The Influence of Verbal Instruction on Measurement Reliability and Explosive Neuromuscular Performance of the Knee Extensors
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Bibliographic record
Abstract
Abstract The current study aimed to examine the effect of verbal instruction on explosive force production and between-session measurement reliability during maximal voluntary contractions of knee extensors. Following familiarization, 20 healthy males performed 3 maximal contractions with a “hard-and-fast” instruction and 3 maximal contractions with a “fast” instruction during 2 test-retest sessions. Knee extension maximal voluntary force (F max ) and the maximal rate of force development (RFD max ) were measured. Maximal electromechanical delay (EMD max ), and the maximal rate of muscle activation (RMA max ) of quadriceps muscles were determined. No significant effect of instruction was observed on F max (p > 0.05). The RFD max and RMA max were significantly higher with the “fast” compared to the “hard-and-fast” instruction (36.07%, ES = 1.99 and 37.24%, ES = 0.92, respectively), whereas EMD max was significantly lower with the “fast” instruction compared to the “hard-and-fast” instruction (-3.79%, ES = - 0.29). No significant differences between test and retest measurements were found (p < 0.05). However, the reliability of the RFD max was higher with the fast instruction compared to the hard-and-fast instruction (CV: 7.3 vs. 16.2%; ICC: 0.84 vs. 0.56). Besides, the RFD max was associated with the RMA max and EMD max with a significant effect of instruction. Data showed that the instruction given prior contracting muscle affected explosive force production and associated neuromuscular variables. As a result, the “fast” instruction may be preferred in the assessment of explosive force capacity of skeletal muscle during maximal efforts.
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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 | 0.000 | 0.000 |
| 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 it