scholarly journals Body Composition, VO2 Max and O2 Debt Max in Elite Senior High School Male Cyclists.

1993 ◽  
Vol 12 (6) ◽  
pp. 351-362 ◽  
Author(s):  
Noriaki TSUNAWAKE ◽  
YaSuaki TAHARA ◽  
Koichi YUKAWA ◽  
Hideaki SENJU
Keyword(s):  
High School ◽  
Body Composition ◽  
Senior High School ◽  
Vo2 Max ◽  
O2 Debt

scholarly journals BODY COMPOSITION, MAXIMUM OXYGEN UPTAKE, AND MAXIMUM OXYGEN DEBT IN ELITE SENIOR HIGH SCHOOL (KUNIMI) SOCCER PLAYERS

1990 ◽  
Vol 39 (3) ◽  
pp. 198-206
Author(s):  
YASUAKI TAHARA ◽  
NORIAKI TSUNAWAKE ◽  
SHO NISHIZAWA ◽  
KOICHI YUKAWA ◽  
SHUNSUKE MORI ◽  
...  
Keyword(s):  
High School ◽  
Body Composition ◽  
Oxygen Uptake ◽  
Senior High School ◽  
Maximum Oxygen Uptake ◽  
Oxygen Debt ◽  
Soccer Players

scholarly journals Body composition and physical fitness in Colombian high school students from Ibagué

Biomédica ◽  
2017 ◽  
Vol 37 (3) ◽  
pp. 408 ◽  
Author(s):  
Constanza Palomino-Devia ◽  
José Antonio González-Jurado ◽  
Carlos Alberto Ramos-Parraci
Keyword(s):  
High School ◽  
Body Composition ◽  
High School Students ◽  
Physical Fitness ◽  
Vo2 Max ◽  
School Students ◽  
Grasa Corporal ◽  
Las Mujeres

Introducción. La composición corporal y otros componentes de la condición física han demostrado ser importantes indicadores de la condición de salud.Objetivo. Analizar la composición corporal y la condición física de escolares colombianos de educación secundaria y media de las instituciones oficiales de Ibagué, estudiar las diferencias por sexo y edad, y establecer la correlación entre algunas variables.Materiales y métodos. Participaron 1.253 estudiantes (601 hombres y 652 mujeres), con un rango de edad entre los 10 y los 20 años. Se aplicaron las pruebas físicas de la batería ALPHA-Fitness en su versión extendida. Se evaluó el índice de masa corporal (IMC), el perímetro de la cintura y el porcentaje de grasa.Resultados. Se encontraron diferencias por sexo en las variables estudiadas, con mayor IMC y porcentaje de grasa en las mujeres que en los hombres (20,6 Vs. 19,4 kg/m2 y 26,1 Vs. 16,8 %, respectivamente); sin embargo, el perímetro de cintura fue mayor en los hombres (69,6 cm Vs. 67,9 cm), aunque ellos registraron mejor rendimiento en el resto de pruebas físicas (p<0,05). En ambos sexos la edad se asoció con aumentos del IMC (p<0,05) y, en las mujeres, con el porcentaje de grasa (p<0,05), lo que no ocurrió en los hombres, en quienes la edad se asoció inversamente con la grasa corporal (p<0,05). En el resto de las pruebas físicas, la edad se asoció positivamente con el rendimiento en ambos sexos, excepto en el consumo máximo de oxígeno (VO2 máx). Se hallaron correlaciones entre algunas de las variables estudiadas.Conclusiones. La adiposidad fue significativamente mayor en las mujeres que en los hombres (p<0,05). Los hombres tuvieron mejores niveles de capacidad aeróbica, musculoesquelética y motora.

The Taxonomy of Thinking in Reading Questions in “Look Ahead an English Course for Senior High School Level 1, 2, & 3”

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Beny Septian Panjaitan And Rahmad Husein
Keyword(s):  
High School ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Cognitive Dimension ◽  
Look Ahead ◽  
Table Analysis ◽  
Level 1

This study aimed at analyzing the cognitive dimension based on Revised BloomTaxonomy in reading questions in Look Ahead an English Course for Senior HighSchool Level 1, 2, & 3. This study used quantitative research design. The sampleswere 141 reading questions which taken by using random sampling technique byusing Statistical Program for Social Science (SPSS) version 20.0. in Look Aheadan English Course for Senior High School Level 1, 2, & 3. The data were analyzedby using Table analysis of cognitive dimension of Revised Bloom Taxonomy. Theanalysis showed that the most dominant cognitive dimension of Revised BloomTaxonomy in remembering dimension (57.45%). The second dominant cognitivedimension is understanding dimension (26.24%). The third dominant cognitivedimension is evaluating dimension (10.64%). The fourth dominant cognitivedimension is creating dimension (3.55%). The fifth dominant cognitive dimension isanalyzing dimension (2.13%). There was no cognitive dimension of applyingdimension that applied in reading question of the textbooks.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Indah Pratiwi And Lince Sihombing
Keyword(s):  
High School ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
English Teacher ◽  
Written Test ◽  
Experimental Group

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.

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