Assessing perceived need support and need satisfaction in physical education: adaptation and validation with English students

This study aimed to validate an English version of Basic Psychological Needs Support Questionnaire (BPNSQ) and the Basic Psychological Needs in Physical Education Scale (BPN-PE) in the physical education context. Participants included 453 students aged between 12 and 17 years. For the BPNSQ, the hypothesized three-factor solution displayed high interfactor correlations (rs > 1), and a follow-up analysis indicated that the items were represented by a single need-support factor. For the BPN-PE, hypothesized three-factor solution was supported. Both scales were found invariant across gender, and the nomological validity was also demonstrated through the associations between factors of both scales. This study provides initial support for the use of the BPN-PE to assess psychological need satisfaction within the physical education context among English-speaking adolescents. The hypothesized three-factor structure of the BPNSQ was not supported and more research is needed to evaluate the English version in the physical education context.     

Reproducibility of measurement techniques used for creatine kinase,interleukin-6 and high-sensitivity C-reactive protein determination over a 48 h period in males and females

To examine the reproducibility of three measurement techniques used to determine creatine kinase, interleukin-6 and high-sensitivity C-reactive protein, 50 participants had blood samples taken on two occasions. Fingertip plasma samples were analysed using the Reflotron for CK determination. Venous blood samples collected into serum separator tubes were used for IL-6 and hs-CRP analyses. IL-6 was measured using an enzyme linked immune assay development kit. The hs-CRP was measured by an in-house ELISA method. Dependent t-tests showed no systematic bias between samples. The interdian CV was 20.0% for CK, 15.3% for IL-6 and 44.2% for hs-CRP. The intraclass correlation coefficient was 0.90 for CK, 0.98 for IL-6 and 0.70 for hs-CRP. The 95% limits of agreement were ?69.7 to 63.5 IU/L for CK, ?1.48 to 1.80 pg/ml for IL-6 and ?1.10 to 0.91 µg/L for hs-CRP. The results demonstrate low absolute reproducibility, which may obscure a true experimental effect.     

Prevalence and correlates of resistance training skill competence in adolescents

The aim of this study is to examine the prevalence and correlates of adolescents’ resistance training (RT) skill competence. Participants were 548 adolescents (14.1 ± 0.5 years) from 16 schools in New South Wales, Australia. RT skills were assessed using the Resistance Training Skills Battery. Demographics, BMI, muscular fitness, perceived strength, RT self-efficacy, and motivation for RT were also assessed. The proportion demonstrating “competence” and “near competence” in each of the six RT skills were calculated and sex differences explored. Associations between the combined RT skill score and potential correlates were examined using multi-level linear mixed models. Overall, the prevalence of competence was low (range = 3.3% to 27.9%). Females outperformed males on the squat, lunge and overhead press, whereas males performed better on the push-up (p < .05). Significant associations were seen for a number of correlates, which largely differed by sex. Muscular fitness was moderately and positively associated with RT skills among both males (β = 0.34, 95%CIs = 0.23 to 0.46) and females (β = 0.36, 95%CIs = 0.23 to 0.48). Our findings support a link between RT skills and muscular fitness. Other associations were statistically significant but small in magnitude, and should therefore be interpreted cautiously.     

An examination of the jump-and-lift factors influencing the time to reach peak catch height during a Rugby Union lineout

The goal of an offensive Rugby Union lineout is to throw the ball in a manner that allows your team to maintain possession. Typically, the player catching the ball jumps and is lifted upwards by two teammates, reaching above the opposing player who is competing for the ball also. Despite various beliefs regarding the importance of the jumper’s mass and attempted jump height, and lifters’ magnitude and point of force application, there is negligible published data on the topic. The squeeze technique is one lifting method commonly employed by New Zealand teams during lineout plays, whereby the jumper initiates the jump quickly and the lifters provide assistance only once the jumper reaches 20–30 cm. While this strategy may reduce cues to the opposition, it might also constrain the jumper and lifters. We developed a model to explore how changes in the jumper’s body mass and attempted jump height, and lifters’ magnitude and point of force application influence the time to reach peak catch height. The magnitude of the lift force impacted the time-to-reach peak catch height the most; followed by the jumper’s (attempted) jump height and body mass; and lastly, the point of lift force application.     

Building Research Collaboratives Among Schools and Universities: Lessons From the Field

ABSTRACT— In a previous issue of Mind, Brain, and Education , Hinton and Fischer (2008) argue that educational research needs to be grounded in the lived realities of school life. They advocate for research schools as a venue for accomplishing this. The Center for the Study of Boys' and Girls' Lives represents an alternative model—a research collaborative among independent schools and university-based scholars. This article describes the Center's experience with democratic, participatory action research. It discusses major roadblocks encountered doing such work, including difficulties selecting research topics collaboratively, epistemological differences in methods and design, the scarcity of time, and resistance to results when they challenge gender stereotypes or the status quo or involve student researchers. The article concludes with strategies for overcoming these roadblocks, including clearer, upfront negotiations with schools and a compact that specifies roles and responsibilities for both school and Center personnel.     

Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students’ negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to assist preschool age students with negative behaviors. Three widely used classroom management strategies will be explained: group contingencies, anger management, and individualized behavior plans with differential reinforcement of other behaviors. Each strategy will have developmentally appropriate literacy skills infused into it. In conclusion, a suggestion will be given to early childhood educators on how to implement these blended management techniques.     

University and College Counselors as Athletic Team Consultants: Using a Structural Family Therapy Model

Increasingly, university and college counselors are sought out by their institution's sports coaches for assistance in achieving team goals. Traditional sport psychology models that have the individual athlete as their primary focus are insufficient frameworks for team‐level consultations. The authors believe that systemic approaches may provide an effective alternative. In this article, the authors offer and illustrate S. Minuchin's (1974) Structural Family Therapy as a heuristic model for conceptualizing and intervening with athletic teams.     

Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity

Online learning courses are hypothesized to be influenced by the instructors' and students' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede's individualism/collectivism and ambiguity (in)tolerance cultural dimensions exert on online courses offered from an individualist/ambiguity tolerant perspective. Results revealed that the students' cultural dimensions relate significantly to some of their perceptions of culture in the online classroom. Contrary to their individualist peers, collectivist learners felt that their individualist instructors were not usually aware of cultural differences in the online classroom and that their culture was not being considered to make learning relevant to their cultural context. Ambiguity intolerant students, in contrast with their ambiguity tolerant peers, felt that cultural background consideration is important and would appreciate being informed about relevant cultural differences they might experience taking an online course based on a different cultural perspective. Students from ambiguity intolerant cultures also reported less motivation to participate than their counterparts. In addition, language was found to influence the participation patterns when the ambiguity (in)tolerance values of the students were studied. However, language was not found to influence participation patterns for the individualist/collectivist dimension. The results of the study suggest that cultural differences do affect how students perceive the online classroom.     

Benchmarking the environmental values and attitudes of students in New Zealand's post‐compulsory education

How much do teachers in tertiary education know about the sustainability characteristics of their incoming students and, if this knowledge were to be available, how could their educational approaches be influenced by this knowledge? In New Zealand, Otago Polytechnic has committed itself to the goal that every graduate may think and act as a sustainable practitioner, and staff are changing their approach to teaching to achieve this. This research sought to benchmark the environmental worldview attributes of an incoming cohort of Otago Polytechnic students to support academic staff who need to know more about the sustainability interests and characteristics of their students, so that they may provide appropriate educational programmes. The research was also designed as the first stage of longer‐term research to evaluate the impact of these institutional changes on how students transform during the period of their tertiary education experience. The data and analysis presented here suggest that even before students start to study in the institution different groups have substantially different sustainability values‐sets. The authors anticipate that the research instruments and approaches used in the present study will contribute to a substantial national exploration of the sustainability value‐sets of tertiary students.