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Journal articles on the topic 'Training modalities'

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Published: 1 June 2024

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1

Sagedahl, Steve M. "STRENGTH TRAINING MODALITIES: Baseball pitcher Cybex training." National Strength & Conditioning Association Journal 8, no. 2 (1986): 46. http://dx.doi.org/10.1519/0744-0049(1986)008<0046:bpct>2.3.co;2.

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2

LeDuc, Dana, and Bruce W. Meleski. "STRENGTH TRAINING MODALITIES: Strength training with computers." National Strength & Conditioning Association Journal 8, no. 1 (1986): 58. http://dx.doi.org/10.1519/0744-0049(1986)008<0058:stwc>2.3.co;2.

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3

Safe, Scott. "STRENGTH TRAINING MODALITIES: The new Safe strength training shoe." National Strength & Conditioning Association Journal 14, no. 2 (1992): 39. http://dx.doi.org/10.1519/0744-0049(1992)014<0039:tnssts>2.3.co;2.

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4

Flueck, Martin, and Wouter Eilers. "Training Modalities: Impact on Endurance Capacity." Endocrinology and Metabolism Clinics of North America 39, no. 1 (March 2010): 183–200. http://dx.doi.org/10.1016/j.ecl.2009.10.002.

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5

Hooper Lorette, Lineaus. "Strength training modalities: The medicine ball." National Strength & Conditioning Association Journal 7, no. 2 (1985): 18. http://dx.doi.org/10.1519/0744-0049(1985)007<0018:tmb>2.3.co;2.

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6

DaSilva, Debbie. "STRENGTH TRAINING MODALITIES: Vermeilʼs Time Machine." National Strength & Conditioning Association Journal 9, no. 6 (1987): 57. http://dx.doi.org/10.1519/0744-0049(1987)009<0057:vstm>2.3.co;2.

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7

Sigmon, Chip, and Daniel E. Duncan. "STRENGTH TRAINING MODALITIES: The hack squat." National Strength & Conditioning Association Journal 12, no. 4 (1990): 28. http://dx.doi.org/10.1519/0744-0049(1990)012<0028:ths>2.3.co;2.

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8

Pauletto, Bruno. "STRENGTH TRAINING MODALITIES: The Speed Chute." National Strength & Conditioning Association Journal 13, no. 4 (1991): 47. http://dx.doi.org/10.1519/0744-0049(1991)013<0047:tsc>2.3.co;2.

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9

Curtis, Terry. "STRENGTH TRAINING MODALITIES: The perfect workout?" National Strength & Conditioning Association Journal 13, no. 6 (1991): 83. http://dx.doi.org/10.1519/0744-0049(1991)013<0083:tpw>2.3.co;2.

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10

Tabachnik, Ben. "STRENGTH TRAINING MODALITIES: The Speed Chute." National Strength & Conditioning Association Journal 14, no. 4 (1992): 75. http://dx.doi.org/10.1519/0744-0049(1992)014<0075:tsc>2.3.co;2.

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11

Franchini, Emerson, Ciro José Brito, David H. Fukuda, and Guilherme G. Artioli. "The Physiology of Judo-Specific Training Modalities." Journal of Strength and Conditioning Research 28, no. 5 (May 2014): 1474–81. http://dx.doi.org/10.1519/jsc.0000000000000281.

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12

Isner-Horobeti, Marie-Eve, Stéphane Pascal Dufour, Philippe Vautravers, Bernard Geny, Emmanuel Coudeyre, and Ruddy Richard. "Eccentric Exercise Training: Modalities, Applications and Perspectives." Sports Medicine 43, no. 6 (May 9, 2013): 483–512. http://dx.doi.org/10.1007/s40279-013-0052-y.

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13

Gentry, Mike, David Pratt, and Dr Tony Caterisano. "STRENGTH TRAINING MODALITIES: Introducing the Trap Bar." National Strength & Conditioning Association Journal 9, no. 3 (1987): 54. http://dx.doi.org/10.1519/0744-0049(1987)009<0054:ittb>2.3.co;2.

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14

Kennedy, Dr Paul M. "STRENGTH TRAINING MODALITIES: Introducing the Safe Squat." National Strength & Conditioning Association Journal 11, no. 1 (1989): 37. http://dx.doi.org/10.1519/0744-0049(1989)011<0037:itss>2.3.co;2.

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15

Trelka, Dennis G., and Paul S. Lapcevic. "STRENGTH TRAINING MODALITIES: The evolution of the Lapko strength training system." National Strength & Conditioning Association Journal 11, no. 2 (1989): 44. http://dx.doi.org/10.1519/0744-0049(1989)011<0044:teotls>2.3.co;2.

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16

Scott, Michelle, Barry N. Feldman, and Maureen Underwood. "Delivering Professional Development in Suicide Prevention." Pedagogy in Health Promotion 2, no. 4 (July 20, 2016): 266–75. http://dx.doi.org/10.1177/2373379916658667.

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Online learning has emerged as a new technology for professional development for secondary school teachers and staff, including administration and nonclinical counselors. It is unknown if suicide prevention can be taught and learned effectively in an online learning modality. A quasi-experimental pre–post design study compared suicide prevention knowledge of 197 secondary public school teachers, administrators, guidance counselors, and staff in a traditional 2-hour in-person training versus a self-paced Web-based online training. Both training modalities led to a statistically significant increase in knowledge; however, knowledge acquisition was significantly greater among individuals in the online training. Age of the participants moderated the relationship across the two training modalities. The majority of participants reported the online training as useful and relevant, and 100% would recommend the online suicide prevention training to others. Online trainings are just as effective in teaching emotionally sensitive content such as suicide prevention as traditional in-person trainings.

17

Salway, Richard, Trenika Williams, Camilo Londono, and Bonnie Arquilla. "Comparing Training Techniques in Chemical Disaster Preparedness." Prehospital and Disaster Medicine 34, s1 (May 2019): s109. http://dx.doi.org/10.1017/s1049023x19002292.

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Introduction:Currently, there are no universally accepted personal protective equipment (PPE) training guidelines for Emergency Medicine physicians, though many hospitals offer training through a brief didactic presentation. Physicians’ response to hazmat events requires PPE utilization to ensure the safety of victims, facilities, and providers; providing effective and accessible training is crucial. In the event of a real disaster, time constraints may not allow a brief in-person presentation and an accessible video training may be the only resource available.Aim:To assess the effectiveness of video versus in-person training of 20 Emergency Medicine Residents in Level C PPE donning and doffing (chemical-resistant coverall, butyl gloves, boots, and an air-purifying respirator).Methods:A prospective observational study was performed with 20 Emergency Medicine residents as part of Emergency Preparedness training. Residents were divided into two groups, with Group A viewing a demonstration video developed by the emergency preparedness team, and Group B receiving in-person training by a Hazmat Team Member. Evaluators assessed critical tasks of donning and doffing PPE utilizing a prepared evaluation tool. At the drill’s conclusion, all participants completed a self-evaluation to determine their confidence in their respective trainings.Results:Both video and in-person training modalities showed significant improvement in participants’ confidence in doffing and donning a PPE suit (p>0.05). However, no statistically significant difference was seen between training modalities in the performance of donning or doffing (p>0.05).Discussion:Video and in-person training are equally effective in preparing residents for donning and doffing Level C PPE, with similar error rates in both modalities. Future trainings should focus on decreasing the overall rate of breaches across all training modalities.

18

Lucas, Bert A., and Joseph R. Mc Ilvaine. "Comparison of Feedback Modalities in Biofeedback Temperature Training." Psychological Reports 56, no. 1 (February 1985): 47–51. http://dx.doi.org/10.2466/pr0.1985.56.1.47.

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Much of what is presented to clients in a biofeedback session is integrated only if learning occurs. Biofeedback is not effective if the learner does not understand the signals. Neurolinguistic programming suggests that individuals utilize primary representational systems, including vision and audition, to incorporate environmental stimuli into their own preestablished notions of the world. To test this, individuals were included in one of four treatment modalities: control group, visual feedback only group, auditory feedback only group, or visual/auditory feedback group. Groups were significantly different only in decay rate from peak temperatures. Sex differences indicated women consistently produced cooler hand temperatures than men. Visual feedback seemed to be the most effective type of feedback for persons in this experiment.

19

Carlson, Kevin, Marshall Magnusen, and Peter Walters. "Effect of Various Training Modalities on Vertical Jump." Research in Sports Medicine 17, no. 2 (June 2, 2009): 84–94. http://dx.doi.org/10.1080/15438620902900351.

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20

Schmidt, W., and N. Prommer. "Effects of various training modalities on blood volume." Scandinavian Journal of Medicine & Science in Sports 18 (July 8, 2008): 57–69. http://dx.doi.org/10.1111/j.1600-0838.2008.00833.x.

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21

Vaamonde, Diana, Marzo Edir Da Silva-Grigoletto, Juan Manuel García-Manso, Ricardo Vaamonde-Lemos, Robert James Swanson, and Sergio Carlos Oehninger. "Response of semen parameters to three training modalities." Fertility and Sterility 92, no. 6 (December 2009): 1941–46. http://dx.doi.org/10.1016/j.fertnstert.2008.09.010.

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22

Telle, J. R., and I. J. Gorman. "Strength training modalities: Combining free weights with hydraulics." National Strength & Conditioning Association Journal 7, no. 1 (1985): 66. http://dx.doi.org/10.1519/0744-0049(1985)007<0066:cfwwh>2.3.co;2.

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23

Koch, Fred. "Strength Training Modalities: Natural Squatting Bar—an evaluation." National Strength & Conditioning Association Journal 7, no. 4 (1985): 70. http://dx.doi.org/10.1519/0744-0049(1985)007<0070:nsbae>2.3.co;2.

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24

ROWAN, CHIP P., MICHAEL C. RIDDELL, NORMAN GLEDHILL, and VERONICA K. JAMNIK. "Aerobic Exercise Training Modalities and Prediabetes Risk Reduction." Medicine & Science in Sports & Exercise 49, no. 3 (March 2017): 403–12. http://dx.doi.org/10.1249/mss.0000000000001135.

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25

Archibugi, Livia, Matteo Tacelli, Maria Chiara Petrone, Michel Kahaleh, Pietro Fusaroli, Julio Iglesias-Garcìa, Gabriele Capurso, and Paolo Giorgio Arcidiacono. "Training in EUS: current state of training modalities from a worldwide survey." Pancreatology 23 (November 2023): e80. http://dx.doi.org/10.1016/j.pan.2023.06.607.

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26

Ma, Mengmeng, Jian Ren, Long Zhao, Sergey Tulyakov, Cathy Wu, and Xi Peng. "SMIL: Multimodal Learning with Severely Missing Modality." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 3 (May 18, 2021): 2302–10. http://dx.doi.org/10.1609/aaai.v35i3.16330.

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A common assumption in multimodal learning is the completeness of training data, i.e., full modalities are available in all training examples. Although there exists research endeavor in developing novel methods to tackle the incompleteness of testing data, e.g., modalities are partially missing in testing examples, few of them can handle incomplete training modalities. The problem becomes even more challenging if considering the case of severely missing, e.g., ninety percent of training examples may have incomplete modalities. For the first time in the literature, this paper formally studies multimodal learning with missing modality in terms of flexibility (missing modalities in training, testing, or both) and efficiency (most training data have incomplete modality). Technically, we propose a new method named SMIL that leverages Bayesian meta-learning in uniformly achieving both objectives. To validate our idea, we conduct a series of experiments on three popular benchmarks: MM-IMDb, CMU-MOSI, and avMNIST. The results prove the state-of-the-art performance of SMIL over existing methods and generative baselines including autoencoders and generative adversarial networks.

27

Peacock, Allison. "Intuitive fitness—Experiential Modalities in Dance Readiness." Public 33, no. 67 (April 1, 2023): 48–57. http://dx.doi.org/10.1386/public_00141_1.

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Intuitive Fitness is a workshop designed by dance artist and scholar Allison Peacock intended to blend practices of physical training, instant composition, and site-specific creation, while inhabiting the multiple roles of a dance artist (performers, choreographers, event planner, and audience). The workshop’s format is a result of over a decade of international research in contemporary dance and cross-training practices, and the desire to support low-tech dance performance experiences that simultaneously highlight the imaginative while training the physical. This article will detail the research and development of this workshop method, including exercise examples from the first three iterations of Intuitive Fitness, outlining responsive practices that work with site and the unique constellation of participants to build a physical and conceptual readiness for dance.

28

Adnyani, Putu Desi, Ni Luh Putu Inca Buntari Agustini, Ni Made Dewi Wahyunadi, I. Wayan Edi Sanjana, and I. Kadek Artawan. "Advanced Life Support Video Training Modalities: A Literature Review." Babali Nursing Research 4, no. 3 (July 31, 2023): 382–92. http://dx.doi.org/10.37363/bnr.2023.43257.

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Introduction: Knowledge and skills of health workers regarding Advanced Life Support (ALS) are an important part that needs to be trained and improved with appropriate training modalities in handling cardiac arrest patients. This literature review aims to find out which modalities are the most effectively applied to ALS training which can increase the knowledge and skills of health workers in conducting ALS. Methods: Literature study using 11 articles that have been published and peer-reviewed from data-based PubMed, CINAHL, and ScienceDirect using the keywords effectiveness, advanced life support, modalities, nurses, knowledge, and skills. Searches were limited to full text articles, experimental designs, publications from 2017 to 2022. Selection of articles in research using flowchart Prisma.Results: Analysis of eleven articles or journals related to the research objectives found that the video training was the most effective methods in increasing the knowledge and skills of respondents in ALS training. The implementation of ALS training in a hybrid manner, namely the use of non-face-to-face learning methods using video with face-to-face training led by an instructor, showed no significant difference, but video training was preferred because it provides convenience regarding time, place of implementation, and more training participants. Conclusion: ALS training must be given to nurses at least once a year, so it can be suggested to institutions to use the learning video method as a method of providing training.

29

Barnett, Anthony. "Using Recovery Modalities between Training Sessions in Elite Athletes." Sports Medicine 36, no. 9 (2006): 781–96. http://dx.doi.org/10.2165/00007256-200636090-00005.

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30

McCloskey, Michael S. "Training in Empirically Supported Treatments Using Alternative Learning Modalities." Clinical Psychology: Science and Practice 18, no. 1 (March 2011): 84–88. http://dx.doi.org/10.1111/j.1468-2850.2011.01237.x.

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31

Goldman, Bob. "STRENGTH TRAINING MODALITIES: The Hi–tech Fitness Equipment Industry." National Strength & Conditioning Association Journal 9, no. 1 (1987): 51. http://dx.doi.org/10.1519/0744-0049(1987)009<0051:thtfei>2.3.co;2.

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32

Wimmer, Georg, Michael Gadermayr, Roland Kwitt, Michael Häfner, Toru Tamaki, Shigeto Yoshida, Shinji Tanaka, Dorit Merhof, and Andreas Uhl. "Training of polyp staging systems using mixed imaging modalities." Computers in Biology and Medicine 102 (November 2018): 251–59. http://dx.doi.org/10.1016/j.compbiomed.2018.05.003.

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33

WEST, JOHN D., DONALD L. BUBENZER, TERRY PINSONEAULT, and VIRGINIA HOLEMAN. "Three Supervision Modalities for Training Marital and Family Counselors." Counselor Education and Supervision 33, no. 2 (December 1993): 127–38. http://dx.doi.org/10.1002/j.1556-6978.1993.tb00275.x.

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Paul, Tyechia Veronica. "Organizational Training Modalities: Investigating the Impact of Learner Preference on Performance." International Journal of Learning and Development 6, no. 3 (July 18, 2016): 10. http://dx.doi.org/10.5296/ijld.v6i3.9679.

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<p><strong>Abstract</strong></p><p>Employee training is a strategic business investment, a manifestation of firms’ commitment to improve service, operations, career development, and employee performance. Traditionally, training has been delivered in a face-to-face format. However, new training modalities of e-learning and mobile learning have emerged. Managers and workforce training professionals often face the challenge of selecting training modes that are economical, convenient, effective, and in the format preferred by the employees. The objective of this study was to evaluate whether learner preference for a training modality impacts the learners’ training performance.</p><p>A group of 103 study participants completed a workforce training module in one of three training modalities, face-to-face, e-learning, and mobile learning. Study participants completed a four-step experiment, which included a pre-assessment, training intervention, post-assessment, and survey. The research showed that although there was an interaction between training preference and training method on post-assessment performance, there was no significant difference in the training performance of learners who were trained in their preferred method versus those who not trained in their preferred method. This indicates that organizational training and development professionals should base their decision on other factors.</p><p><strong>Keywords: </strong>training, e-learning, mobile learning, workforce development, preference, organizational training, employee training, human resource development</p>

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Sadowski, Jerzy, Andrzej Mastalerz, and Wilhelm Gromisz. "Transfer of Dry-Land Resistance Training Modalities to Swimming Performance." Journal of Human Kinetics 74, no. 1 (August 31, 2020): 195–203. http://dx.doi.org/10.2478/hukin-2020-0025.

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Abstract A great number of studies focusing on the effects of dry-land resistance training interventions on swimming performance remain inconclusive. It is suggested that transferability of dry-land strength gains to swimming performance appear when dry-land resistance training programs are swim-specific. The main aim of this study was to compare the effects of specific dry-land resistance training on an ergometer with traditional dry-land exercises, and to determine how much of the resistance training effects were transferred to specific swimming conditions. The study included a group of 26 youth competitive male swimmers (age 15.7 ± 0.5 years, height 174.6 ± 6.6 cm, weight 68.4 ± 8.2 kg, training experience 5.8±0.7 years) of regional level. They were randomly allocated to one of two groups: experimental (E) and control (T). Both groups were involved in a 12-week dry-land resistance training concentrated on increasing muscular strength and power output of the upper limbs. Group E used a specialized ergometer (JBA – Zbigniew Staniak), while group T performed traditional resistance exercises. The program consisted of 10 sets of 30 s of exercise with 30 s rest intervals between each set. A two-way repeated measures ANOVA with Tukey HSD post hoc comparisons was used to determine if any significant differences existed between training groups across pretest and posttest conditions. The significance level was set at p ≤ 0.05. Dry-land resistance training modalities were the only differences in training between both groups. Our findings show that rates of transfer are much higher in group E than in group T, which resulted in a significant increase in swimming velocity (by 4.32%, p<0.001; ES=1.23, and 2.78%, p<0.003, ES=0.31, respectively).

36

de-Oliveira, Levy Anthony, Juan Ramón Heredia-Elvar, José Luis Maté-Muñoz, Juan Manuel García-Manso, José Carlos Aragão-Santos, and Marzo Edir Da Silva-Grigoletto. "Analysis of Pacing Strategies in AMRAP, EMOM, and FOR TIME Training Models during “Cross” Modalities." Sports 9, no. 11 (October 20, 2021): 144. http://dx.doi.org/10.3390/sports9110144.

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Empirically, it is widely discussed in “Cross” modalities that the pacing strategy developed by an athlete or trainee has a significant impact on the endurance performance in a WOD in the AMRAP, EMOM, or FOR TIME model. We can observe at least six pacing strategies adopted during the cyclical modalities in the endurance performance in the scientific literature. However, besides these modalities, exercises of acyclical modalities of weightlifting and gymnastics are performed in the “Cross” modalities. These exercises may not allow the same pacing strategies adopted during cyclic modalities’ movements due to their motor characteristics and different intensity and level of effort imposed to perform the motor gesture. In addition to the intensity and level of effort that are generally unknown to the coach and athlete of the “Cross” modalities, another factor that can influence the adoption of a pacing strategy during a WOD in the AMRAP, EMOM, or FOR TIME model is the task endpoint knowledge, which varies according to the training model used. Thus, our objective was to evaluate situations in which these factors can influence the pacing strategies adopted in a self-regulated task with cyclic and acyclic modalities movements during an endurance workout in the AMRAP, EMOM, and FOR TIME model. Given the scarcity of studies in the scientific literature and the increasing discussion of this topic within the “Cross” modalities, this manuscript can help scientists and coaches better orient their research problems or training programs and analyze and interpret new findings more accurately.

37

Hale, Kelly S., David Jones, Kay Stanney, and Laura Milham. "Adding Modalities to VE Training Systems Enhances Spatial Knowledge Acquisition." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 26 (September 2005): 2253–57. http://dx.doi.org/10.1177/154193120504902608.

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An empirical study was completed to investigate the effects of audition on spatial knowledge acquisition and workload within a virtual training environment. Four levels of audio were investigated including no audio, non-spatialized audio, and two forms of spatialized audio. While all training conditions led to significant decreases in workload, mental demand associated with knowledge of relative locations of dangerous areas was significantly less when trained with sound cues. The results also indicated that training with generalized spatial audio enhanced concentration. Results from this study outline the benefits of training with metaphoric audio cues to enhance spatial awareness. Future research will empirically examine effects of metaphoric haptic cues.

38

Billaut, François. "Special Issue “Optimising Interval Training Prescription”." Sports 10, no. 6 (June 2, 2022): 87. http://dx.doi.org/10.3390/sports10060087.

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High-intensity interval training, the so-called HIT, was popularized among athletes in the 1980′s and has been shown to be one of the most effective training modalities for improving athletic performance in various sports [...]

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Lorca-Santiago, Juan, Sergio L. Jiménez, Helios Pareja-Galeano, and Alberto Lorenzo. "Inspiratory Muscle Training in Intermittent Sports Modalities: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 12 (June 21, 2020): 4448. http://dx.doi.org/10.3390/ijerph17124448.

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The fatigue of the respiratory muscles causes the so-called metabolic reflex or metaboreflex, resulting in vasoconstriction of the blood vessels in the peripheral muscles, which leads to a decrease in respiratory performance. Training the respiratory muscles is a possible solution to avoid this type of impairment in intermittent sports. The objective of this systematic review was to evaluate the results obtained with inspiratory muscle training (IMT) in intermittent sports modalities, intending to determine whether its implementation would be adequate and useful in intermittent sports. A search in the Web of Science (WOS) and Scopus databases was conducted, following the Preferred Reporting Elements for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The methodological quality of the articles was assessed using the PEDro (Physiotherapy Evidence Database) scale. In conclusion, the introduction of specific devices of IMT seems to be a suitable method to improve performance in intermittent sports, mainly due to a reduction of the metaboreflex, fatigue sensation, and dyspnea. The ideal protocol would consist of a combination of acute and chronic treatment, and, even if IMT is done daily, the duration will not exceed one hour per week.

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Nolan, Claire M., and Carolyn L. Rochester. "Exercise Training Modalities for People with Chronic Obstructive Pulmonary Disease." COPD: Journal of Chronic Obstructive Pulmonary Disease 16, no. 5-6 (November 2, 2019): 378–89. http://dx.doi.org/10.1080/15412555.2019.1637834.

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41

Lewis, Adam, and Keir EJ Philip. "Singing and Dancing as Modalities for Exercise Training in COPD." COPD: Journal of Chronic Obstructive Pulmonary Disease 17, no. 1 (December 13, 2019): 120. http://dx.doi.org/10.1080/15412555.2019.1702011.

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42

Arazi, Hamid, and Hassan Faraji. "Post-exercise blood pressure responses to different resistive training modalities." Sport Sciences for Health 10, no. 1 (January 18, 2014): 29–33. http://dx.doi.org/10.1007/s11332-013-0169-2.

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43

Statuta, Siobhan, and Kelli Pugh. "Training Room Procedures and Use of Therapeutic Modalities in Athletes." Clinics in Sports Medicine 38, no. 4 (October 2019): 619–38. http://dx.doi.org/10.1016/j.csm.2019.06.006.

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44

Dang, Bryan K., Jeland S. Palicte, André Valdez, and Colleen O'Leary-Kelley. "Assessing Simulation, Virtual Reality, and Television Modalities in Clinical Training." Clinical Simulation in Nursing 19 (June 2018): 30–37. http://dx.doi.org/10.1016/j.ecns.2018.03.001.

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45

Reynolds, Joel, and Mary Jo Dolasinski. "Systematic review of industry food safety training topics & modalities." Food Control 105 (November 2019): 1–7. http://dx.doi.org/10.1016/j.foodcont.2019.05.015.

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46

Lovegrove, Catherine Elizabeth, Oussama Elhage, M. Shamim Khan, Giacomo Novara, Alex Mottrie, Prokar Dasgupta, and Kamran Ahmed. "Training Modalities in Robot-assisted Urologic Surgery: A Systematic Review." European Urology Focus 3, no. 1 (February 2017): 102–16. http://dx.doi.org/10.1016/j.euf.2016.01.006.

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47

Zheng, Qibin, Xiaoguang Ren, Yi Liu, and Wei Qin. "Abstraction and Association: Cross-Modal Retrieval Based on Consistency between Semantic Structures." Mathematical Problems in Engineering 2020 (May 7, 2020): 1–17. http://dx.doi.org/10.1155/2020/2503137.

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Cross-modal retrieval aims to find relevant data of different modalities, such as images and text. In order to bridge the modality gap, most existing methods require a lot of coupled sample pairs as training data. To reduce the demands for training data, we propose a cross-modal retrieval framework that utilizes both coupled and uncoupled samples. The framework consists of two parts: Abstraction that aims to provide high-level single-modal representations with uncoupled samples; then, Association links different modalities through a few coupled training samples. Moreover, under this framework, we implement a cross-modal retrieval method based on the consistency between the semantic structure of multiple modalities. First, both images and text are represented with the semantic structure-based representation, which represents each sample as its similarity from the reference points that are generated from single-modal clustering. Then, the reference points of different modalities are aligned through an active learning strategy. Finally, the cross-modal similarity can be measured with the consistency between the semantic structures. The experiment results demonstrate that given proper abstraction of single-modal data, the relationship between different modalities can be simplified, and even limited coupled cross-modal training data are sufficient for satisfactory retrieval accuracy.

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Xing, Hua. "Comparing Exercise Modalities for Effective Weight Management: A Comprehensive Review." Studies in Sports Science and Physical Education 1, no. 2 (September 2023): 17–31. http://dx.doi.org/10.56397/ssspe.2023.09.02.

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This article examines the effectiveness of various exercise modalities for weight management. It discusses the effects of aerobic exercise, resistance training, High-Intensity Interval Training (HIIT), yoga, Pilates, and recreational activities on weight loss, body composition changes, and metabolic outcomes. The article emphasizes the importance of integrating different modalities to optimize weight management efforts. Additionally, it provides recommendations for future research in this field.

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Sandbakk, Øyvind, Thomas Haugen, and Gertjan Ettema. "The Influence of Exercise Modality on Training Load Management." International Journal of Sports Physiology and Performance 16, no. 4 (April 1, 2021): 605–8. http://dx.doi.org/10.1123/ijspp.2021-0022.

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Purpose: To provide novel insight regarding the influence of exercise modality on training load management by (1) providing a theoretical framework for the impact of physiological and biomechanical mechanisms associated with different exercise modalities on training load management in endurance exercise and (2) comparing effort-matched low-intensity training sessions performed by top-level athletes in endurance sports with similar energy demands. Practical Applications and Conclusions: The ability to perform endurance training with manageable muscular loads and low injury risks in different exercise modalities is influenced both by mechanical factors and by muscular state and coordination, which interrelate in optimizing power production while reducing friction and/or drag. Consequently, the choice of exercise modality in endurance training influences effort beyond commonly used external and internal load measurements and should be considered alongside duration, frequency, and intensity when managing training load. By comparing effort-matched low- to moderate-intensity sessions performed by top-level athletes in endurance sports, this study exemplifies how endurance exercise with varying modalities leads to different tolerable volumes. For example, the weight-bearing exercise and high-impact forces in long-distance running put high loads on muscles and tendons, leading to relatively low training volume tolerance. In speed skating, the flexed knee and hip position required for effective speed skating leads to occlusion of thighs and low volume tolerance. In contrast, the non-weight-bearing, low-contraction exercises in cycling or swimming allow for large volumes in the specific exercise modalities. Overall, these differences have major implications on training load management in sports.

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Radder, Danique L. M., Ana Lígia Silva de Lima, Josefa Domingos, Samyra H. J. Keus, Marlies van Nimwegen, Bastiaan R. Bloem, and Nienke M. de Vries. "Physiotherapy in Parkinson’s Disease: A Meta-Analysis of Present Treatment Modalities." Neurorehabilitation and Neural Repair 34, no. 10 (September 11, 2020): 871–80. http://dx.doi.org/10.1177/1545968320952799.

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Background Physiotherapy is a commonly prescribed intervention for people with Parkinson’s disease (PD). Conventional types of physiotherapy have been studied extensively, while novel modalities are being developed and evaluated. Objective To evaluate the effectiveness of conventional and more recent physiotherapy interventions for people with PD. The meta-analysis performed as part of the 2014 European Physiotherapy Guideline for PD was used as the starting point and updated with the latest evidence. Methods We performed a systematic search in PubMed, CINAHL, Embase, and Web of Science. Randomized controlled trials comparing any physiotherapy intervention with no intervention or sham treatment were included. Trials were classified into 12 categories: conventional physiotherapy, resistance training, treadmill training, strategy training, dance, martial arts, aerobic exercises, hydrotherapy, balance and gait training, dual tasking, exergaming, and Nordic walking. Outcomes included motor symptoms, balance, gait, and quality of life, and are presented as standardized mean differences. The GRADE (Grading of Recommendations, Assessment, Development and Evaluation) approach was used to systematically appraise methodological quality. Results A total of 191 trials with 7998 participants were included. Conventional physiotherapy significantly improved motor symptoms, gait, and quality of life. Resistance training improved gait. Treadmill training improved gait. Strategy training improved balance and gait. Dance, Nordic walking, balance and gait training, and martial arts improved motor symptoms, balance, and gait. Exergaming improved balance and quality of life. Hydrotherapy improved balance. Finally, dual task training did not significantly improve any of the outcomes studied. Conclusions This meta-analysis provides a comprehensive overview of the evidence for the effectiveness of different physiotherapy interventions in the management of PD, allowing clinicians and patients to make an evidence-based decision for specific treatment modalities. Further work is needed to directly compare the relative efficacy of the various treatments.