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Background/Aim: Skinfold-based equations are widely used to evaluate body fat (BF), but over-/underestimation is often reported. We evaluate the capacity of improved skinfold-based equations to estimate BF changes during weight reduction and compare them against well-established equations. Methods: Overweight adults (n = 44) participated in a 4- month weight reduction intervention. Dual-energy X-ray absorptiometry (DXA) and anthropometric measurements were taken at baseline and after intervention. The BF% was calculated using Garcia, Peterson, and Durnin and Womersley (DW) equations. Results: Baseline and postintervention BF% measured by DXA correlated highest with BF% predicted according to Garcia (r = 0.934 and r = 0.948, respectively), followed by Peterson (r = 0.941 and r = 0.932, respectively) and DW (r = 0.557 and r = 0.402, respectively); only a slight systematic error in overestimating the BF% was observed in estimates according to Garcia (r = 0.147 and r = 0.104, respectively; p < 0.001), while increasing errors occurred using the Peterson (r = 0.624 and r = 0.712, respectively; p < 0.001) and DW (r = 0.767 and r = 0.769, respectively; p < 0.001) equations. Moderate correlations between BF changes (kg) measured by DXA and predicted by DW (r = 0.7211), Peterson (r = 0.697), and Garcia (r = 0.645) were observed. Conclusion: Improved skin-fold equations cannot accurately measure changes in BF after weight reduction
Improved prediction of body fat by measuring skinfold thickness, circumferences, and bone breadths
(2005)
Objective: To develop improved predictive regression equations for body fat content derived from common anthropometric measurements. Research Methods and Procedures: 117 healthy German subjects, 46 men and 71 women, 26 to 67 years of age, from two different studies were assigned to a validation and a cross-validation group. Common anthropornetric measurements and body composition by DXA were obtained. Equations using anthropometric measurements predicting body fat mass (BFM) with DXA as a reference method were developed using regression models. Results: The final best predictive sex-specific equations combining skinfold thicknesses (SF), circumferences, and bone breadth measurements were as follows: BFMNew (kg) for men = -40.750 + {(0.397 x waist circumference) + [6.568 x (log triceps SF + log subscapular SF + log abdominal SF)]} and BFMNew (kg) for women = -75.231 + {(0.512 x hip circumference) + [8.889 x (log chin SF + log triceps SF + log subscapular SF)] + (1.905 x knee breadth)}. The estimates of BFM from both validation and cross-validation had an excellent correlation, showed excellent correspondence to the DXA estimates, and showed a negligible tendency to underestimate percent body fat in subjects with higher BFM compared with equations using a two-compartment (Durnin and Womersley) or a four-compartment (Peterson) model as the reference method. Discussion: Combining skinfold thicknesses with circumference and/or bone breadth measures provide a more precise prediction of percent body fat in comparison with established SF equations. Our equations are recommended for use in clinical or epidemiological settings in populations with similar ethnic background
Background: Estimating dietary intake is important for both epidemiological and clinical studies, but often lacks accuracy. Objective: To investigate the accuracy and validity of energy intake estimated by an easy-to-use semiquantitative food record (EISQFR) compared to total energy expenditure ( TEE) estimated by doubly labelled water technique (EEDLW). Design: TEE was measured in 29 nonobese subjects using the doubly labelled water method over a period of 14 days. Within this period, subjects reported their food consumption by a newly developed semiquantitative food record for 4 consecutive days. Energy intake was calculated using the German Food Code and Nutrition Data Base BLS II.3. Results: A good correlation was observed between EISQFR and EEDLW (r = 0.685, P<0.001). The mean difference between EISQFR and EEDLW was - 1.7 +/- 2.6 MJ/ day ( - 14 +/- 21%, P = 0.002). An underestimation of EISQFR <10% was observed in nine subjects (31%), of 10 - 20% in six subjects (21%), and of >20% in nine subjects (31%). In five subjects (17%), an overestimation of EISQFR was observed. Conclusions: The easy-to-use semiquantitative food record provided good estimates of EI in free-living and nonobese adults without prior detailed verbal instructions. The presented food record has limitations regarding accuracy at the individual level
INTRODUCTION: For obtaining reliable information about physical activity in epidemiological studies, validated and easy-to-use instruments are required. Therefore, a new simplified physical activity record based on 15-min recording intervals was developed and validated. SUBJECTS: Nonobese volunteers (n = 31). MEASUREMENTS: Physical activity was recorded over a 7-day period without detailed instructions. Energy expenditure was calculated (EEsPAR) and compared to energy expenditure measured by doubly labelled water technique (EEDLW). RESULTS: A good agreement between EEsPAR (12.1 +/ 3.0) and EEDLW (11.7 +/- 3.3) with a mean difference of 0.33 +/- 1.55 MJ (r = 0.880, P < 0.001) was observed. The absolute difference between EEsPAR and EEDLW was <10% in 65% of the subjects. The difference between EEsPAR and EEDLW was independent of gender, age, body weight, and body mass index. A weak positive association between the difference and total body fat was observed (r = 0.618, P < 0.001), suggesting a slight tendency to overestimate EEsPAR with increasing total body fat. CONCLUSION: The new simplified physical activity protocol needs no detailed instructions, provides valid estimates of physical activity in nonobese free-living adults and can be used in epidemiological studies to assess total daily energy expenditure and physical activity level
Im Rahmen der vorliegenden Studie wurde untersucht, ob das pädagogisch-psychologische Wissen von Lehrkräften die prozessuale Qualität des Physikunterrichts mit Blick auf die Klassenführung und den Lernzuwachs der Schülerinnen und Schüler beeinflusst. Das pädagogisch-psychologische Professionswissen, konzeptualisiert als ein fächerübergreifendes, handlungsleitendes Wissen über Strategien und Mittel zur Unterrichtsgestaltung, wurde über einen Paper-Pencil-Test, bestehend aus einer Skala zum deklarativen und einer Skala zum konditional-prozeduralen Wissen erhoben (Lenske et al. 2015). Als ein grundlegendes Merkmal prozessualer Unterrichtsqualität wurde die Klassenführung anhand von Videoratings zu zwei Messzeitpunkten (zwei Unterrichtsstunden) erfasst. Der Lernzuwachs der Schülerinnen und Schüler wurde über standardisierte Fachwissenstests im Prä-Post-Testdesign gemessen. Die Stichprobe umfasst 34 Gymnasiallehrkräfte und deren Schülerinnen und Schüler (N = 993). Auf Basis eines Complex-Bootstrap-Mediations-Modells zeigte sich, dass das pädagogisch-psychologische Professionswissen über die Klassenführung vermittelt den Lernzuwachs der Schüler und Schülerinnen positiv beeinflusst.
In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N = 993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.