabella K. and Dalin, Daniela and Wehrle, Anja and Granacher, Urs and Muehlbauer, Thomas and Dietterle, J{\"o}rg and Weiller, Cornelius and Gollhofer, Albert and Maurer, Christoph}, title = {Balance training enhances vestibular function and reduces overactive proprioceptive feedback in elderly}, series = {Frontiers in aging neuroscience}, volume = {9}, journal = {Frontiers in aging neuroscience}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1663-4365}, doi = {10.3389/fnagi.2017.00273}, pages = {13}, year = {2017}, abstract = {Objectives: Postural control in elderly people is impaired by degradations of sensory, motor, and higher-level adaptive mechanisms. Here, we characterize the effects of a progressive balance training programon these postural control impairments using a brain network model based on system identification techniques. Methods and Material: We analyzed postural control of 35 healthy elderly subjects and compared findings to data from 35 healthy young volunteers. Eighteen elderly subjects performed a 10 week balance training conducted twice per week. Balance training was carried out in static and dynamic movement states, on support surfaces with different elastic compliances, under different visual conditions and motor tasks. Postural control was characterized by spontaneous sway and postural reactions to pseudorandom anterior-posterior tilts of the support surface. Data were interpreted using a parameter identification procedure based on a brain network model. Conclusion: Balance training reduced overactive proprioceptive feedback and restored vestibular orientation in elderly. Based on the assumption of a linear deterioration of postural control across the life span, the training effect can be extrapolated as a juvenescence of 10 years. This study points to a considerable benefit of a continuous balance training in elderly, even without any sensorimotor deficits.}, language = {en} } @article{SaidiZouhalBoullosaetal.2022, author = {Saidi, Karim and Zouhal, Hassane and Boullosa, Daniel and Dupont, Gregory and Hackney, Anthony C. and Bideau, Benoit and Granacher, Urs and Ben Abderrahman, Abderraouf}, title = {Biochemical markers and wellness status during a congested match play period in elite soccer players}, series = {International journal of sports physiology and performance : IJSSP}, volume = {17}, journal = {International journal of sports physiology and performance : IJSSP}, number = {4}, publisher = {Human Kinetics Publ.}, address = {Champaign}, issn = {1555-0265}, doi = {10.1123/ijspp.2020-0914}, pages = {605 -- 620}, year = {2022}, abstract = {Objectives: To analyze biochemical markers, wellness status, and physical fitness in elite soccer players in relation to changes in training and match exposure during a congested period of match play. Methods: Fourteen elite soccer players were evaluated 3 times (T1, T2, and T3) over 12 weeks (T1-T2: 6-wk regular period of match play and T2-T3: 6-wk congested period of match play). Players performed vertical jump tests, repeated shuttle sprint ability test, and the Yo-Yo Intermittent Recovery Test at T1, T2, and T3. Plasma C-reactive protein, creatinine, and creatine kinase were analyzed at T1, T2, and T3. Wellness status was measured daily using the Hopper questionnaire (delayed onset of muscle soreness, stress, fatigue, and sleep quality). Training session rating of perceived exertion was also recorded on a daily basis. Results: A significant increase was found in stress, fatigue, delayed onset of muscle soreness scores, and Hopper index during the congested period (between T2 and T3) compared with the regular period (between T1 and T2) (.001 < P < .008, 0.8 < ES < 2.3). Between T2 and T3, significant relationships were found between the percentage variations (Delta\%) of C-reactive protein, and Delta\% of creatine kinase with the Hopper Index, and the Delta\% of fatigue score. In addition, the Delta\% of fatigue score and Delta\% of delayed onset of muscle soreness score correlated with Delta\% Yo-Yo Intermittent Recovery Test and Delta\% best of repeated shuttle sprint ability test (.49 < r < P < .01). Conclusions: An intensive period of congested match play significantly compromised elite soccer players' physical fitness and wellness status. Elite soccer players' wellness status reflects declines in physical fitness during this period while biochemical changes do not.}, language = {en} } @article{HuangRichterKleickmannetal.2022, author = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk}, title = {Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management}, series = {British journal of educational technology / British Educational Communications and Technology Agency}, volume = {54}, journal = {British journal of educational technology / British Educational Communications and Technology Agency}, number = {2}, publisher = {Wiley-Blackwell}, address = {Oxford}, issn = {0007-1013}, doi = {10.1111/bjet.13254}, pages = {467 -- 488}, year = {2022}, abstract = {Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load.}, language = {en} } @article{PhilippKristonKuehneetal.2020, author = {Philipp, Rebecca and Kriston, Levente and K{\"u}hne, Franziska and Harter, Martin and Meister, Ramona}, title = {Concepts of metacognition in the treatment of patients with mental disorders}, series = {Journal of rational emotive and cognitive behavior therapy}, volume = {38}, journal = {Journal of rational emotive and cognitive behavior therapy}, number = {2}, publisher = {Springer}, address = {New York, NY}, issn = {0894-9085}, doi = {10.1007/s10942-019-00333-3}, pages = {173 -- 183}, year = {2020}, abstract = {While metacognitive interventions are gaining attention in the treatment of various mental disorders, a review of the literature showed that the term is often defined poorly and used for a variety of psychotherapeutic approaches that do not necessarily pursue the same goal. We give a summary of three metacognitive interventions which were developed within a sound theoretical framework-metacognitive therapy, metacognitive training, and metacognitively-oriented integrative psychotherapies-and discuss their similarities and distinctive features. We then offer an integrative operational definition of metacognitive interventions as goal-oriented treatments that target metacognitive content, which is characterized by the awareness and understanding of one's own thoughts and feelings as well as the thoughts and feelings of others. They aim to alleviate disorder-specific and individual symptoms by gaining more flexibility in cognitive processing.}, language = {en} } @article{SandauGranacher2020, author = {Sandau, Ingo and Granacher, Urs}, title = {Effects of the barbell load on the acceleration phase during the snatch in elite Olympic weightlifting}, series = {Sports}, volume = {8}, journal = {Sports}, number = {5}, publisher = {MDPI}, address = {Basel}, issn = {2075-4663}, doi = {10.3390/sports8050059}, pages = {10}, year = {2020}, abstract = {The load-depended loss of vertical barbell velocity at the end of the acceleration phase limits the maximum weight that can be lifted. Thus, the purpose of this study was to analyze how increased barbell loads affect the vertical barbell velocity in the sub-phases of the acceleration phase during the snatch. It was hypothesized that the load-dependent velocity loss at the end of the acceleration phase is primarily associated with a velocity loss during the 1st pull. For this purpose, 14 male elite weightlifters lifted seven load-stages from 70-100\% of their personal best in the snatch. The load-velocity relationship was calculated using linear regression analysis to determine the velocity loss at 1st pull, transition, and 2nd pull. A group mean data contrast analysis revealed the highest load-dependent velocity loss for the 1st pull (t = 1.85, p = 0.044, g = 0.49 [-0.05, 1.04]) which confirmed our study hypothesis. In contrast to the group mean data, the individual athlete showed a unique response to increased loads during the acceleration sub-phases of the snatch. With the proposed method, individualized training recommendations on exercise selection and loading schemes can be derived to specifically improve the sub-phases of the snatch acceleration phase. Furthermore, the results highlight the importance of single-subject assessment when working with elite athletes in Olympic weightlifting.}, language = {en} } @misc{SandauGranacher2020, author = {Sandau, Ingo and Granacher, Urs}, title = {Effects of the barbell load on the acceleration phase during the snatch in Olympic weightlifting}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {681}, issn = {1866-8364}, doi = {10.25932/publishup-47159}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-471599}, pages = {12}, year = {2020}, abstract = {The load-depended loss of vertical barbell velocity at the end of the acceleration phase limits the maximum weight that can be lifted. Thus, the purpose of this study was to analyze how increased barbell loads affect the vertical barbell velocity in the sub-phases of the acceleration phase during the snatch. It was hypothesized that the load-dependent velocity loss at the end of the acceleration phase is primarily associated with a velocity loss during the 1st pull. For this purpose, 14 male elite weightlifters lifted seven load-stages from 70-100\% of their personal best in the snatch. The load-velocity relationship was calculated using linear regression analysis to determine the velocity loss at 1st pull, transition, and 2nd pull. A group mean data contrast analysis revealed the highest load-dependent velocity loss for the 1st pull (t = 1.85, p = 0.044, g = 0.49 [-0.05, 1.04]) which confirmed our study hypothesis. In contrast to the group mean data, the individual athlete showed a unique response to increased loads during the acceleration sub-phases of the snatch. With the proposed method, individualized training recommendations on exercise selection and loading schemes can be derived to specifically improve the sub-phases of the snatch acceleration phase. Furthermore, the results highlight the importance of single-subject assessment when working with elite athletes in Olympic weightlifting.}, language = {en} } @article{JafarnezhadgeroFatollahiGranacher2022, author = {Jafarnezhadgero, Amir Ali and Fatollahi, Amir and Granacher, Urs}, title = {Eight weeks of exercising on sand has positive effects on biomechanics of walking and muscle activities in individuals with pronated feet}, series = {Sports : open access journal}, volume = {10}, journal = {Sports : open access journal}, number = {5}, publisher = {MDPI}, address = {Basel}, issn = {2075-4663}, doi = {10.3390/sports10050070}, pages = {16}, year = {2022}, abstract = {This study aimed to investigate the effects of eight weeks of barefoot running exercise on sand versus control on measures of walking kinetics and muscle activities in individuals with diagnosed pronated feet. Sixty physically active male adults with pronated feet were randomly allocated into an intervention or a waiting control group. The intervention group conducted an 8-weeks progressive barefoot running exercise program on sand (e.g., short sprints) with three weekly sessions. Pre and post intervention, participants walked at a constant speed of 1.3 m/s +/- 5\% on a 18 m walkway with a force plate embedded in the middle of the walkway. Results showed significant group-by-time interactions for peak impact vertical and lateral ground reaction forces. Training but not control resulted in significantly lower peak impact vertical and lateral ground reaction forces. Significant group-by-time interactions were observed for vastus lateralis activity during the loading phase. Training-induced increases were found for the vastus lateralis in the intervention but not in the control group. This study revealed that the applied exercise program is a suitable means to absorb ground reaction forces (e.g., lower impact vertical and lateral peaks) and increase activities of selected lower limb muscles (e.g., vastus lateralis) when walking on stable ground.}, language = {en} } @article{KuehneMaassWeck2021, author = {K{\"u}hne, Franziska and Maaß, Ulrike and Weck, Florian}, title = {Einsatz standardisierter Patienten im Psychologiestudium}, series = {Verhaltenstherapie : Praxis, Forschung, Perspektiven}, volume = {31}, journal = {Verhaltenstherapie : Praxis, Forschung, Perspektiven}, number = {2}, publisher = {Karger}, address = {Basel}, issn = {1016-6262}, doi = {10.1159/000509249}, pages = {152 -- 160}, year = {2021}, abstract = {Hintergrund: Im Rahmen des reformierten Psychotherapeutengesetzes wird eine starkere Praxisorientierung in der klinisch-psychologischen Lehre und in der Prufung psychotherapeutischer Kompetenzen verankert. Hierbei sollen Studierende durch die Interaktion mit standardisierten Patient*innen (SP) therapeutische Kompetenzen erwerben und demonstrieren. Fragestellung: Das Ziel des vorliegenden Beitrags ist es, eine evidenzbasierte Umsetzung dieser neuen Lehr- und Prufungsformate zu unterstutzen, indem bisherige Forschungsbefunde zum Einsatz von SP dargestellt und Bereiche, in denen weitere Forschung notwendig ist, aufgezeigt werden. Ergebnisse: Empirische Befunde zeigen, dass SP psychische Storungen authentisch darstellen konnen. Voraussetzung dafur sind beispielsweise die Auswahl geeigneter SP, detaillierte Rollenanleitungen, spezifisches Training, Feedback und Nachschulungen. Auch wenn einige Forschungsfragen, wie zur vergleichenden Wirksamkeit des Einsatzes von SP, noch unbeantwortet sind, lassen sich praktische Implikationen fur SP-Programme in Lehre, Prufung und Forschung ableiten, die in einem Ablaufschema dargestellt werden. Schlussfolgerungen: Der Einsatz von SP bietet gro ss es Potenzial fur die klinisch-psychologische Lehre und Ausbildungsforschung. Um den Einsatz von SP an anderen Standorten zu unterstutzen, werden Beispielmaterialien (z.B. Rollenanleitung) in den elektronischen Supplementen (siehe www.karger.com/doi/10.1159/000509249 fur alle Supplemente) zum Artikel zur Verfugung gestellt.}, language = {de} } @article{StreblowSchiefeleRiedel2012, author = {Streblow, Lilian and Schiefele, Ulrich and Riedel, Stefanie}, title = {Evaluation of the Revised Reading Competence and Reading Motivation Training (LEKOLEMO) for the lower secondary school level}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {44}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {1}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000058}, pages = {12 -- 26}, year = {2012}, abstract = {Inspired by the results from the PISA study and based on previous intervention programs, the reading competence training LEKOLEMO (Program for Fostering Reading Literacy and Reading Motivation) for 7th-grade students was developed. The training differs from existing programs in two aspects: (1) It comprises tasks pertaining to the PISA reading dimensions retrieving information, text-related interpretation, and reflection and evaluation, and (2) explicitly aims at fostering reading motivation. The present study examined the revised version of LEKOLEMO in a sample of 235 seventh graders. The results confirmed the effectiveness of LEKOLEMO and showed significant effects of medium size on reading competence at the follow-up test. However, effects on intrinsic reading motivation and on self-concept of reading were small and unstable.}, language = {de} }