http://hdl.handle.net/2173/48555 Wed, 19 Jun 2013 21:12:45 GMT 2013-06-19T21:12:45Z http://hdl.handle.net/2173/188890 Title: The inter-individual variability in human muscle strength and in the response to resistance training Authors: Erskine, Robert M. Abstract: Inter-individual differences in strength are not fully explained by muscle size, suggesting that muscle specific tension [force per unit physiological cross-sectional area (PCSA)] varies between untrained individuals. Furthermore, many reports demonstrate greater gains in muscle strength than size following resistance training, thus indicating an increase in specific tension. Moreover, there is considerable variation in the response to training that may have a genetic origin. The aims of the work described in this thesis were i) to examine the degree of variability in muscle specific tension; ii) to investigate whether specific tension changed following resistance training; iii) to quantify the variability in the response of human muscle to resistance training; iv) to identify gene variants that may be associated with the variable training responses. In a group of untrained young men and before and after 9 weeks of resistance training, the quadriceps femoris (QF) muscle specific tension was calculated from the maximum isometric voluntary contraction (MVC) torque, taking into account the contribution of voluntary activation, antagonist muscle co-activation, moment arm length, QF volume, muscle fascicle length and pennation angle. Correcting for these factors made little difference to the between subjects variance of MVC torque, thus demonstrating that muscle specific tension varies considerably between individuals. Resistance training increased QF muscle force much more than PCSA, indicating that most of the increase in force was a result of increased specific tension. This increase was not associated with a change in myosin heavy chain expression and was not accompanied by an increase in single fibre specific tension, or an increase in power per unit muscle volume measured during isokinetic cycling. The results are consistent with an increase in lateral force transmission in the muscle. Substantial variation in the training responses was observed and the final part of this thesis is concerned with linking this variation with specific gene variants. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/2173/188890 2010-01-01T00:00:00Z http://hdl.handle.net/2173/129370 Title: A phenomenological exploration of feelings, thinking and learning: a practitioner action research investigation Authors: Hawkins, Jennifer A. Abstract: In this thesis I researched as a student, teacher, educational mentor, researcher and evaluator investigating the effects and functions of feelings in learning. Feelings were defined as physical and mental sensations. Four data strands contributed to a new learning theory developed over eight years. Using collaborative methods I asked the guiding question; “What is the relationship between feelings, thinking and learning?” including an appropriate subsidiary question in each strand. My first aim was to find causes for disaffected student behaviour. While home-tutoring I asked the question; "Emotional blocks: what do they tell us about the learning process?" The resulting narratives revealed complex ecological factors of which I was previously unaware (Bronfenbrenner, 1979; Inquiry Strand 1: Tutoring 12 school refusers). These were analysed thematically. In the second strand I asked; “How do feelings affect my learning and teaching?” resolving learning problems and developing professional insight. (Inquiry Strand 2: The author's learning process). The third strand compared other teachers’ experiences asking; “How do feelings affect other teachers’ learning and teaching?” (Inquiry Strand 3: Mentoring 8 teachers as learners). The fourth strand explored the theory’s potential to inform professional practice (Inquiry Strand 4: Evaluating a primary school arts festival: observations of feeling based learning in action). Strands 2, 3 and 4 were also thematically analysed and included a framework of positive ‘emotionally linked’ learning behaviours as additional themes. The latter were derived from Claxton’s Effective Learning Profile (2002). In this Resilience is associated with absorption, managing distractions, noticing, perseverance; Resourcefulness with questioning, making links, imagining, reasoning; Reflectiveness with planning, revising, distilling, meta-learning and Reciprocity with interdependence, collaboration, empathy, listening and imitation. My fifth aim of sharing findings with others was undertaken throughout the research. My theory developed through reading, self reflection, writing and working with those who participated as colleagues and students (Wenger 2002). The findings make a contribution to knowledge, which evidences the claim that in education feelings may usefully be considered as legitimate thoughts. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/2173/129370 2010-01-01T00:00:00Z