Effects of Different Magnitudes of Whole-Body Vibration on Dynamic Squatting Performance
Bibliographic record
Abstract
The purpose of this study was to examine the effects (a) of different whole-body vibration (WBV) accelerations when applied simultaneously during a set of squats on performance and perceived exertion and (b) of different linear increases and decreases of vibrations during the squats. It is a randomized, crossover experimental design. Undergraduate students (3 female; 16 male) participated. Each participant completed 5 laboratory sessions in this study (4 familiarization and 1 test session). The test session then had each participant complete one 20-second set of dynamics quarter-squats for 5 separate conditions followed by 5 minutes of rest. Squatting was performed at maximum speed from full extension knee with plantar-flexion ankle to a knee angle of 70° (0° = anatomic position) with dorsiflexion ankle. All sets were performed on the WBV platform in random order, where the 5 different conditions were (a) no WBV-sham, (b) 30 Hz (30 Hz low amplitude), (c) 50 Hz (50 Hz high amplitude), (d) 30-50 Hz (increasing frequency from 30 to 50 Hz; 1 Hz per second with high amplitude), and (e) 50-30 Hz (decreasing frequency from 50 to 30 Hz; 1 Hz per second). There was a significant decrease in the mean velocity of squatting performed during the 30- to 50-Hz condition compared with all other conditions (p ≤ 0.05). There were a significantly lower amount of repetitions performed during the 30- to 50-Hz exposure compared with the no-WBV and 30-Hz conditions. There was a significantly lower Rating of Perceived Exertion (RPE) during the 30-Hz condition compared with the no-WBV, 50-Hz, 30-50-Hz, and 50-30-Hz conditions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".