4 results match your criteria: "2California State University[Affiliation]"
J Int Soc Sports Nutr
May 2018
2California State University, 18111 Nordhoff St, Northridge, CA 91330 USA.
Controversy exists about the maximum amount of protein that can be utilized for lean tissue-building purposes in a single meal for those involved in regimented resistance training. It has been proposed that muscle protein synthesis is maximized in young adults with an intake of ~ 20-25 g of a high-quality protein; anything above this amount is believed to be oxidized for energy or transaminated to form urea and other organic acids. However, these findings are specific to the provision of fast-digesting proteins without the addition of other macronutrients.
View Article and Find Full Text PDFJ Strength Cond Res
May 2017
1McMaster University 2California State University, Northridge 3Skidmore College 4Rutgers University 5Liverpool John Moores University 6University of Stirling 7Sports Performance Research Institute New Zealand 8Bayesian Bodybuilding Research and Development 9The University of Mississippi 10BioLayne L
J Strength Cond Res
April 2015
1Southern Illinois University Carbondale, Carbondale, Illinois; and 2California State University Long Beach, Long Beach, California.
For more than 10 years, researchers have investigated how the focusing of conscious attention influences motor skill execution. This line of investigation has consistently demonstrated that directing attention externally rather than internally improves motor skill learning and performance. The purpose of this study was to test the prediction that participants completing a 20-m sprint would run significantly faster when using an external focus of attention rather than an internal or no-focus of attention.
View Article and Find Full Text PDFJ Sci Educ Technol
November 2006
3Corinne Seeds University Elementary School, University of California, Los Angeles, USA.
This study investigated students' understanding of a virtual infectious disease in relation to their understanding of natural infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them to their experiences with the virtual disease.
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