Translational journal of the American College of Sports Medicine最新文献

{"title":"Classroom-Based Physical Activity and On-Task Behavior","authors":"M. Mahar","doi":"10.1249/TJX.0000000000000099","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000099","url":null,"abstract":"Schools are valuable locations to promote physical activity becausemost children are in school for large portions of the day and year. However, the main objective of most schools is to teach academic skills. For school personnel to implement classroom-based physical activity programs, they need to be convinced that these programs will help the students learn better. Teachers understand and value the concept of on-task behavior or paying attention. Without attentional focus, students do not learn. Thus, if research demonstrates that participation in classroombased physical activity programs enhances on-task behavior, teachersmay bemore likely to implement these programs. Although on-task behavior in the authentic classroom setting is difficult to measure, the accumulated evidence about the effect of classroom-based physical activity on on-task behavior is convincing. This article presents an overview of measurement issues associated with directly observed on-task behavior in schools and a summary of the key studies that have made a substantial contribution to the literature in this field. Various research designs and statistical comparisons have been used to examine these relationships. Several research studies have included examination of the effect of physical activity on on-task behavior within subgroups of students (e.g., level of attention, sex, fitness, race/ethnicity, and socioeconomic status). In summary, research demonstrates that classroom-based physical activity enhances on-task behavior compared with traditional sedentary learning environments, and this benefit appears to hold for all subgroups of students that have been examined. Specific suggestions to enhance the implementation of classroom-based physical activity and to further develop the research base are provided. INTRODUCTION Health benefits of physical activity are widely known (1,2); however, less is known about the additional benefits or potential limitations of physical activity when it is incorporated into the classroom. Research on the effectiveness of classroombased physical activity began to be published around the mid-2000s. Integrating physical activity into the classroom can help youth meet the U.S. Physical Activity Guidelines (3). Part of the Physical Activity Guidelines recommends that youth School of Exercise and Nutritional Sciences, San Diego State University,","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42352396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of Acute Physical Activity Effects on Brain and Cognition in Children","authors":"C. Hillman, Nicole E. Logan, T. Shigeta","doi":"10.1249/TJX.0000000000000101","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000101","url":null,"abstract":"The prevalence of physical inactivity in children has become a global pandemic and has consequences for physical, as well as cognitive and brain, health. Single bouts of physical activity (PA), however, have shown a transient, positive effect on cognitive performance in preadolescent children. Acute bouts of moderate to vigorous PA have demonstrated benefits for cognition, including attention and executive function. These acute effects of PA on cognitive performance can be seen both immediately after and following a delay from the cessation of PA. Further, event-related potentials have been used to delineate real-time neural responses to behavioral tasks after PA interventions. A short bout of moderate-intensity aerobic PA serves to increase the allocation of attentional resources and improved cognitive processing and stimulus classification speed. As such, there are implications for evaluating the effect of PA within schools. Several neural mechanisms are suggested to explain the observed improvements in executive function after PA, such as the importance of brain-derived neurotrophic factor on synaptogenesis, the expression of human growth factors, the activated release of catecholamines, and increased blood lactate levels. The ensuing descriptive review demonstrates the current understanding of the effects of acute PA on childhood brain and cognition and may serve as a basis for understanding PA-induced improvements in academic achievement. INTRODUCTION In an era where physical inactivity has become a global pandemic (1), adverse effects have been observed not only for children’s physical health (2) but also their psychosocial well-being (3). Only 1/3 of boys and 1/5 of girls in Western countries are physically active at the recommended levels to optimize their health (i.e., >60min of daily moderate to vigorous physical activity (PA); (4)). The shift to a more sedentary lifestyle is contrary to our evolution as a physically active species; thus, our genetic makeup is maladapted to the sedentary lifestyle of today (5,6). As such, sedentary behavior represents a physiological disjunction from healthy (i.e., physically active) behaviors and has implications for poorer cognitive and brain health (7). Northeastern University, Boston, MA Address for correspondence: Charles H. Hillman, Department of Psychology, Northeastern University, 635 ISEC, 360 Huntington Avenue, Boston, MA 02115 (E-mail: c.hillman@northeastern.edu). 2379-2868/0417/0132–0136 Translational Journal of the ACSM Copyright © 2019 by the American College of Sports Medicine 132 Volume 4 • Number 17 • September 1 2019 Copyright © 2019 by the American College of Sports Medicine. Unauthorized repro Although children in industrialized countries are growing increasingly inactive and unhealthy, the investigation of the effects of PA on cognitive and brain health during development has only recently been recognized. A recentmeta-analysis observed that single bouts of PA had a small, positive ","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1249/TJX.0000000000000101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41243467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physical Environments for Active Schools: Future Directions for Transdisciplinary Research","authors":"M. Laboy","doi":"10.1249/TJX.0000000000000097","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000097","url":null,"abstract":"The rise in childhood obesity coincides with children spending more of their formative years in child care or school environments, settings found to be strong predictors of children’s physical activity. Although most efforts focus on the social environment of the school, studies show there is potential to develop better evidence-based design guidelines for interventions in the physical environment that can afford more physical activity and support or complement other initiatives. In the context of the school, multiple studies long established that physical activity is correlated with time spent outside, but more recent studies found that the intentional design of outdoor spaces to have certain characteristics results in more participation of different groups and higher physical activity generally. However, there are many documented physical and social barriers to going outside, some of which could potentially be overcome through better design of the relationship between inside and outside, but there has been far less research into how the physical environment of the school building enables or hinders going outside in the first place. This article reviews and summarizes important findings in the literature that provide evidence of the effects that the physical environment of the school has on children’s health and resilience generally, andon their physical activitymore specifically; presents field observations from research on the design of schools in Finland—one of the best school systems in the world in one of themost challenging climateswith a strong tradition of outdoor learning and frequent time outside; and identifies gaps in knowledge and future directions for transdisciplinary research specifically focused on the design of active schools. INTRODUCTION: PHYSICAL ENVIRONMENT AND HEALTH Understanding the effects of the physical environment on children’s health is important to make better policy, guidelines for design, and decisions on capital investments. This is critical because medical researchers have found that children’s less mature systems are more susceptible to environmental hazards and that they have manymore years of life to develop problems (1). In turn, the opportunity for early life interventions can potentially influence healthy habits and behaviors that can positively shape their adult lives. Notably, the increasing rate and earlier onset of childhood obesity, which can have long-term Northeastern University, Boston, MA Address for correspondence: Michelle Laboy, P.E., M.Arch., M.U.P., School of Architecture, Northeastern University, 151 Ryder Hall, 360 Huntington Avenue, Boston, MA 02118 (E-mail: m.laboy@northeastern.edu). 2379-2868/0417/0155–0164 Translational Journal of the ACSM Copyright © 2019 by the American College of Sports Medicine http://www.acsm-tj.org Copyright © 2019 by the American College of Sports Medicine. Unauthorized repro effects on health, coincides with children spending increasingly longer portions of the","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42745057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons Learned from a Physically Active Learning Intervention: Texas I-CAN!","authors":"J. Bartholomew, E. Jowers, N. Golaszewski","doi":"10.1249/TJX.0000000000000095","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000095","url":null,"abstract":"Texas I-CAN! has focused on the development of interventions to provide physically active learning (PAL) to regular education, elementary classroom. This paper provides an overview of our approach and the iterations through which we have progressed the intervention. We adopt a framework that considers PAL along continuums of relatedness to and integration with the academic goals of the lessons. This provides a lens through which to view our iterations of I-CAN!, as we sought a version of PAL that is both acceptable to teachers and effective for physical activity and academic outcomes. As such, this provides an overview of the choices that must be made to translate theory to practice.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44559815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Physical Activity on Elementary School Children: Challenges and Practice","authors":"A. Szabo-Reed, A. Gorczyca, L. Ptomey, Felicia L. Steger","doi":"10.1249/TJX.0000000000000100","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000100","url":null,"abstract":"INTRODUCTION Participation in physical activity (PA) is an important determinant of health and is associated with a wide range of physical and psychosocial benefits. The Centers for Disease Control and Prevention (CDC) recommends that children obtain at least 60min or more of moderate to vigorous PA (MVPA) daily; however, only 21.6%of children and adolescents 6 to 19 yr of age attain 60 or more minutes of MVPA on five or more days of the week. Children spend up to half of their waking hours in school; therefore, from a population-based approach, schools provide the best opportunity to increase PA among the nation’s youth (1). Comprehensive School Physical Activity Programs (CSPAP) have been recommended by the CDC/Society for Health and Physical Educators and endorsed by the Institute of Medicine (1) for increasing MVPA in children (2). These programs supplement physical education (PE) with PA throughout the day and emphasize involvement of school staff, the participants’ immediate family, and the wider community. However, evidence regarding the effectiveness of CSPAP for increasing PA in children is limited and conflicting (2–8). The National Association for Sport andPhysical Education recommends that elementary schools provide 150 min and secondary schools provide 225min of PE eachweek (9). However, very few schools require daily PE or provide the amount of PA recommended by the CDC (10) and the Institute of Medicine (11). To develop successful strategies to engage elementary-aged children in PA, it is necessary to understand the current challenges associated with the delivery of PA in the school and the positive outcomes associated with PA practice or delivery. This special issue of the Translational Journal of the American College of Sports Medicinewill provide perspectives on both the positive outcomes (cognition, academic achievement, and on-task behavior) and challenges (built environment, school PA policy, teacher implementation/ compliance, and teacher reflections) of implementing CSPAP interventions in elementary schools.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Active Smarter Teachers: Primary School Teachers’ Perceptions and Maintenance of a School-Based Physical Activity Intervention","authors":"Ø. Lerum, J. bartholomew, H. Mckay, G. Resaland, H. Tjomsland, S. Anderssen, Petter E. Leirhaug, V. F. Moe","doi":"10.1249/TJX.0000000000000104","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000104","url":null,"abstract":"Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, NORWAY; Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX; Department of Family Practice, University of British Columbia, Vancouver, CANADA; Faculty of Education, Arts and Sports, Center for Physically Active Learning, Western Norway University of Applied Sciences, Sogndal, NORWAY; and Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, NORWAY","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1249/TJX.0000000000000104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46196041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting Teachers’ Implementation of Classroom-Based Physical Activity","authors":"L. Turner, Hannah G. Calvert, J. Carlson","doi":"10.1249/TJX.0000000000000098","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000098","url":null,"abstract":"The increasing evidence about CBPA ’ s benefits for students indicates that it should be considered a best practice for elementary schools (2,3). However, given the low prevalence of use across the nation, it seems warranted to mo-bilize efforts to increase the number of classroom teachers who use CBPA and the consistency with which they do so. Yet, many questions remain about how best to encourage teachers ’ implementation of CBPA. This article reviews previous work exploring teacher-level implementation, including consideration of how CBPA implementation is measured and what is known about factors associated with implementation. We discuss interventions and potential innovations to support increased rates of implementation and sustained use of CBPA among classroom teachers. Our review of published evidence is supplemented with examples from our own work over the past 4 yr on the Physically Active Classrooms Energize! (PACE) project at Boise State University, which is supported by a research grant from the Institute of Education Sciences. On the PACE project, ABSTRACT Research exploring factors related to teachers ’ implementation of classroom-based physical activity (CBPA) has increased in recent years. This article highlights key findings from the literature about the implementation and maintenance of CBPA by classroom teachers. The authors provide an overview of the literature examining CBPA implementation from an implementation science perspective. Topics addressed include methods for measuring implementation, characteristics of CBPA resources, and predictors of teachers ’ implementation of CBPA. Findings from the narrative review are presented in tandem with insights from the authors ’ work during a grant-funded project examining strategies to improve CBPA implementation in elementary schools. Many off-the-shelf resources for CBPA implementation exist, with varying degrees of implementation support. Studies have used a variety of methods to measure implementation, mostly focused on teacher self-report. Few studies have provided evidence regarding long-term use of CBPA, but those that do report decreased implementation rates over time. A robust body of research examining CBPA implementation facilitators and barriers shows that organizational-level support from district and school administrators is crucial for successful implementation. Leadership buy-in is crucial for the implementation of policies and practices in schools, such as CBPA initiatives. Approaches that are embedded within school systems, such as communities of practice and coaching from school champions, have potential for improving implementation. designed implementation to increase how many teachers within a school provide regular CBPA to their students in the recommended To organize these findings, we use a framework for con- ceptualizing the implementation of CBPA in classrooms.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons Learned from a Physically Active Learning Intervention: Texas I-CAN!","authors":"John B Bartholomew,&nbsp;Esbelle M Jowers,&nbsp;Natalie M Golaszewski","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Texas I-CAN! has focused on the development of interventions to provide physically active learning (PAL) to regular education, elementary classroom. This paper provides an overview of our approach and the iterations through which we have progressed the intervention. We adopt a framework that considers PAL along continuums of relatedness to and integration with the academic goals of the lessons. This provides a lens through which to view our iterations of I-CAN!, as we sought a version of PAL that is both acceptable to teachers and effective for physical activity and academic outcomes. As such, this provides an overview of the choices that must be made to translate theory to practice.</p>","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":"4 17","pages":"137-140"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6959199/pdf/nihms-1528135.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37543779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Physical Activity Policy","authors":"Monica A. F. Lounsbery, T. McKenzie, N. Smith","doi":"10.1249/TJX.0000000000000103","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000103","url":null,"abstract":"This article provides a general summary of school physical activity policies, addresses the appeal of policy as means to increase school physical activity, identifies general policy research approaches and findings, and outlines perspectives on future policy research in schools. It begins with an overview of the elementary school physical activity environment, distinguishes policies from practices, and outlines why school physical activity policy can be considered as a viable solution for improving population-level physical activity and health. Next, it describes relevant aspects of policy and provides an overview of policy-related research aims and findings. Lastly, it provides perspectives on policy research efforts that are needed to support evidence-based advocacy efforts. INTRODUCTION Articles throughout this special issue have highlighted decades of physical activity research and the substantial contributions it has made on improving our understanding of its relationship to both physical and mental health. Yet despite our current and growing understanding of the vital importance of physical activity, most of the population, including children, do not meet physical activity guidelines (1). Over the past three decades, many social, technological, occupational, and environmental advances have fundamentally shifted the way we live, work, and play. Although these advances have addressed and solvedmany problems, they simultaneously intensified the problem of physical inactivity. With so many modern touchof-the-button conveniences, we have engineered physical activity out of everyday living. Therefore, perhaps themost extraordinary public health challenge of our time is how to make physical activity an easy choice, especially in environments where members of the population spend their greatest proportions of time—homes, communities, workplaces, and schools. We have spent our careers addressing the challenge of increasing children’s accrual of moderate to vigorous physical activity (MVPA) in school environments. Collectively, we have California State University Long Beach, Long Beach, CA; San Diego State University, San Diego, CA; and California State University Fresno, Fresno, CA Address for correspondence: Monica A.F. Lounsbery, Ph.D., College of Health and Human Services, California State University Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840-5805 (E-mail: monica.lounsbery@csulb.edu). The views reflected in this article do not constitute endorsement by the American College of Sports Medicine. 2379-2868/0417/0173–0178 Translational Journal of the ACSM Copyright © 2019 by the American College of Sports Medicine http://www.acsm-tj.org Copyright © 2019 by the American College of Sports Medicine. Unauthorized repro published well over 300 articles on schoolrelated physical activity with most aimed at improving children’s MVPA in physical education (PE), at recess, and through before, during, and after school programs. A significant proport","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48589097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From “Sit Still and Listen” to “Get Up and Move,” the Leap May Be One of Educational Paradigms but No Longer One of Faith","authors":"S. Vazou","doi":"10.1249/TJX.0000000000000096","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000096","url":null,"abstract":"INTRODUCTION We live in an era inwhich opportunities for physical activity do not arise naturally in the course of daily life. The industrialized way of life and technological advancements contribute to physical inactivity. If we want children to perform the recommended amount of daily physical activity, it is the responsibility of adults to create appropriate conditions for children to have opportunities for movement. Even more effort should be invested in stimulating the desire andmotivation of children to be and remain physically active. Although the school environment can be an ideal setting for comprehensive physical activity intervention programs, the pressure on schools to prioritize academic achievement has led many school administrators to view calls for increased physical activity opportunities as unrealistic in the context of limited time and resources. However, the body of evidence, while still developing, is strong enough to support the conclusion that physical activity does not interfere with or take time away from learning. To the contrary, it is beneficial for academic achievement and school success (1,2). These benefits have been recognized by several governmental agencies and professional organizations over the last decade (i.e., the American College of Sports Medicine, the Institute of Medicine, and SHAPE America). Evidence-based position papers issued by such organizations have helped in raising awareness and promoting engagement among school staff and policymakers toward increasing opportunities for physical activity at schools. For example, it is remarkable that, for the first time, a collaborative effort emerged between a leading educational agency (the Association for Supervision and Curriculum Development) and a national health organization (the Centers for Disease Control and Prevention), with the joint goal of promoting learning and health through a whole-school, wholecommunity, whole-child model (WSCC model [3]).","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47794378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}