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出版者・発行元：International Journal of Sports Physiology and Performance  

Purpose: Inspiratory muscle strength training (IMST) can improve exercise performance. Increased maximal inspiratory mouth pressure (MIP) could be beneficial for swimmers to enhance their performance. This study aimed to clarify the effect of high-intensity IMST for 6 weeks onMIP and swimming performance in highly trained competitive swimmers. Methods: Thirty male highly trained competitive swimmers were assigned to high-intensity IMST (HI; n = 10), moderate-intensity IMST (MOD; n = 10), and control (n = 10) groups. The 6-week IMST intervention comprised twice daily sessions for 6 d/wk at inspiratory pressure threshold loads equivalent to 75% MIP (HI) and 50% MIP (MOD). Before and after the intervention, MIP and swimming performance were assessed. Swimming performance was evaluated in free and controlled frequency breathing 100-m freestyle swimming time trials in a 25-m pool. For controlled frequency breathing, participants took 1 breath every 6 strokes. Results: The MIP values after 2 and 6 weeks of IMST in the HI and MOD groups were significantly higher than those before IMST (P = .0001). The magnitudes of the MIP increases after 6 weeks of IMST did not differ between the HI (13.4% [8.7%]) and MOD (13.1% [10.1%]) groups (P = .44). The 100-m freestyle swimming times under the controlled frequency condition were significantly shorter after IMST than those before IMST in both the HI (P = .046) andMOD (P = .042) groups. Conclusions: Inspiratory pressure threshold load equivalent to 50% MIP could be sufficient to improve MIP and swimming performance under the controlled frequency breathing condition in highly trained competitive swimmers.

DOI： 10.1123/ijspp.2021-0119

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出版者・発行元：Applied Physiology, Nutrition and Metabolism  

This study aimed to elucidate changes in diaphragm and accessory inspiratory muscle (sternocleidomastoid (SCM) muscle and intercostal muscle (IC)) function after a 6-week training program. Nineteen male elite collegiate swimmers were assigned to either a control group (n = 9) or training group (n = 10). The subjects in the training group performed 30 maximum inspirations at a load resistance of 50% of maximum inspiratory mouth pressure (PImax) using an inspiratory muscle training device. These were conducted twice per day and 6 days per week. At baseline and after 6 weeks, PImax, shear modulus of the diaphragm, and electromyograms (EMG) of the SCM and IC during a maximal inspiratory maneuver were evaluated. Relative change in PImax was greater in the training group than in controls. The shear modulus during a PImax maneuver had increased significantly in both groups after 6 weeks. EMG amplitudes of the SCM increased in the training group after 6 weeks, but not in the control group. EMG amplitudes of the IC did not change after 6 weeks in either group. These results suggest that 6-week inspiratory resistive training significantly improves the activation of the SCM, which could be one of the major mechanisms behind increases in inspiratory muscle strength after resistive training. Novelty Six-week inspiratory resistive training increased diaphragm stiffness during maximal inspiration maneuver. Six-week inspiratory resistive training increased electromyogram amplitudes of the sternocleidomastoid during maximal inspiration maneuver.

DOI： 10.1139/apnm-2019-0906

Scopus

掲載種別：論文集(書籍)内論文  

This chapter concludes with a discussion on issues in education transfer and teacher development. It unites the discussion among professional identity, teacher strategies, pedagogic transformation, and professional development. Since teaching is socially constructed, what is considered “good teaching” practice varies across contextual settings. The examination of lesson study in foreign settings showed that its practice was transformed to meet locally defined professional responsibilities. As presented by a case in Indonesia, this resulted in the transformation of lesson study or “recontextualization.” There was a gap between policy and actual practice and a gap across Japan and Indonesia. While professional development such as lesson study was introduced to induce pedagogic transformation and to build a professional learning community, it had limited impact on social relations inside classrooms and among teachers. I provide recommendations for an alternative approach to professional development.

DOI： 10.1007/978-981-19-5928-8_9

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掲載種別：論文集(書籍)内論文  

In this chapter, I examine the implementation of lesson study at SMP Sari. I provide sociological analysis to understand the continuities and discontinuities between lesson study and daily practice. As pointed out as an issue of recontextualization, lesson study in Japan was not replicated in Java but reinterpreted to meet professional responsibilities at SMP Sari. Lesson study was implemented as a school program, and its implementation was bureaucratized to respond the institutional accountability. While student-centered approaches were introduced, the way teachers interact with the students remained the same. In the exam-oriented culture of the school, teachers’ understanding of effective teaching consisted of employing didactic methods with minimal support to students. They limited their roles to instruction and evaluation; there was no facilitation of student learning. Consequently, teachers did not share an interest in how to teach—especially in providing scaffolding to students—an exchange of pedagogic expertise on how to support student learning did not take place. In the hierarchical organizational structure, lesson study did not promote collaboration in professional development, but the teachers were evaluated against one another.

DOI： 10.1007/978-981-19-5928-8_7

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掲載種別：論文集(書籍)内論文  

This chapter discusses cases of importing/exporting lesson study in the U.S., Singapore, China, South Korea, Taiwan, and JICA-assisted lesson study in the developing countries of Indonesia, Vietnam, Zambia, Kenya, Senegal, and South Africa. The analysis will explain the motivation behind global education reform trends and efforts that support lesson study to improve student performance through teacher development. Foreign implementation of lesson study reveals that challenges exist due to the lack of supportive environments and shifts in the meaning of lesson study when interpreted against local settings. The debates in this chapter suggest that if what were promoted by lesson study was not consistent with local educational settings, change in practice may not occur, be temporary, or only happen at a superficial level.

DOI： 10.1007/978-981-19-5928-8_3

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This chapter examines the implementation of holistic learning in virtual space and presents it as a humanistic approach to ensure students' democratic participation in online and distance learning. While education for sustainable development (ESD) envisions active and engaged learners, students struggled to engage in online and distance learning (ODL) during the Coronavirus disease (COVID-19) pandemic. This study examines the holistic learning curriculum, tokkatsu-which originated in Japan-and discusses its prospect for nurturing responsible and active learners. In tokkatsu, students participate in nonacademic activities where they learn to take the initiative, have dialogue, and collaborate as responsible members of the community. This chapter presents an application of the tokkatsu in virtual space, taking a case from Indonesia. It describes the contextualized case of tokkatsu to build a community of learners in the crisis of the COVID-19 pandemic and how challenges in the digitalization of the classroom were overcome.

DOI： 10.4018/978-1-7998-5033-5.ch007

Scopus

総ページ数：199   記述言語：英語

CiNii Books

ASIN

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総ページ数：xi, 322p   記述言語：日本語

CiNii Books

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総ページ数：viii, 237p   記述言語：日本語

CiNii Books

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総ページ数：xv, 327 p.   記述言語：英語

CiNii Books

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記述言語：日本語   出版者・発行元：東京大学院教育研究科附属学校教育高度化 ・効果検証センター  

センター関連プロジェクトワーキングペーパー 国連大学ESDプロジェクト・ワーキングペーパーシリーズ

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その他リンク： https://repository.dl.itc.u-tokyo.ac.jp/records/2001080

記述言語：日本語   出版者・発行元：東京大学院教育研究科附属学校教育高度化 ・効果検証センター  

センター関連プロジェクトワーキングペーパー 日本型 21世紀対応教育の国際モデル化に関する国際比較研究－多元的モデルの構築

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Though there has been much discussion on the academic aspects of Japanese education abroad (e.g., high scores on international tests, lesson study), there has been little information on the non-academic aspects of Japanese schooling. This non-academic aspect is called Tokkatsu (tokubetsu katsudo). Unlike math and reading, Tokkatsu is not confined to a certain period, but extends throughout the school day and even after-school activities - such as school excursions. It includes classroom activities such as classroom discussions, morning and afternoon meetings that take place daily, cleaning and serving lunch, school events such as sports day, school excursions, student councils, and club activities. Such activities occur every single day, throughout one’s school years, from elementary school (actually, even kindergarten) to high school. They are, however, bound together by the common goals of the Tokkatsu framework. This book is the foremost attempt to address a gap in English literature on Tokkatsu.

DOI： 10.1142/10781

Scopus

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