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

{"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}

{"title":"Effects of Hatha Yoga and Resistance Exercise on Affect and State Anxiety in Women","authors":"Katherine Fishman, B. McFadden, J. Pellegrino, Devon L Golem, P. Davitt, A. Walker, S. Arent","doi":"10.1249/TJX.0000000000000091","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000091","url":null,"abstract":"Purpose: This studyaimed tocompare theeffectsof singleboutsofmoderate-intensity resistance exercise (RE) and Hatha Yoga (HY) on postexercise affect and anxiety. Methods:Active, college-agedwomen (N = 25) completedRE, HY, and no-exercise control sessions. Affect (energy, tiredness, tension, calmness) and state anxiety were assessed before exercise and 0, 15, 30, 45, and 60min after exercise.Results: RE promoted significant postexercise increases in energy and tension and decreases in tiredness (P < 0.05) and calmness (P < 0.01). HY significantly improved calmness throughout recovery (P < 0.001). Both HY and RE showed significant reductions in state anxiety (P < 0.05), with the largest effect for HY seen 0min after exercise (effect size, −0.77) and the largest effect for RT observed 60min after exercise (effect size,−0.79).Conclusion:Acute bouts of bothREandHY reduce state anxiety and positively impact various aspects of affect, despite opposing effects seen in affective scores. Furthermore, the divergent time course may reveal potentially different mechanisms that drive these responses. INTRODUCTION Stress and anxiety are often normal aspects of daily living; however, college students in particular are vulnerable to these effects. Furthermore, it has been shown that women experience greater stress compared with men (1). Exercise is one form of active coping or treatment that has the potential to improve bothmental and physical health. The psychological benefits of exercise are vast and include improvements in affect (2, 3) and reductions in anxiety (4) in otherwise healthy adults (5). Overall, the benefits of exercise on anxiety and affect have been well established, but research comparing differing modes of exercise specifically targeting affective change is limited (6). Exercise has the potential to improve anxiety acutely (4), which may be an important aspect in the decision to choose IFNH Center for Health and Human Performance, Rutgers University, New Brunswick, NJ; Institute of Continuing Education for Nutrition Professionals, Charlottesville, VA; Department of Kinesiology, University of the Sciences, Philadelphia, PA; and Department of Kinesiology and Health, Rutgers University,","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1249/TJX.0000000000000091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44662063","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":"Translational Formative Evaluation before Scale-up of a Physical Activity Intervention for Older Men","authors":"Heather A. McKay, D. Mackey, Samantha M. Gray, C. Hoy, Rei Ahn, A. Perkins, A. Bauman, J. Sims-Gould","doi":"10.1249/TJX.0000000000000090","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000090","url":null,"abstract":"\u0000 \u0000 \u0000 Despite irrefutable health benefits of physical activity, older adults remain among the least active Canadians. To achieve population health, physical activity interventions that proved effective in controlled research settings must be delivered at scale to reach broader populations of older adults across multiple settings. Formative evaluations are essential, as they identify barriers and enablers to implementation across levels of stakeholder groups and settings. Thus, we conducted a formative evaluation of a choice- and evidence-based physical activity intervention (Men on the Move) designed for scalability.\u0000 \u0000 \u0000 \u0000 We adopted key elements of two implementation frameworks that place characteristics of the innovation, prevention delivery system, prevention support system, and prevention synthesis and translation system at the core of implementation success. Guided by the Interactive Systems Framework for Dissemination and Implementation, data were collected from delivery partners, including 1 leader from a key provincial recreation organization, 6 recreation directors/coordinators and 3 activity coaches, and 14 participants (older men). This research team participated in prevention support and prevention synthesis and translation systems. Two trained interviewers conducted telephone interviews with delivery partners, and five trained interviewers and a notetaker conducted in-person interviews with participants.\u0000 \u0000 \u0000 \u0000 Five themes emerged from analyses of delivery partner interviews: support, activity coaches, intervention delivery, Men on the Move continuation, and the absence of men. Two themes emerged from our analyses of participant data: monitoring and connectedness.\u0000 \u0000 \u0000 \u0000 Lessons learned from this formative evaluation will guide the adaptation of the intervention to context and population for scale-up across British Columbia, Canada. In so doing, we aim to bridge the know–do–scale-up gap, which is imperative as we seek to improve older adult health at the population level.\u0000","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43496420","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":"Exercise Professionals in the Cancer Center: Experiences, Recommendations, and Future Research","authors":"B. Cheema, C. Fairman, Michael Marthick","doi":"10.1249/TJX.0000000000000088","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000088","url":null,"abstract":"\u0000 In 2018, the Clinical Oncology Society of Australia published a landmark position statement calling for exercise to be integrated as standard practice in cancer care. Efforts to implement this directive in the years ahead will come with many practical challenges. We suggest that for the successful integration of exercise therapy to occur, exercise professionals and their services will have to become a respected, visible, and promoted part of the cancer treatment center itself (i.e., “part of the woodwork”). However, we are aware of no report in the literature documenting the role or experiences of an exercise professional working within a cancer center, or practical recommendations for the implementation and evaluation of exercise services in this setting. Therefore, we detail the experiences of an accredited exercise physiologist, to our knowledge, one of the first to be employed on a full-time basis within a cancer center in Australia (M.M.). On the basis of this case study, we provide practical recommendations for exercise professionals seeking to integrate exercise services within the cancer treatment setting. In addition, we present a model of care involving a key role for the exercise professional, which could be implemented to improve patient care and health outcomes throughout cancer treatment and beyond. Although our article is written from an Australian perspective, our recommendations may be relevant to and/or adapted for health care systems in other countries.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42028817","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":"The Influence of Classroom Physical Activity Participation and Time on Task on Academic Achievement.","authors":"A. Szabo-Reed, E. Willis, Jaehoon Lee, C. Hillman, R. Washburn, J. Donnelly","doi":"10.1249/TJX.0000000000000087","DOIUrl":"https://doi.org/10.1249/TJX.0000000000000087","url":null,"abstract":"Objectives\u0000Determine the impact of classroom-based physically active lessons on time-on-task. Secondarily, determine the relationship of time-on-task with academic achievement controlling for key demographic variables.\u0000\u0000\u0000Methods\u0000Seventeen elementary schools were cluster randomized to receive classroom physical activity (A+PAAC, N=9) or control (i.e., no physical activity, N=8) for a 3-year trial. Teachers were trained to deliver physically active lessons with moderate-to-vigorous intensity targeting 100 minutes per week. Outcome measures included academic achievement (Weschler Individual Achievement Test-III), administered at baseline and repeated each spring for 3 years, time spent in moderate-to-vigorous physical activity (MVPA), and time spent on task (TOT) pre- and post-physical activity. Multilevel modeling was utilized to estimate the impacts of percent time spent in MVPA and percent TOT post-lesson on academic achievement and the change in these impacts over 3 years, accounting for dependency among observations and covariates including age, gender, race, free or reduced lunch, BMI, and fitness.\u0000\u0000\u0000Results\u0000A greater percentage of time performing MVPA were each significantly associated with higher math scores (p=.034) and spelling scores (p<.001), but not reading scores. Academic achievement was not associated with TOT.\u0000\u0000\u0000Conclusion\u0000Findings suggest that a greater percentage of time spent participating in MVPA results in higher math scores and spelling scores, but not reading scores, independent of TOT. Future studies should continue to evaluate the influence of physically active classroom lessons on time spent on task and its impact on academic achievement. Furthermore, strategies are needed to maximize impact and to determine the sustainability of physical activity's effect on classroom behavior and academic achievement.","PeriodicalId":75243,"journal":{"name":"Translational journal of the American College of Sports Medicine","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1249/TJX.0000000000000087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44345446","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}