TY  - THES
A1  - Weber, Christiane
T1  - Rhythm is gonna get you : electrophysiological markers of rhythmic processing in infants with and without risk for specific language impairment (SLI)
T2  - MPI series in human cognitive and brain sciences
Y1  - 2004
SN  - 3-936816-25-5
VL  - 52
PB  - Max Planck Inst. for Human Cognitive and Brain Schiences
CY  - Leipzig
ER  - 
TY  - GEN
A1  - Freitag, Nils
A1  - Weber, Pia Deborah
A1  - Sanders, Tanja Christiane
A1  - Schulz, Holger
A1  - Bloch, Wilhelm
A1  - Schumann, Moritz
T1  - High-intensity interval training and hyperoxia during chemotherapy
BT  - A case report about the feasibility, safety and physical functioning in a colorectal cancer patient
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Introduction: We conducted a case study to examine the feasibility and safety of high-intensity interval training (HIIT) with increased inspired oxygen content in a colon cancer patient undergoing chemotherapy. A secondary purpose was to investigate the effects of such training regimen on physical functioning.

Case presentation: A female patient (51 years; 49.1 kg; 1.65 m; tumor stage: pT3, pN2a (5/29), pM1a (HEP), L0, V0, R0) performed 8 sessions of HIIT (5 × 3 minutes at 90% of Wmax, separated by 2 minutes at 45% Wmax) with an increased inspired oxygen fraction of 30%. Patient safety, training adherence, cardiorespiratory fitness (peak oxygen uptake and maximal power output during an incremental cycle ergometer test), autonomous nervous function (i.e., heart rate variability during an orthostatic test) as well as questionnaire-assessed quality of life (EORTC QLQ-C30) were evaluated before and after the intervention.

No adverse events were reported throughout the training intervention and a 3 months follow-up. While the patient attended all sessions, adherence to total training time was only 51% (102 of 200 minutes; mean training time per session 12:44 min:sec). VO2peak and Wmax increased by 13% (from 23.0 to 26.1 mL min kg−1) and 21% (from 83 to 100 W), respectively. Heart rate variability represented by the root mean squares of successive differences both in supine and upright positions were increased after the training by 143 and 100%, respectively. The EORTC QLQ-C30 score for physical functioning (7.5%) as well as the global health score (10.7%) improved, while social function decreased (17%).

Conclusions: Our results show that a already short period of HIIT with concomitant hyperoxia was safe and feasible for a patient undergoing chemotherapy for colon cancer. Furthermore, the low overall training adherence of only 51% and an overall low training time per session (∼13 minutes) was sufficient to induce clinically meaningful improvements in physical functioning. However, this case also underlines that intensity and/or length of the HIIT-bouts might need further adjustments to increase training compliance.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 453 
KW  - carcinoma
KW  - chemo-toxicity
KW  - exercise therapy
KW  - fatigue
KW  - gastrointestinal cancer
KW  - heart rate variability
KW  - high-intensity interval training
KW  - solid tumor
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414112
IS  - 453
ER  - 
TY  - JOUR
A1  - Freitag, Nils
A1  - Weber, Pia Deborah
A1  - Sanders, Tanja Christiane
A1  - Schulz, Holger
A1  - Bloch, Wilhelm
A1  - Schumann, Moritz
T1  - High-intensity interval training and hyperoxia during chemotherapy
BT  - A case report about the feasibility, safety and physical functioning in a colorectal cancer patient
JF  - Medicine
N2  - Introduction: We conducted a case study to examine the feasibility and safety of high-intensity interval training (HIIT) with increased inspired oxygen content in a colon cancer patient undergoing chemotherapy. A secondary purpose was to investigate the effects of such training regimen on physical functioning.

Case presentation: A female patient (51 years; 49.1 kg; 1.65 m; tumor stage: pT3, pN2a (5/29), pM1a (HEP), L0, V0, R0) performed 8 sessions of HIIT (5 × 3 minutes at 90% of Wmax, separated by 2 minutes at 45% Wmax) with an increased inspired oxygen fraction of 30%. Patient safety, training adherence, cardiorespiratory fitness (peak oxygen uptake and maximal power output during an incremental cycle ergometer test), autonomous nervous function (i.e., heart rate variability during an orthostatic test) as well as questionnaire-assessed quality of life (EORTC QLQ-C30) were evaluated before and after the intervention.

No adverse events were reported throughout the training intervention and a 3 months follow-up. While the patient attended all sessions, adherence to total training time was only 51% (102 of 200 minutes; mean training time per session 12:44 min:sec). VO2peak and Wmax increased by 13% (from 23.0 to 26.1 mL min kg−1) and 21% (from 83 to 100 W), respectively. Heart rate variability represented by the root mean squares of successive differences both in supine and upright positions were increased after the training by 143 and 100%, respectively. The EORTC QLQ-C30 score for physical functioning (7.5%) as well as the global health score (10.7%) improved, while social function decreased (17%).

Conclusions: Our results show that a already short period of HIIT with concomitant hyperoxia was safe and feasible for a patient undergoing chemotherapy for colon cancer. Furthermore, the low overall training adherence of only 51% and an overall low training time per session (∼13 minutes) was sufficient to induce clinically meaningful improvements in physical functioning. However, this case also underlines that intensity and/or length of the HIIT-bouts might need further adjustments to increase training compliance.
KW  - carcinoma
KW  - chemo-toxicity
KW  - exercise therapy
KW  - fatigue
KW  - gastrointestinal cancer
KW  - heart rate variability
KW  - high-intensity interval training
KW  - solid tumor
Y1  - 2018
U6  - https://doi.org/10.1097/MD.0000000000011068
SN  - 1536-5964
SN  - 0025-7974
VL  - 97
IS  - 24
SP  - 1
EP  - 7
PB  - Lippincott Williams & Wilkins
CY  - Baltimore, Md.
ER  - 
TY  - BOOK
A1  - Mientus, Lukas
A1  - Klempin, Christiane
A1  - Nowak, Anna
A1  - Wyss, Corinne
A1  - Aufschnaiter, Claudia von
A1  - Faix, Ann-Christin
A1  - te Poel, Kathrin
A1  - Wahbe, Nadia
A1  - Pieper, Martin
A1  - Höller, Katharina
A1  - Kallenbach, Lea
A1  - Förster, Magdalena
A1  - Redecker, Anke
A1  - Dick, Mirjam
A1  - Holle, Jörg
A1  - Schneider, Edina
A1  - Rehfeldt, Daniel
A1  - Brauns, Sarah
A1  - Abels, Simone
A1  - Ferencik-Lehmkuhl, Daria
A1  - Fränkel, Silvia
A1  - Frohn, Julia
A1  - Liebsch, Ann-Catherine
A1  - Pech, Detlef
A1  - Schreier, Pascal
A1  - Jessen, Moiken
A1  - Großmann, Uta
A1  - Skintey, Lesya
A1  - Voerkel, Paul
A1  - Vaz Ferreira, Mergenfel A.
A1  - Zimmermann, Jan-Simon
A1  - Buddeberg, Magdalena
A1  - Henke, Vanessa
A1  - Hornberg, Sabine
A1  - Völschow, Yvette
A1  - Warrelmann, Julia-Nadine
A1  - Malek, Jennifer
A1  - Tinnefeld, Anja
A1  - Schmidt, Peggy
A1  - Bauer, Tobias
A1  - Jänisch, Christopher
A1  - Spitzer, Lisa
A1  - Franken, Nadine
A1  - Degeling, Maria
A1  - Preisfeld, Angelika
A1  - Meier, Jana
A1  - Küth, Simon
A1  - Scholl, Daniel
A1  - Vogelsang, Christoph
A1  - Watson, Christina
A1  - Weißbach, Anna
A1  - Kulgemeyer, Christoph
A1  - Oetken, Mandy
A1  - Gorski, Sebastian
A1  - Kubsch, Marcus
A1  - Sorge, Stefan
A1  - Wulff, Peter
A1  - Fellenz, Carolin D.
A1  - Schnell, Susanne
A1  - Larisch, Cathleen
A1  - Kaiser, Franz
A1  - Knott, Christina
A1  - Reimer, Stefanie
A1  - Stegmüller, Nathalie
A1  - Boukrayâa Trabelsi, Kathrin
A1  - Schißlbauer, Franziska
A1  - Lemberger, Lukas
A1  - Barth, Ulrike
A1  - Wiehl, Angelika
A1  - Rogge, Tim
A1  - Böhnke, Anja
A1  - Dietz, Dennis
A1  - Großmann, Leroy
A1  - Wienmeister, Annett
A1  - Zoppke, Till
A1  - Jiang, Lisa
A1  - Grünbauer, Stephanie
A1  - Ostersehlt, Dörte
A1  - Peukert, Sophia
A1  - Schäfer, Christoph
A1  - Löbig, Anna
A1  - Bröll, Leena
A1  - Brandt, Birgit
A1  - Breuer, Meike
A1  - Dausend, Henriette
A1  - Krelle, Michael
A1  - Andersen, Gesine
A1  - Falke, Sascha
A1  - Kindermann-Güzel, Kristin
A1  - Körner, Katrina
A1  - Lottermoser, Lisa-Marie
A1  - Pügner, Kati
A1  - Sonnenburg, Nadine
A1  - Akarsu, Selim
A1  - Rechl, Friederike
A1  - Gadinger, Laureen
A1  - Heinze, Lena
A1  - Wittmann, Eveline
A1  - Franke, Manuela
A1  - Lachmund, Anne-Marie
A1  - Böttger, Julia
A1  - Hannover, Bettina
A1  - Behrendt, Renata
A1  - Conty, Valentina
A1  - Grundmann, Stephanie
A1  - Ghassemi, Novid
A1  - Opitz, Ben
A1  - Brämer, Martin
A1  - Gasparjan, David
A1  - Sambanis, Michaela
A1  - Köster, Hilde
A1  - Lücke, Martin
A1  - Nordmeier, Volkhard
A1  - Schaal, Sonja
A1  - Haberbosch, Maximilian
A1  - Meissner, Maren
A1  - Schaal, Steffen
A1  - Brüchner, Melanie
A1  - Riehle, Tamara
A1  - Leopold, Bengta Marie
A1  - Gerlach, Susanne
A1  - Rau-Patschke, Sarah
A1  - Skorsetz, Nina
A1  - Weber, Nadine
A1  - Damköhler, Jens
A1  - Elsholz, Markus
A1  - Trefzger, Thomas
A1  - Lewek, Tobias
A1  - Borowski, Andreas
ED  - Mientus, Lukas
ED  - Klempin, Christiane
ED  - Nowak, Anna
T1  - Reflexion in der Lehrkräftebildung
BT  - Empirisch – Phasenübergreifend – Interdisziplinär
T3  - Potsdamer Beiträge für Lehrkräftebildung und Bildungsforschung
N2  - Reflexion ist eine Schlüsselkategorie für die professionelle Entwicklung von Lehrkräften, welche als Ausbildungsziel in den Bildungsstandards für die Lehrkräftebildung verankert ist. Eine Verstetigung universitär geprägter Forschung und Modellierung in der praxisnahen Anwendung im schulischen Kontext bietet Potentiale nachhaltiger Professionalisierung. Die Stärkung reflexionsbezogener Kompetenzen durch Empirie und Anwendung scheint eine phasenübergreifende Herausforderung der Lehrkräftebildung zu sein, die es zu bewältigen gilt. Ziele des Tagungsbandes Reflexion in der Lehrkräftebildung sind eine theoretische Schärfung des Konzeptes „Reflexive Professionalisierung“ und der Austausch über Fragen der Einbettung wirksamer reflexionsbezogener Lerngelegenheiten in die Lehrkräftebildung. Forschende und Lehrende der‚ drei Phasen (Studium, Referendariat sowie Fort- und Weiterbildung) der Lehrkräftebildung stellen Lehrkonzepte und Forschungsprojekte zum Thema Reflexion in der Lehrkräftebildung vor und diskutieren diese. Gemeinsam mit Teilnehmenden aller Phasen und von verschiedenen Standorten der Lehrkräftebildung werden zukünftige Herausforderungen identifiziert und Lösungsansätze herausgearbeitet.
T3  - Potsdamer Beiträge zur Lehrkräftebildung und Bildungsforschung - 4 
KW  - Reflexion
KW  - Lehrkräftebildung
KW  - Reflexionskompetenz
KW  - Reflexivität
KW  - Feedback
KW  - Reflection
KW  - Teacher Education
KW  - Reflection Skills
KW  - Reflexivity
KW  - Feedback
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-591717
SN  - 978-3-86956-566-8
SN  - 2626-3556
SN  - 2626-4722
IS  - 4
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -