T A R Т U Ü L I K O O L I
TOIMETISED
ACTA ET COMMENTATIONES UNIVERSITATIS TARTUENSIS
967
BIOLOGICAL AND PEDAGOGICAL PROBLEMS OF PHYSICAL
EDUCATION AND SPORT
I V
TOID KEHAKULTUURI ALALT
0 « 5 0
TARTU II II 1 9 9 4
T A R T U Ü L I K O O L I T O I M E T I S E D
A CTA ET C O M M E N T A T IO N E S U N IV E R SIT A T IS T A R T U E N SIS A L U S T A T U D 1893. a. V IH IK 967
BIOLOGICAL AND PEDAGOGICAL PROBLEMS OF PHYSICAL EDUCATION AND SPORT
IV
TÕID KEHAKULTUURI ALALT
Tartu 1994
E d ito rial b o a rd :
T. Jü rim ä e , А. N urm ekivi, A. V iru a n d M . P äasu k e
E d ito r: T. Jü rim ä e
Tartu Übkooli toimetised. Vihik 967
BIOLOGICAL AND PEDAGOGICAL PROBLEMS OF PHYSICAL EDUCATION AND SPORT Töid kehakultuuri alalt. IV
Tartu Ülikool
EE2400 Taitu, Ülikooli 18 Vastutav toimetaja T. Jürimäe 10л25. 10,54. Т. 8. 200.
TU trükikoda, EE2400 Tartu, Tiigi 78
ISN B 9 9 8 5 -5 6 -0 2 1 -3
© T a rtu Ü likool, 1994
CO NTENTS
L. P eake. A n overview o f the sp ectru m o f teaching styles . . . . 5 Zhi-qi Yu. A n ex am in atio n o f im m unity o f m iddle-aged persons
p racticing q i g o n g ... 11 Li H ongzi, Li Xuefei. S p o rts injuries o f e y e s ... 15 A.G. Kochetkov, N.I. Petrova, I.G. Stelnicova, M.Y. Samarin.
M o rp h o fu n c tio n a l fo u n d a tio n s o f endocrine function p er
fection in tra in in g p r o c e s s ... 18 T. Jü rim ä e , S. Goltermann, K. Karelson, T. Smirnova. M etabolic
a n d h o rm o n a l changes in blo o d d u rin g bicycle ergom eter lo ad a t critical pow er level in m ale s t u d e n t s ... 28 T. Jü rim ä e , R. Jü riso . T he reliability o f different m ethods for
b o d y co m p o sitio n m easurem ent in fem ale university stu d en ts ... 42 M . Kull, T. Jü rim ä e . U sing the E U R O F IT test b attery in E sto
n ia n 16-18 years old a d o le s c e n ts ... 49 T. K aasik, T. Jü rim ä e . F ram e size a n d b ody com position o f
fem ale university stu d e n ts a n d their tra it a n x ie ty ... 53 M . P ääsu k e, J . Ereline, J . Gapejeva. Tw itch p o te n tia tio n af
ter m ax im al v o lu n tary c o n tra c tio n s o f h u m an plantarflexor m u s c le s ... 58 A. Viru, V. O õpik. E v a lu atio n o f the ra te o f protein synthesis in
m uscle a fte r exercise: significance o f the specific activity o f labelled a m in o a c i d ... 70 G. Konovalova, R. M asso, A. Viru. Exercise-induced activation
o f th y ro id fu n c tio n in h y p o th y ro id r a t s ... 85 A. Vain. E stim a tio n o f the fu n ctio n al sta te o f skeletal muscle
acco rd in g to its new m o d e l ... 92 J . P ä rn a t. R elatio n sh ip s betw een oxygen u p tak e a n d cardiac
o u tp u t d u rin g g ra d u a te d lo ad s in u n train ed p u b e rta l boys 99 I. N eissaar, T. Kuningas, S. P ulk, M . Kikas. G eneral fitness
train in g w ith the aid o f aerobic g y m n a s tic s ... 104 M . Sallo. T rain ab ility o f the cardiovascular system in preschool
children ... 110
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L. Raudsepp, M . Pääsuke, J. Ereline, J. Gapajeva. C onnections betw een n e u ro m u scu lar p erfo rm an ce characteristics an d the featu res o f th eir m a n ifestatio n in 8-year-old c h ild re n ... 118 V. Redpap. S tu d en ts o p in io n a b o u t physical e d u c a t i o n ...126 S. Oja, L. Suurorg, P . Kaldmäe, H. Oja, V. Sirge, A. Oja. H ealth
ed u c atio n in th e N õm m e C h ild ren ’s H o s p i t a l ... 132 G. Jagom ägi, I. Ilchenko. O n the connections betw een the ef
ficiency o f leg’s w ork v a ria n ts in b reaststro k e a n d jo in t m o b i l i t y ... 146 M . A arik. L a c ta te diagnostics for ev alu atio n o f aerobic a n d
anaerobic capacities in E sto n ia n s p o r ts m e n ... 151 R eet A n n H ow ell (N u rm b e rg )| In m e m o r y ... 162
4
A N OVERVIEW OF THE SPECTRUM OF TEACHING STYLES
L. Peake
S chool o f P hysical E d u catio n , U niversity o f V ictoria, P О Box 3015, V ictoria BC, V 8W 3P1, C a n a d a
In tr o d u c tio n
F o r the p u rp o se o f this p ap e r, a spectru m m ay be defined as a ra n g e o r scale o f possibilities which h as no finite bo u n d aries. So fa r as teach in g -co ach in g styles are concerned, the outlines presented here define th e presently know n spectru m from one end, w hich is strictly fo rm a l o r “closed” a n d un d er strict teacher-coach control, to the o th e r end w here th e o p p o site is true — the learner takes full responsibility fo r their ow n learning. In betw een these tw o extrem es there is a cluster o f styles, all o f w hich have been subject to research studies a n d proved to be viable in their ow n right.
T h e sp ectru m is a theory o f relationships betw een the teacher a n d the learner, the tasks th a t are perform ed, a n d the effects on the dev elo p m en t o n the learner. Initially, the use o f the spectrum w as focused o n providing versatility to the teaching o f activity-based physical ed u c a tio n classes w ithin ed u catio n al in stitu tio n s such as schools, b u t now its use has been b ro ad en ed to include b o th tl eory a n d la b o ra to ry situ atio n s. It is even used as a base to melud*' the latest e d u c a tio n a l th ru st — the developm ent o f higher o rd er thii king skills in stu d e n ts a t all levels — elem entary, secondary, college, an d university. A t th e present time, eleven inclusive teaching styles have been recognized fo r their individuality be reason th a t each style has its ow n set to objectives a n d learning outcom es. T he role o f the sp ectru m , therefore, is to present each o f the styles so th a t there is an u n d e rsta n d in g n o t only o f the stru ctu re o f each style, b u t an in te n t to in c o rp o ra te these into a rep erto ire o f teaching behaviours.
O nce this h as ta k e n place, the issue facing a teacher w ho wishes to a d o p t versatility, is to select the a p p ro p ria te style to m atch the a p p ro p ria te learn in g b eh av io u r desired.
L et us now consider each individual teaching style w ithin the rep e rto ire o f styles p resented here.
In every te ach er-le arn er tra n sa c tio n there are tw o decision m a k ers - the teacher a n d the learner. T h e co m m an d style is ch aracterized by the teacher m ak in g all decisions in every p hase o f a p resen tatio n . Precise rep licatio n o f d e m o n stra te d in stru ctio n is the sole req u ire
m ent o f this p a rtic u la r style. F or obvious reasons, this has been n o ted as being the m o st com m only-used style. T he m ain p o in ts are:
1. an im m ediate response by learners to in stru ctio n 2. u n iform ity a m o n g learners
3. con fo rm ity a m o n g learners 4. rep licatio n o f a m odel 5. efficiency in the use o f tim e
6. there is a single s ta n d a rd o f perform ance S ty le B: T h e P r a c tic e S ty le
In this style th ere is a shift in som e o f the decisions from the teacher to the learner. F o r this reaso n this style has been ad o p te d by som e teach ers as a step p in g stone to o th er changes w ithin the spectrum . T he m ain p o in ts are:
1. the p e rfo rm an ce is replicated as in the C o m m an d style.
2. m ore p ractice is allow ed so th a t individuals w ork privately for a p eriod o f tim e. T his is the beginning o f the independence phase.
3. there is n o c o m p ariso n o f p erfo rm an c e w ith others.
4. the teacher learns to tru st the learner to m ake som e a p p ro priate decisions.
5. the teacher offers advice to individuals as they perform , usually using task sheets w ith the a p p ro p ria te in fo rm atio n .
S ty le C: T h e R e c ip r o c a l S ty le
T he shift to w ard s independence con tin u es in this style b u t this is achieved via a socializing process by giving a n d receiving feedback o n p erfo rm an ce n o t form the teacher as in Style В b u t from a peer.
T he m ain p o in ts are:
1. co m p arin g a n d c o n tra stin g a p e e r’s p erfo rm an ce ag ain st pre
set c riteria placed on ta sk cards.
2. the ability to analyze p erfo rm an ce by a peer.
3. the ability to c o m m u n icate results o f this analysis, peer-to- peer, an d the tru stin g relatio n sh ip th a t evolves — hence the nam e reciprocal style.
4. while it takes tim e for learners to ad ju st to this style, p a r
ticularly at the school level, this is n o t necessarily the case at the p o st-seco n d ary level.
S ty le A: T h e C o m m a n d S ty le
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5. the style involves q u ite a bit o f teacher p re p a ra tio n tim e in evolving the le arn in g criteria to be used by the learning pair or sm all group, b u t once this is d o n e it can be a tim e-saving device for future episodes.
S ty le D : T h e S e lf H elp S ty le
Before e m b ark in g in to this episode o f learning style, it is sug
gested th a t learn ers be in itiated into Style С first. T he reason for this is th a t a n aly tic al experiences are necessary, b u t apply learning criteria in d ep en d en tly to oneself. T his style calls fo r m ore self re
sponsibility a n d being fra n k a b o u t ones ow n perform ance. As in the R eciprocal Style there is a pred eterm in ed set o f criteria in regard to a p e rfo rm an ce to be m astered. T he m ain p o in ts o f the style are:
1. m ore decisions are shifted to the learner
2. self aw areness is heightened — th a t is, accepting o f ones own assessm ent w ith honesty
3. being objective w ith oneself a n d being m ore self-reliant 4. to use criteria fo r self im provem ent
5. learners m ust have alread y achieved a basic com petency in a task before proceeding w ith this style
6. the self checking p rocedures provides the m echanism for feedback to th e learner.
S ty le E: T h e In c lu sio n S ty le
W hereas th e prev io u s fo u r styles represents a single s ta n d a rd for any task s th a t a re p erfo rm ed , this style in tro d u ces m ulti-level p erfo r
m ance w ithin the sam e task. T his co n stitu tes a shift in responsibility to the learn er in th a t they m ake choices, b ased on p rio r experience a n d ability, as to w hich level they enter the task. In essence, the prim e objective is to include all learners by acco m m o d atin g individ
u a l differences. T h e m ain p o in ts o f this style are:
1. the learn er h as choices on the entry level into a task 2. the style signifies the inclusion o f all learners 3. the style acco m m o d ates individual differences
4. the learn e r decides w h at fu rth e r placem ent they can cope with, w ithin th e ra n g e o f levels
5. the teacher p re p a re s all task levels criteria a n d gives feedback on a n in d iv id u al basis
6. is n o n -c o m p etitiv e except ag ain st oneself 7. allow s for m ore p e rso n a l practice time.
N O T E : Styles A - E rep resen t the R E P R O D U C T IO N o f know ledge set by th e teacher, w hereas the fo rth co m in g styles represent the P R O D U C T IO N o f know ledge. T he are a o f discovery now plays a n im p o rta n t facto r.
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S ty le F: T h e G u id e d D isc o v e r y S ty le
T he teach er-learn er re latio n sh ip changes because the te ach e r’s role is to a sk questions a n d the le arn er’s role is to respond, in their ow n way, to one task a t a time. T he m ain p o in ts o f this style are:
1. it tak es tim e fo r a n a d ju stm en t to be m ade to this style 2. the style delves in to concept teaching — the w hat, the how, a n d why, o f p erfo rm in g tasks
3. the teach er designs a logical series (steps) o f questions, clues, o r problem s
4. each step is based o n the response to the previous step 5. sh o rt episodes, using this style, are easier to co n d u ct w ith learners; it is useful a t the beginning o f a topic
6. as a rule o f th u m b , qu estio n s m ove from the general to the specific
7. can be ap p lied to all “in class” task situ atio n s.
S ty le G: T h e D iv e r g e n t S ty le
In this style, the learn er is involved in discovering a n d producing o p tio n s w ithin a ta sk -related topic w ithin certain p aram eters. T he field o f physical ed u catio n , sp o rts, a n d dance are rich in o p p o rtu n ities to discover, design a n d invent. U nlike Style F, the difference here is the discovery o f alternatives to a problem , question, suggestion, or situ atio n . T he m ain p o in ts o f this style are:
1. the learn e r seeks a variety o f solutions, i.e. m ultiple an d d ivergent responses
2. the teach er designs problem s w hich ta p the cognitive capaci
ties o f the learn er as well as them selves
3. the teacher accepts the fact th a t learners are capable o f p ro d u cin g novel ideas w ithin a given task, topic, o r subject a rea
4. the style is applicable to all areas — fu n d a m e n ta l skills, tactics, strategies, a n d o rg a n izatio n al form ations.
5. can be easily com bined w ith o th e r styles
6. the in te ra c tio n am o n g stu d en ts is high as they move from the know n to experience the unknow n.
S ty le H: T h e I n d iv id u a l P ro g r a m
In styles F a n d G there has been a d eliberate shift tow ards som e independence on the p a rt o f the learner. T he teacher rem ains in c o n tro l b u t m ore for “stage setting'* th a n the rigidity seen in Style A. Style H goes one step fu rth e r in the spectrum tow ard ind ep en d en ce in learning. T he m ain p o in ts m e:
1. th e teach er decides the subject a re a a n d p ertin en t topics as w ith the p rev io u s styles; h o w ev er...
2. the learn er m akes the decisions in reg ard to w hich problem s et cetera a re to be addressed a n d w hat so lu tio n s to seek
3. p rev io u s experience a n d know ledge o f previous styles (A -G ) is re g a rd e d as necessary prerequisite before em b ark in g w ith this style
4. the objective is to give the learner the o p p o rtu n ity to develop a self-im posed p ro g ra m
5. the respective roles a n d ex pectations o f b o th the learner and the teach er m ust be clearly defined
6. best d o n e by a series o f episodes over a p erio d o f time.
S ty le I: L ea rn er’s I n itia te d S ty le
In prev io u s styles the initiatio n o f learning has com e from the teach er a n d th e follow -up experiences have been shared, b u t w ith m o re indep en d en ce being h an d ed over to the learner. In Style I, the difference now is th a t the learner initiates the w hole process an d tak es responsibility fo r co n d u ctin g the episodes for learning. It is entirely individualistic. O th er m ain p o in ts are:
1. self d ev elopm ent is based u p o n the readiness to conduct self-initiated learn in g episodes
2. th e learn er checks in w ith the teacher to share in decisions to be m ad e a n d the d irections th a t these m ake
3. the role o f the teacher is th a t o f a su p p o rtin g m entor 4. ev a lu a tio n is d o n e based on the criteria set in the p rep erfo r
m ance stages
5. the final p ro d u c t can com e in a n u m b er o f different ways — a physical p erfo rm an ce, a d ocum ent, et cetera.
S ty le J: S e lf T each in g S ty le
T h e title is self explanatory. A learner assum es all the decisions previously a ssu m ed by the teacher an d the learner. T here are no dependencies w h atso ev er a n d can occur anytim e.
C o n clu d in g rem ark s
E ach style has its ow n characteristics a n d these should be re
viewed carefully before any decision is m ade u p o n its use. Too, the style sh o u ld m atch the objective o f any learning experience but in o rd e r for this to h a p p en it is im perative th a t a teacher becom e skillful in the use o f a variety o f styles. Since n o one style is best for all learn ers in all situations, the in tro d u c tio n o f a variety o f styles is
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p a rtic u la rly ap p ealin g . F or this reason, all teachers sh o u ld seriously consider in c o rp o ra tin g tw o o r m ore styles into a series o f sessions or even in to a single session.
O f course, a n o th e r co n sid eratio n is the m ak e-u p o f the learners them selves. W hile we m ay be aw are th a t differences am o n g g ro u p s d o occur, it does ta k e tim e to “tu n e in” to a learning style(s) th a t is m ost su itab le to the group. As an interim m easure, a wise course m ay be to d o one o f tw o things — in troduce tw o styles from the p ro d u c tio n cluster o f styles, or as an alternative, in tro d u ce a style from the p ro d u c tio n cluster (A -E ) an d a style from the re p ro d u ctio n cluster (F -J ). Som e styles tak e longer to im plem ent th a n other, an d by the sam e to k en , som e m ay have to be in tro d u ced in g rad u al stages so th a t learners can ad ju st to this tran sitio n .
F ig u re 1 gives a n overview o f the spectru m a n d show s the shift to w ard s learn er independence as well as the respective roles o f the teach er a n d th e learner.
Figure 1. The Shift in the Spectrum of Teaching Styles
A В С D E F G H I J
T T T T T T T, I L L
/ / / 1
(L) L L L L T T (T)
Reproduction Cluster Production Cluster shift toward independence
T = Teacher as the major decision maker L = Learner as the major decision maker
j> = each as a minor decision maker T/L '
L/T = each as a minor decision maker
T h e g o al o f the sp ectru m is to present an in teg rated theory o f teaching th a t can lead recipients to becom e m ore flexible, m ore versatile, m ore effective, a n d m ore deliberate in decision m aking.
REFERENCES
Mosston, M. and Ashworth, S. Teaching Physical Education. Charles E.
Merrill Publishing Co. 1986.
Peake, L. Individualizing Physical Education Prime Areas. 1977. 8, 1.
59-62.
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A N EXA M IN ATIO N OF IM M U N ITY OF M IDDLE-AGED PERSO NS
PR A C T IC IN G QIGONG
Zhi-qi Yu
L a n Z h o u T eachers College, C hina
M ore a n d m o re a tte n tio n is being paid to the effect o f Qigong exercise o n m e n ’s h ealth a n d rep o rts 011 their electroencephalogram (E E G ), cereb ral b lo o d flow a n d cardiovascular disease are fruitful.
But there are n o achievem ents concerning its effect on im m unity.
This p a p e r stu d ies the E ro sette o f som e m iddle-aged people w ho practice Q igong, observes the change in im m unity a n d m akes a brief stu d y o f the m echanism o f h ealth p ro m o tio n , disease prevention, disease tre a tm e n t a n d senescence delay.
Exam inees and testing m ethod. All exam inees are divided into two groups. T h e first g ro u p consists o f 30 m iddle-aged people w ho have been p racticin g Q igong for 5 years, in the second group there are 30 p e rso n s w h o h a rd ly d o an y physical training. H aving sim ilar w orking a n d living co n d itio n s, all deny having tak en or injected any im m u n ity -p ro m o te r o r im m unity-reducer in at least 5 years.
T h e w hole testing p ro ced u re was carried o u t betw een 8 an d 10 a.m . a t a n av erag e te m p e ra tu re o f 18°C. A fter all exam inees had been sittin g still for 5 m inutes, blood sam ples were taken from the tip o f the th ird finger o f the left h a n d o f each person. Soon after the first g ro u p finished 30-m in exercise, 0.1 m l a n d 0.01 ml o f blood was tak en sep arately from the tips o f the th ird fingers o f the right hands to m ake sm ears. W ith the help o f F Q X Q -1 0 2 blood cell calculator, we fo u n d the p ercen tag e o f active E rosette (EA), to ta l E rosette (ET), W B C /m m 3 a n d o f lym phocytes (LC). T he fo rm u la is:
a t i r n p i 3x L C %
A. L C /m m /
, T n l 3xE A (E T )%
B. E A (E T )mm — L c /mm
T he d a ta in the T ables w as processed statistically.
The change o f E rosette before and a fter the exercise: A fter the exercise, the first g ro u p ’s E A % , the q u a n tity o f EA a n d ET increased plainly a n d th e difference w as soon show n. T he increase o f ET9o has no m ean in g statistically.
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?*
T a b l e 1
G r о u p
Sex n
Age State o f practice
X ± SD t P years hrs per day
I male 15 50.4 ±4.12 1.37 0.05 3.7±2.1 0.68±0.35 П male 15 51.6±3.98
I female 15 48.2±4.03 0.242 0.05 4.2±2.83 0.72±0.31 П female 15 48.7±3.96
T a b e l 2 Comparison of E rosette when sitting still
Quota I group II group t P
EA% 27.2± 1.2 16.1± 0.8 7.422 < 0.01 EA + mm3 665 ±41 292 ±24 8.662 < 0.01 ET% 59.8± 1.4 42.8± 1.6 9.124 < 0.01 ET/mm3 447 ±87 723 ±48 7.641 < 0.01
T a b l e 3 The change of E rosette shown in the I group
before and after exercise
Quota Before
exercise
After comparison
t P
EA%
EA/mm3 ET%
ET/mm3
27.2± 1.2 665 ±41
59.8± 1.4 447 ±87
42.2± 1.8 1987 ±131
60.1± 1.6 2802 ±176
7.615 11.241 0.744 3.762
< 0.01
< 0.01
< 0.05
< 0.01
Discussion. T he b o d y o rg an s a n d fu n c tio n s o f m iddle-aged people ten d to becom e w eak a n d senile. T herefore, n u tritio n a n d physical train in g in this p erio d are significant for enhancing h ea lth an d delaying senescence. But the pressures from b o th life a n d w ork which reinforce w eakness o f the o rganism an d o f im m unity, are
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extrem ely tense especially fo r those people.
T h e resu lt o f o u r test is th a t the E A % , the q u a n tity o f E A an d E T o f th e first g ro u p are higher th a n those o f the second g ro u p (P <
0.001). It is co m fo rtin g th a t M r. Y an Ju a q i [1], w ho has long studied old p eo p le d o in g lo n g -d istan ce run n in g , a n d M r. S un X usheng [2], a n ex p ert o n th e ag ed w h o practice T aiJi boxing, have com e to the sam e conclusion. T h e to ta l a m o u n t o f T cell o f the first g ro u p is clearly h ig h er th a n th a t o f the second g roup, w hich m eans th a t the organic cell im m unity o f the first g ro u p is stro n g e r th a n th a t o f the second g ro u p . A s we have know n, the th y m u s-d ep en d en t lym phocyte is a k ind o f active cell, fu n ctio n in g as the chief im m unity cell, while E ro sette is the typical sym bol o f T cell. It is possible th a t the active rosette is th e su b g ro u p w hich is highly com patible to T cell.
Clinically, th e p ercen tag e o f the ab so lu te q u a n tity o f E rosette is used to reflect the existence a n d sta te o f the active T cell.
A lth o u g h m an y fa c to rs are involved in the change o f im m unity, acco rd in g to o u r test, w ith all the exam inees having sim ilar b ack g ro u n d except th a t som e o f them practice Q igong while the o th ers d o n o t, the differences o f E A % , E T % , EA a n d E T q u a n tity betw een the first a n d the second g ro u p are ju st the result o f Qigong.
N on-specific im m unity is a kind o f general fu n ctio n w hich has been fo rm ed th ro u g h its actin g o n the h a rm fu l m olecules a n d o th er biologically foreign b odies th a t have invaded the h u m a n body d u r
ing the course o f the evolution. A fter the fo rm a tio n o f im m unity, it w orks to get rid o f the h a rm fu l a n d foreign molecules. A nd specific im m unity develops its pow er in the ev olution while co n tactin g w ith a ntigens. It is m ad e u p o f b o d y fluid a n d cell im m unity, the latter referring to th e im m unity p ro d u c ed by cell im m unity m edium . The m ovem ent a m o u n t o f the Q igong exercise is m o d erate a n d p roper, w ith a n em phasis o n the co m b in a tio n o f m o tio n a n d stillness. It is also slightly irritab le to the h u m a n body. D oing such exercises will get people in a sta te o f being infectious a n d th u s finally cause u n id en tified en d o g e n o u s th y m u s-d ep en d e n t lym phocytes, which stim ulate T cell to derive fro m the m arro w a n d becom e hyperplastic an d get inverted so th a t a biologically acq u ired im m unity response is ob tained. So w hen sittin g still, b o th the n u m b e r a n d activity o f T cell increased. In o th e r w ords, Q igong exercise is p ro b ab le o f enhancing specific cell im m unity, w hich can p a rtly explain one o f the m ain m echanism s o f its pow er to p ro m o te h ealth a n d to prevent diseases.
T he o rg an ic im m unity system will be aging w ith years passing.
T he n o rm a l im m unity alw ays re p o rts a m a n ’s state o f health. W hen im m unity becom es sensitive to stim u latio n s from outside the body, its resistance to v a rio u s virus a n d fu n g u s infections is m uch reduced.
A n a n im al test show ed th a t c o n sta n t m o tio n can help to enhance T cell fu n ctio n . H ere we have got the sam e conclusion.
13
F ro m th e c o n sid e ra tio n o f p ro m o tin g cell im m unity a n d senescence-delay, Q igong exercise suits m iddle-aged people well. It m ust b e p o in te d o u t th a t research o n the effect o f different Q igong exercises a n d different a m o u n t o f m o tio n on im m unity is still w a n t
ing.
REFERENCES
1. Yuan Jiagi. Physical training and immunity. Sports Sei. 1982. 1.
2. Sun Xusheng. The examination o f E rosette to the aged who practice Taiji boxing. J. Shanghai Teachers Univ. 1986. 3.
14
SPORTS IN JU R IES OF EYES
Li Hongzi, Li Xuefei
Beijing T eac h er’s C ollege o f Physical E d u catio n , Beijing, C h in a
53 cases o f sp o rts injuries o f eyes were investigated an d treated by the a u th o r w hen he w orked a t the O P D o f sp o rts m edicine as m edical su p erv iso r d u rin g the recent 10 years. These injuries involved eyelid, o rb it, lach ry m al m ea tu s a n d eyeball, etc.
S ta tis tic s o f d a ta
Spoit No. o f cases
Ice hockey 38
Basketball 4
Football 5
Wrestling 3
Cycling 2
Volleyball 1
Location o f injury No. o f frequency
Eyelid 31
Brow arch 12
Orbit bone 2
Lachrymal meatus 1
Eyeball
bulbar conjunctiva 15
iris 12
cornea 2
lens 1
retina 4
15
C lin ic a l tr e a tm e n t
A m o n g these injuries, c o n tu sio n o f eyelid a n d brow arch were m ost co m m o n ly seen (53.8 %) . B lunt c o ntusion o f soft tissue, su b cu ta n e o u s ecchym osis a n d local swelling, o pen tra u m a o f p ro tru d in g skin o f o rb it a n d b ro w a rc h were n o t rarely seen. These tra u m a ta were fo rm ed u sually d u e to directly fighting w ith sp o rts gear: su b co n ju n ctiv al bleeding o r b reach , even involving sclera layer, b u t the p e n e tra tin g injury w as n o t seen. T h ere were 2 cases o f depressive fra c tu re o f o rb it b o n e d u e to ice hockey fighting at a high speed.
D ifferent injuries influenced eyeball a n d lead to c o n tra c tio n or di
la tio n o f pupils d u e to irrita tio n . A cyclist h a d a tra u m a o f skul!
com licated w ith injuries o f eyes leading to changes o f fundi. Be
sides, th ere w ere o th e r sy m p to m s a n d signs o f severe injuries such as nystag m u s, ed e m a to u s m acu la lutea, optic nerve atro p h y , retinal disso ciatio n a n d im p aired vision for long time.
M a n a g e m e n t: T h e w o u n d s were treated firstly, including con
ta m in a n ts cleared u p , antisepsis a n d th en b o u n d up. E arly debride
m ent a n d s u tu re were used fo r su b c u ta n e o u s fissures. Som etim es adhesives w ere used in ste ad o f su tu re. O ne case o f conjunctival fissure (a b a sk e tb a ll player) o f this g ro u p w as su tu re d once w ith 13 stitches a n d th en cured. T he co n ju n ctiv al sac w as w ashed w ith w arm NS a n d o n e d ro p o f a tro p in e a n d an tib io tics so lu tio n s w as dripped into it in o rd e r to c o n tro l infection. Penicillin a n d a n tite ta n u s serum injection were necessary for cases o f severe c o n ta m in a tio n . F or cases o f closed c o n tu sio n , the em ergent m an ag em en ts included local cold com press, h em o sta tics such as Y u n n a n B aiyao, vitam in С a n d К to sto p bleeding. R iv a n o l wet dressing, w arm com pressing 48 hrs, later, in frared ray a n d electric d ia th erm y etc. were necessary to im prove ab so rp tio n .
D is c u s s io n
All 53 cases o f this g ro u p were in stru m e n ta l injuries, equal to 1-2 % o f sp o rts injuries a t the sam e perio d , a n d it is higher (5.4 % ) in the ice hockey.
T he co n d itio n o f the w ou n d s o f this g ro u p was b e tte r th a n th a t o f o p h th alm o lo g ic clinic d a ta . M o st o f them cured a n d recovered.
Only a sm all p a rt o f cases retain ed som e sequales such as im paired vision, d ilated pupils n o t recovered, a n d changes o f optic disc.
C auses o f injuries in this g ro u p : m ost cases were b eaten an d injured in gruelling m atches, b u t there were o th er fa cto rs such as listless a n d n o t ord erly in tra in in g classes, ro u g h m ovem ents or b reak in g the rules o f the gam e d u rin g the m atch, unskilled technique etc. T herefore, stren g th e n in g e d u catio n ag ain st tra u m a , enhancing
16
class discipline a n d strictly m astering the s p o rt’s rules are necessary.
A b o u t tre a tm e n t: in cases o f closed contusion, su b cu tan e o u s swelling d isa p p e a re d usually w ithin 3 -4 days after the above de
scribed m easures. T he color o f ecchym osis tu rn ed from violet-blue to green-blue to light yellow, a n d ab so rb e d com pletely w ithin two weeks. P u n c tu re a n d suction o f blood w ould be n o t only unneces
sary b u t also c o n tra in d ic a ted . F or o pen breaches, if the w ounds are sh o rt, clean, a n d regular, adhesives m ay be applied. O therw ise, the w ounds could be c o n ta m in a te d a n d infected due to the incom plete d rain ag e if the adhesives are applied. T he chronic changes after injury o f eyeball m ay be tre a te d as in o p hthalm ologic clinic. For dilated pupils due to injury a n d im paired vision, polyvitam ins and injections o f A T P a n d creatine etc. h a d a definite effect.
3
17
M O R PH O FU N C TIO N A L FOUNDATIO NS OF E N D O C R IN E FU N C T IO N PER FEC TIO N
IN T R A IN IN G PROCESS
A.G. Kochetkov, N.I. Petrova, I.G. Stelnicova, M.Y. Samarin D e p a rtm e n t o f A n ato m y , N izhny N ovgorod M edical Institute,
R ussia
A b s tr a c t
In o u r research the o rig in al m eth o d o f the individual dosage o f m oving activity w as used. T his m eth o d is neither based on the time o f ru n n in g n o r on the d istance b u t on the diagnosis o f the conditions o f the card io re sp irato ry system d u rin g running.
T he sta te o f endocrine g lands (adenohypophysis, ad re n a l glands, thyroid gland) in ex p erim en tal anim als (39 m ongrel m ale dogs) w ith different m odels o f m o tio n activity (single a n d system atic physical exercises) w as studied. A com plex o f physiological, histological an d h istoenzym atic m eth o d s w as used.
It is show n th a t the high a n d low efficiency level o f the organism is characterised by v ario u s m o rp h o lo g ical equivalents o f response o f the endocrine o rg a n s a n d the system in total.
It w as established th a t the m ost im p o rta n t m om ent o f the o r
ganism ’s a d a p ta tio n to m o tio n regim ens is the state o f the structures providing m icro circu latio n s in the system . Peculiarities o f the latter in m any aspects are due to individual-typological o rg an izatio n level.
It can a p p e a r to be a lim iting facto r a n d reflect the train in g process efficiency.
Key words: E n d o crin e fu n ctio n , training, dogs.
A ny train in g regim en is realized th ro u g h a d a p ta tio n processes.
T he basis o f a d a p ta tio n processes is recognition o f acting factors (in o u r case it is m o to r activity) by the living system (organism ). T he recognition o f acting facto rs takes place in conditions o f a p p ro p ria te change o f living system states: the novelty effect o f acting factor, the prim ary d esin teg ratio n an d integrative state o f fun ctio n in g elem ents o f the system. M o rp h o fu n c tio n a l changes in endocrine o rg an s in different efficiency level are described [1, 2, 3].
In these studies the dose o f physical exercises according to time, velocity o r d u ra tio n is used. But there were no experim ental studies o n the revealing o f m o rp h o fu n ctio n al equivalents o f the im proving o f en d o crin e re g u latio n o f high a n d low efficiency levels, based o n the dose (diagnosis) o f in teg rate a n d disintegrate states o f the c a rd io -re sp irato ry system , during run n in g . T he p u rp o se o f the in vestigation is to establish m o rp h o fu n c tio n a l reaction equivalents o f ad en o h y p o p h y sis, th y ro id g lan d (TG ), a n d ad re n a l glands (AG) in high a n d low efficiency levels in co n d itio n s o f individual m ovem ent dosages in a single effect a n d in a special train in g regim en.
M a te r ia ls an d m e th o d s
39 m ongrel m ale dogs were investigated. All anim als were di
vided into the follow ing groups: 12 dogs perform ing single exercise, treadm ill ru n n in g a t 15km /h u n til exhaustion, 15 dogs perform ing a system atic tra in in g a n d 14 anim als co n stitu tin g the co n tro l group.
T he m easu rem en t o f h e a rt ra te an d respiratory capacity was p er
form ed in the process o f the a n im al’s ru n n in g on a treadm ill [4].
Besides, bioelectric h e a rt activity a n d som e findings o f central and p erip h eral h em o d y n am ics were investigated before an d after running [5]. To reveal th e specific featu res o f endocrine o rg an reaction to exercise lo ad o n the b a c k g ro u n d o f prelim inary training (i.e. a d o p t
ed to lo ad facto r) the experim ent was carried o u t using training by A.P. S o ro k in ’s m e th o d [6]. T he train in g regim en consisted o f 3 parts.
T he first one w as a cycle o f integrative ch ara cter loads (up to the 4th stage). A.P. S o ro k in a n d co-w orkers fo u n d [7] the o rg an ism ’s reaction in the ru n n in g to develop by stages. O xygen transfer system research h as show n a high level o f in teg ratio n a t the 4th stage o f a d a p ta tio n to run n in g .
T he first p a rt is one o f the ru n n in g cycle o f integrate n atu re (up to the 4 th stage) up to reaching the first effeciency peak. The prim ary p eak is considered to be the increase o f ru nning time on the treadm ill a n d the stability o f the achieved result during 3 days at least. H eart ra te stab ility a n d red u ctio n on the m axim um low level were m a rk e d (b o th before a n d d u rin g the ru n n in g on treadm ill). The second p a rt o f tra in in g consisted in red u ctio n o f the daily running volum e (intensity) d u rin g 10-15 days. These exercises resulted in d esin teg ra tio n o f the elem ents o f the card io resp irato ry system. A c
cording to the lo a d ’s n atu re, the th ird p a rt was the sam e as the first tra in in g p a rt a n d w as aim ed at the fo rm a tio n o f fun ctio n al state o f the a n im a l’s o rg an ism up to the secondary efficiency peak (Figure
!)•
To d eterm in e the effect o f training, coefficient o f efficiency in- 19
3*
load magnitude
/ 1
in.
II.
training stages
Figure 1. Experiment building scheme on the forming of secondary peak of the organism’s working capacity.
crease w as calculated, because the efficiency level, determ ined by the tim e o f ru n n in g in all dogs, w as different b o th a t the last training day a n d a t the first one (initial level). T he coefficient was determ ined by the fo rm u la q = X n /X l * 100 % ,
w here q — coefficient o f efficiency,
X I — the tim e o f ru n n in g in the first day o f the training regim e,
X n — the tim e o f ru n n in g in the last day o f the training.
Specim ens o f tissues o f adenoh y p o p h y sis, th y ro id gland (TG) an d a d re n a l g lan d s (A G ) were treated a n d studied using histolog
ical a n d h istoenzym atic m ethods. C elloidin-paraffinic section were stain ed by hem atoxilin-eosin, also by V an-G izon fo r revealing o f collagen stru c tu re s a n d by H alm i-D y b an [8] for differentiation o f ad en o h y p o p h y sis cells. Indices typical for gland p aren ch y m a state (the n u m b er o f cells, nucleus value, epithelium height etc.) a n d blood vessel bed (capillary diam eter, space betw een them ) were m easured.
C ryostatic sections were in cu b a ted in m edium for alkaline p h o s
p h atase in T G [9], for assessm ent o f 3 /? -o l-stero id -d eh y d ro g en ase (3/3-O H -S D ) in A G [10]. D a ta were treated using statistical m ethods o f v a riatio n [11], including c o rrela tio n analysis.
R e su lts
In o u r experim ent, the tim e o f ru n n in g until e xhaustion varied from 10 to 225 m inutes (m ean ± s.d., 81.7 ± 19.7 m in). A fter ru n n in g the stu d ied endocrine o rg an s h ad individual heterogenous stru ctu re in a cco rd an ce w ith the ru n n in g tim e (level o f organism efficiency). D ogs w ith long ru n n in g tim e (from 147 to 225 min) h ad a decrease o f th y ro id gland fu n ctio n al activity, an d m o rp h o lo g ical p aram eters in dicating it: sq u am o u s epithelium , dense colloid filling follicle com pletely (Table 1).
A stro n g positive link (r = +0.5, p < 0.05) betw een the time o f ru n n in g until ex h au stio n a n d colloid volum e has been revealed by co rrelatio n analysis. T he special fea tu re o f thyroid gland in
20
T a b l e 1
Characteristic of thyroid gland in dogs after running until exhaustion (X ± Sx)
Indices
Running time
147-225 min(n=3) 10-91 min (n=9)
Relative colloid volume
(%) 70.40 ± 1.73 54.32 ± 3.37***
Relative volume of epithelium
(%) 22.50 ± 1.40 28.09 ± 1.57**
Height o f epithelium (Aim) Relative volume o f enzyme-active capillaries
5.63 ± 0.40 1.90 ± 0.43
7.85 ± 0.67**
3.23 ± 0.32*
Differences between group are indicated by asteriscs:
* — p < 0.05, ** — p < 0.01, *** — p < 0.001
dogs ru n n in g fo r a long tim e is the decrease o f enzym e-active tra n scapillary m etab o lism . T h e relative volum e o f enzym e capillary (in end o th eliu m o f w hich alk alin e p h o sp h a ta se is being revealed) o f long tim e ru n n in g do g s is 58 % less (p < 0.05) th a n th a t in dogs w ith sh o rter ru n n in g tim e (Table 1). A d ren al glands were characterized by high activity o f g lo m e ru lar a n d fascular zones, wide lum en o f cap
illaries, sm all d ista n ce betw een them , intensive reactio n o f revealing 3 /3 -O H -S D enzym e (Table 2).
D ogs w ith sh o rt ru n n in g tim e until ex h au stio n (from 10 to 90 min.) h a d a m ark ed fu n c tio n a l activity o f thyrocytes in th y roid gland. It w as in d icated by high epithelium . A long w ith this, the intensification o f colloid m obilization takes place, a n d th a t is confirm ed by v a cu o lizatio n o f colloid a n d m o rphological picture o f capillaries. C apillaries are w idened, filled w ith blood. Stasis o f erythrocytes in d icated a decrease o f circulation rate a n d intensifica
tion o f tran scap illa ry m etabolism [12]. T he increase o f contacting capillary su rface w ith follicular wall goes on a t the expense o f cap illary w idening an d their in v ag in atio n in follicular wall, th a t result in irreg u lar fo rm o f fo lliru la r b asal m em brane. A d ren al glands are c h aracterized by consid erab le a c tiv atio n o f the m edulla: widening o f the zone a n d capillary diam eter. D istance betw een capillaries is
21
T a b l e 2
Characteristic of adrenal gland in dogs with different running time until exhaustion (X ± Sx)
Indices
Running time
147-225 min 10-91 min
Width o f zones {цт )
G. Z 202.00 ± 4.70*** 171.60 ± 13.00 F. Z 1019.00 ± 5.90*** 954.00 ± 10.20 S. M 727.70 ± 17.60** 874.20 ± 25.50 Distance between
capillaries (цт )
G. Z 22.14 ± 1.01* 26.72 ± 2.37 F. Z 11.70 ± 0.70*** 17.80 ± 2.13 S.M 28.22 ± 1.08* 19.70 ± 2.39 3/3-O H -SD
G.Z 0.392 ± 0.07 0.165 ± 0.01*
F.Z 0.296 ± 0.09 0.111 ± 0.003*
* — P < 0.05, ** — p < 0.01, *** — p < 0.001 Statistically valuable differences concerning the intact group G.Z — glomerular zone
F.Z — fasculatar zone S.M — substantia medullaris
less th a n th a t in the long tim e ru n n in g gro u p (Table 2). In the ad en o h y p o p h y sis the dependence o f capillary capacity o n individu
al efficiency (ru n n in g d u ra tio n ) is m ark ed : anim als w ith long tim e o f ru n n in g having this index higher th a n in ta ct anim als. O n the contrary, as a rule, anim als w ith sh o rt tim e o f ru n n in g have it low
er. In all cases signs o f a lte ra tio n o f transcapillary m etabolism an d p a re n ch y m o stro m al in terrelatio n s are m arked. A long w ith the de
crease o f capillary capacity, the se p a ra tio n o f g lan d u lar cells as an edem a o f intercellular space, the thickening o f capillary b asal m em bran e a n d the increase o f adenocytes co n tactin g w ith pericapillary space directly are m ark ed . To the above m entioned alerations also w idening o f pericapillary space is added.
C o rre la tio n analysis betw een p a ra m ete rs o f thyroid a n d a d ren a l glands h as revealed the u n eq u al n u m b e r o f linear links in the gro u p with different ru n n in g time. L ong tim e ru n n in g anim als have the
22
a d re n a l-th y ro id correlative system w ith a g reat n u m b er o f significant links. T he c h a ra c ter o f links indicates the in teg ratio n o f this system fu n ctio n in g in do g s w ith high efficiency.
T hus, en d o crin e o rg a n reactio n to a single exercise show s th a t the lim it o f the o rg a n ism ’s possibilities has individual c h aracter in d ependence o n the initial level o f the o rg a n ism ’s efficiency.
A fter th e tra in in g exercises form ing the secondary increase o f efficiency level, in d iv id u al variety o f thyrocytes height decreases.
Follicle epithelium form is m ainly plane, th a t indicates to decreased fu n ctio n al activity. D ense colloid fills follicles com pletely, th a t indi
cates to the decrease o f its intensive m obilization from the d epot. As in the case o f single physical ru n n in g , considerable (r = 0.8, p < 0.05) positive link betw een relative capacity o f d ep o t colloid a n d last day ru n n in g w as revealed by c o rre latio n analysis.
In the a d re n a l glands o f the anim als w ith a m ark ed train in g effect the prevailing indices are: fa scicu lata widening, increased cell volum e a n d m ed u llar capillary diam eter, decrease o f volum es occupied w ith ad ren o cy tes. N o rad ren o cy tes were revealed m ore frequently in c o m p ariso n w ith those o f the co n tro l g roup a n d o f the anim als w ith a less p ro n o u n c e d train in g effect. D istinctive features o f the g ro u p w ith a m a rk e d train in g effect are also high indices o f specific enzym e synthesis (3 /? -O H -S D ), a n d low indices o f cortical cells nuclei volum e (Table 3). All these facts testify to the activ atio n o f a d re n a l m ed u llar elem ents, form ing cateholam ine m echanism s o f quick a d a p ta tio n o f the o rganism to physical activity, th a t render influence o n the a d re n a l co rtical cell in the p ro d u ctio n o f gluco- an d m in eralo co rtico id s th a t provide for the prolo n g ed w ork o f the o rganism [13].
In ad e n o h y p o p h y sis signs o f rebuilding in the lim iting link (haem ocapillary a n d p ericapillary space) th a t becom e a p p a re n t in the ch an g e o f in te rre la tio n s betw een capillary an d pericapillary space w idth were fo u n d . T he o p e n lum en o f capillary is increased an d the w idth o f p e ricap illary space is decreased in ab so lu te significances (Table 4), th u s the p re c o n d itio n fo r stim u latio n o f m etabolism p ro cesses in ad e n o h y p o p h y sis a n d for m obilisation o f its stru ctu ral an d fu n c tio n a l reserve is created. T he m ain m echanism o f rebuilding is likely to be the increase o f circulation capacity th ro u g h o u t the gland, caused by physical activity. T he decrease o f distance betw een blood a n d the g la n d u la r cells is the m o rp h o lo g ical equivalent o f the decrease o f b lo o d -tissu e b a rrier, m ak in g the realization o f endocrine fu n c tio n easier. T hese changes are clearly m ark ed in dogs w ith a high efficiency tra in in g a n d m ay be considered to be the signs o f a d a p ta tiv e reb u ild in g o f the adenoh y p o p h y sis. D ogs w ith a low ef
ficiency tra in in g have sim ilar, b u t less p ro n o u n ced changes. In total they c a n n o t be considered to express directly an ad ap tiv e rebuilding
23
T a b l e 3
Characteristic of adrenal gland in dogs with different level of working capacity (X ± Sx)
Parameters Zones
Groups
High working capacity
Moderate working capacity
Intact
Width of
zones (mkm) G.Z 132.0± 5.6* 182.0 ±31.0 161.3±10.8 F.Z 860.0±12.9 721.0 ±12.9 796.7±46.7 S.Z 811.0±12.2 855.0±11.8 631.7±10.8 Diameter o f
capillaries G.Z 12.2±0.2*** 12.7±0.5*** 9.8±0.1
F.Z 11.8±0.7 15.7±1.7** 10.4±0.5
S.M 24.8±1.0* 22.6±0.8 20.5±1.6
3/3-OH-SD G.Z 0.194±0.025* 0.041±0.006** 0.115±0.023 F.Z 0.136±0.001** 0.054±0.006 0.084±0.014 Volume o f
cell G.Z 66.9±9.0 83.0±4.3 83.1±3.9
nuclear F.Z 65.3±10.2 75.6±4.5 74.9±2.6
S.Z 88.6±15.4 81.0±3.5 80.3±5.0
(mkm3)
%A-cells S.M 49.2±3.8* 61.7±5.0 62.6±3.3
%N-cells S.M 10.8±0.7* 11.9± 1.7 15.4±2.1
* — p < 0.05, ** — p < 0.01, *** — p < 0.001 Statistically valuable differences concerning the intact group
G.Z — glomerular zone F.Z — fasculatar zone S.Z — substantia medullaris
o f the ad e n o h y p o p h y sis.
It is rem ark ab le th a t b o th in the g ro u p o f anim als w ith a high efficiency train in g a n d in the g ro u p o f anim als p erform ing a single exercise, the n u m b e r o f co rrelatio n betw een p aram eters o f investi
gated o rg a n s w as g reater th a n in the g ro u p w ith a low efficiency training. T he ch a ra c ter o f co rrela tio n o f the p aram ete rs is reverse.
Significant correlative links were fo u n d betw een thyroid a n d a d re n a l gland p a ra m e te rs in dogs w ith a m ark ed effect o f training (Table 4).
24
T a b l e 4
The square of capillary lumen and pericapillary space (/яп) in adenohypophosis after the cycle of systematic exercises
Parameters
Groups
High working capacity
Moderate working capacity
Intact
The mean square
o f capillary lumen 260.9±29.1 239.1±30.6 229.2±24.6 The mean square
o f pericapillary space 237.6±31.4* 257.1±56.4 314.0±32.4
* — the differences between control group, true if p < 0.05
C o n clu sio n
T he d escrip tio n o f m o rp h o lo g ical equivalents o f the perfection o f endocrine re g u la tio n m ay be ad v an ced on the basis o f the m ethods o f the in d iv id u al d o sag e o f m oving activity [4]. These m ethods diagnose the c o n d itio n s o f the organism , th a t are form ed during the running. T h e studies [14] show, th a t different conditions w ith various m o rp h o lo g ical co m p licatio n s in m yocard develop in experim ental anim als d u rin g th e equable ru n n in g for 15 min. T he researchers o f o u r la b o ra to ry [15] described the conditions th a t are obligatory, developed d u rin g the ru n n in g a n d m ay be diagnosed according to the response o f the card io re sp ira to ry system . E ach o f these conditions has its m o rp h o lo g ica l equivalent in the endocrine org an s response [16]. U sing o u r m eth o d s, one is able to describe m orphological specim ens, th a t are determ ined by the organism 's co n stitu tio n an d to show the m o rp h o fu n c tio n a l differences o f the high a n d low efficiency level in the stu d ied en d o crin e o rg an s. T he m ost responsible chain in ad ap tiv e reb u ild in g o f ad en o h y p o p h y sis, a d ren al gland a n d thyroid gland is the m icro circu latio n system .
A m o n g the stru c tu re s ensuring m etabolism the alteratio n s refer
ring to the p e n etrab ility o f epithelium a n d to the value o f m etabolism surface, to the d istan ce betw een blood a n d g lan d u lar cells are re
vealed (the value o f capillary capacity a n d pericapillary space).
25 4
S u m m a ry
1. T he rep e ate d influence o f facto r o f the m o to r acitivity (tra in ing) determ ines the decrease o f individual variability o f response o f the stu d ied en d o crin e organs.
2. T he decisive fa c to r in im proving endocrine reg u latio n s o f the o rg an ism in tra in in g is the co n d itio n o f stru ctu res, ensuring m etabolism in m icro circu latio n system .
3. T he high level o f capacity for w ork is provided by low func
tional activity o f th y ro id gland, high fu n ctio n a l activity o f ad ren al cortex, by large volum e o f capillary bed o f adeno h y p o p h y sis, by large a m o u n t o f co rre la tio n s betw een indices o f ad re n a l an d thyroid glands.
4. In tra n sitio n to a higher level o f efficiency a considerable degree o f activity o f a d re n a l co rtex (fo rm atio n o f glycocorticoids) an d the increase o f v olum etrical blo o d flow in ad en ohypophysis w ith a sim u ltan eo u s decrease o f p ericapillary space plays an im p o rtan t role.
REFERENCES
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ности. М., Медицина, 1977. 176 с.
2. Т ом сон К .Э . Влияние шашечной деятельности на тиреоидный го
меостаз организма / / Эндокринные механизмы регуляции прис
пособления организма к мышечной деятельности. Ученые записки Тартуского государственного университета. 1980. — Вып. 543. — С. 96-116.
3. Б и тю ц к ая Л .А . Взаимосвязь функционально-морфологических характеристик надпочечных и щитовидных желез при аэробном ре
жиме работы / / Тезисы докладов 17 Всесоюзной научной конфе
ренции “Физиологические механизмы адаптации к мышечной дея
тельности” . — Москва, 1984. — С. 24-25.
4. С о р о к и н А .П ., С тел ьн и к ов Г .В ., В а эи н A .H ., Г и за т у л л и н а А .М ., Б и р ю к о в а О .В . Некоторые аспекты дозировки физической нагрузки и адаптации к ней. — Аспекты адаптации. Материалы симпозиума. Горький, 1973. — С. 28-36.
5. О ск ол к ова М .К ., К р а с и н а Г .А . Реография в педиатрии. — М., Медицина, 1980. — 216 с.
6. С ор ок и н А .П ., В а эи н A .H ., К оч етк ов А .Г . Способ физичес
кой тренировки организма. — а.с. СССР, N° 733641, опублик. в офиц. бюлл. Госкомизобретений, N° 18, 18.05.80.
7. С ор ок и н А .П ., С тр ел ь н и к ов Г .В ., В аэи н А .Н . Адаптация и управление свойствами организма. — М.: Медицина, 1977. — 263 с.
26
8. Н е в о р о т и н А .И . К методике гистохимического исследования ги
пофиза / / Архив анатомии, гистологии и эмбриологии. — 1975. —
№ 5. — С. 41.
9. Быков В .Л . Метод комплексного морфофункционального изуче
ния капилярного русла щитовидной железы / / Архив анатомии, гистологии и эмбриологии. — 1975. — № 5. — С. 41.
10. Levy, H., Deane H.W., Rubin B.L. Visualisation o f steroid 3-ol- dehydrogenase activity in tissues of intact and hypophysectomised rats II Endocrinology. — 1959. — V. 65. — P. 932-943.
11. К а т и н а с T.C . В .И . Б у л га к , E .H . Н и к и ф о р о в а , K .M . Све- тик ова О нахождении стандартной ошибки среднего с учетом из
менчивости признака в пределах организма. — Архив анатомии, гистологии и эмбриологии, 1969. — Т. 59, вып. 9. — С. 97-104.
12. М ч ед л н ш в и л л и Г .И . Микроциркуляция крови. JL: Наука, 1989.
— С. 84.
13. В и р у A .A . Гормональные механизмы адаптации и тренировки. JL:
Наука, 1981. — 155 с.
14. С о р о к и н А .П ., С тр ел ь н и к ов Г .В . Морфологический анализ адаптивных изменений миокарда при индивидуальной дозирован
ной физической нагрузке. — Архив анатомии, гистологии и эмиб- риологии. 1976. — Т. 70, вып. 2. — С. 54-61.
15. К оч етк ов А .Г ., Б и р ю к о в а О .В ., С илкин Ю .Р. Морфофунк
циональные эквиваленты состояния сердца при нагрузках до отказа как отражение стадийности адаптационного процесса. — Теория и практика физической культуры. 1991. — Na 1. — С. 27-32.
16. К оч етк ов А .Г . Теоретические и практические аспекты интегра
тивных и дезинтегративных состояний адаптационного процесса / / Морфо-функциональные эквиваленты гипокинезы и двигательной активности. Сб. науч. тр. Аспекты адаптации. Горький, 1988. — С. 59-73.
4* 27
METABOLIC A N D HORM ONAL CHANG ES IN BLOOD D U R IN G BICYCLE ERGOM ETER
LOAD AT CRITICAL POW ER LEVEL IN MALE ST U D E N T S
T. Jürimäe, S. Goltermann*, K. Karelson, T. Smirnova T a rtu U niversity, 18 Ü likooli street, EE2400, T artu, E sto n ia an d
* S p o rts U niversity o f G erm any, C ologne, G erm any
A b s tr a c t
T he aim o f the presen t in vestigation w as to study the changes on selected biochem ical p a ra m e te rs o f blo o d d u rin g 30 m in exer
cise test on bicycle ergom eter at the individual critical pow er (CP) level in relatively u n tra in e d m ale stu d e n ts (n = 10, 21.6 ± 1.6 yrs,
185.8 ± 7.0 cm, 77.5 ± 4.3 kg, fa t % 8.1 ± 3.0, V o2m ax /k g 49.1 ± 8.1 m l-m in_ 1 -kg- 1 ). C P w as m easu red using 3 bicycle ergom etry tests o f fatigue a t 280, 340 a n d 400 W se p ara ted by rest p eriods o f at least 3 h. T he m ean C P w as 242.5 ± 13.5 W. D u rin g 30-m in test at the individual C P level, air sam ples were collected every 5 m in an d h eart rate (H R ) w as reco rd ed a t the sam e time. T he m ean V02 at CP test w as 78.9 % o f V o2m ax a n d the m ean H R was 170.6 ± 8.3 b eats-m in- 1 . T h e calculated C P w as extrem ely high in 7 persons and their exercise intensities were reduced by the m inim al am o u n t necessary to ensure c o n tin u ed exercise over the 30-m in period. The m ean pow er a tta in e d w as 8.5 % below th a t estim ated by CP. V enous blood w as sam pled im m ediately before exercise, on the 10th m inute o f the load, im m ediately a fter exercise a n d after 30 m in o f recovery.
In blood plasm a the c o n c e n tra tio n s o f lactate, glucose, cortisol an d insulin were m easured. A fter 30-m in load, lactate level was the h igh
est: 8.46 ± 1.30 m m o M '1. T here w as an insignificant increase o f glucose co n c e n tra tio n (p > 0.05) d u rin g the second p a rt o f exercise.
Im m ediately after the load, cortisol c o n c e n tratio n increased signif
icantly (p < 0.05) co m p are d w ith initial level (679.2 ± 192.2 an d 985.0 ± 311.3 п М - Г 1). T here w as 110 significant change o f insulin co n cen tratio n o f blood d u rin g exercise a n d recovery.
In conclusion, in o u r relatively u n tra in e d stu d en ts the intensity o f bicycle ergom eter lo ad a t ind iv id u al C P levels w as relatively high for a 30-m in exercise period. T here were n o stead y -state levels an d
th ere w as a need fo r co rrectio n s in the m eth o d s o f determ ining CP.
D u rin g the intensive C P level exercise m ostly carb o h y d ra tes were used as a fuel a n d exercise activates the ad re n o -co rtical system . Key words: E xercise test — C ritical pow er — H orm ones — Sub
stra te s — U niversity stu d en ts
In tr o d u c tio n
In exercise physiology, e n d u ra n ce capacity has been m easured using different th resh o ld indices determ ined either from blo o d lactate (LA) o r from v en tilato ry d a ta in increm ental exercise tests [W asser
m an n a n d M cllroy 1964; K in d e rm a n n et a l.- 1979; S tegm ann an d K in d erm an n 1982]. F o r m easu rin g physical w orking capacity above different an aero b ic th resh o ld s (AT) a n d below m axim al O2 c o n su m p tio n (V o2m ax) it is recom m ended to m easure critical pow er (CP) w hich is a nonin v asiv e a n d inexpensive m easure. M o n o d an d Scherrer [1965] identified C P as the intensity o f exercise which could be m ain ta in e d “fo r a very long tim e w ith o u t fatig u e”. T he asym tote o f the h y p erb o lic re la tio n sh ip betw een pow er o u tp u t a n d the time o f fatigue h as been defined as CP, which, in theory, represents the highest m etab o lic ra te w here a stead y -sta te response can be achieved d uring p ro lo n g e d exercise. T heoretically, C P is an alo g o u s to the concept o f lac ta te th resh o ld . M o rita n i et al. [1981] developed a bicycle erg o m eter an a lo g u e o f the C P test p ro p o sed by M o n o d an d Scherrer [1965] for synergic m uscle groups. A nalogous CP tests were presented o n tread m ill [H ughson et al. 1984] a n d sw im m ing flume
[W akayoshi et al. 1992] too.
T h e m etab o lic response to m uscular w ork is d ependent u p o n its m ode, intensity, d u ra tio n a n d u p o n availability o f ad eq u a te pre
cursors for energy m etabolism . Intensive exercise w ith great energy ex p en d itu re a n d lasting fo r 30-6 0 m in d epends entirely on com- pustive processes in the m ito ch o n d rio n s an d on the availability o f fuels [Saltin 1973; K eul 1975]. C a rb o h y d ra te s are the prim ary en
ergy sources d u rin g intense exercise. A t a w ork load higher th an 90 % o f V o2inax, m uscle glycogen is the m ost im p o rta n t su b strate [Saltin a n d K a rlsso n 1971; W ahren 1979]. D u rin g the initial stages o f m o d e rate -in ten sity exercise, b lo o d glucose (G L) levels are m ain
tained o r m ay even increase slightly [Coyle et al. 1986], in m ost cases d u rin g intensive exercise the G L c o n c e n tratio n in blood increased
[K in d erm an n et al. 1986].
D u rin g w ork a t the ind iv id u al C P level the LA co n cen tratio n in blo o d will b e relatively high. A ccording to Jenkins an d Quigley [1990] d u rin g 30 m in o f cycle ergom etry test at or near CP level the m ean LA c o n c e n tra tio n in blood was S.9 ± 1.6 m m oM “ 1. The LA
29
