List of Reviewers

The aim of this study was to investigate the effects of target distance on temporal and impact force parameters that are important performance factors in taekwondo kicks. Forty-nine taekwondo athletes (age = 24.5 ± 5.9 years; mass = 79.9 ± 10.8 kg) were recruited: 13 male experts, 21 male novices, 8 female experts, and 6 female novices. Impact force, reaction time, and execution time were computed. Three-way repeated measure ANOVAs revealed significant ‘distance’ effect on impact force, reaction time, and execution time (p = 0.001). Comparisons between distance conditions revealed that taekwondo athletes kicked with higher impact force from short distance (17.6 ± 7.5 N/kg) than from long distance (13.1 ± 5.7 N/kg) (p < 0.001), had lower reaction time from short distance (498 ± 90 ms) and normal distance (521 ± 111 ms) than from long distance (602 ± 121 ms) (p < 0.001), and had lower execution time from short distance (261 ± 69 ms/m) than from normal distance (306 ± 105 ms/m) or from long distance (350 ± 106 ms/m) (p = 0.003 and p < 0.001, respectively). In conclusion, target distance affected the kick performance; as distance increases, impact force decreased and reaction time increased. Therefore, when reaction to a simple visual stimulus is needed, kicking from a long distance is not recommended, as longer time is required to respond.     

Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology

Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,...     

A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.     

Unpacking the New Deal for Young People: Promise and problems

After two years of operation on a national scale, the New Deal Welfare to Work (WtW) programme for young people aged 18-24 (New Deal for Young People, NDYP), a flagship scheme and key element in New Labour's general lifelong learning policy for post-compulsory education and training, has been extensively evaluated both by official government and independent researchers. This research is analysed within the framework of policy analyses of the key aims of the New Deal and associated lifelong learning objectives and the main findings are examined against the background of a case study of the operation of the NDYP by Coventry Employment Services. By way of a conclusion, a contrast between the (generally favourable) quantitative outcomes of WtW and the (partly unfavourable) qualitative studies is drawn in terms of short-term and long-term aims for unemployment relief and the reform of vocational education and training in the post-school sector. Suggestions for the improvement of NDYP programmes are made in the light of the key findings.     

Beatrix Potter: A Hundred Years in Translation

This year, 2016, marks the 150th anniversary of the birth of Beatrix Potter (1866–1943), the much-loved author and illustrator of children’s books. Although translation has made a vital contribution to her international success, Potter’s work remains relatively under-researched from a translation studies perspective. This article aims to provide a clearer picture of Potter’s work in translation over the last hundred years. It identifies early translated editions and discusses Potter’s involvement in their preparation, before examining the appearance of her stories in translation around the world and outlining particular trends in Potter translation. This study is based on extensive research using numerous databases, Potter’s published biographies and correspondence, and on an analysis of the first French editions of her tales. The study reveals that the first published translations of Potter’s works are both of an earlier date and more numerous than is recognised in existing scholarship. It also shows that Potter’s preferred approach in the translation of her stories into French was to adapt the tales to their new French readership, rather than staying close to the originals. Her works are found to have been extensively translated during the last century, especially into European languages, as well as into a significant number of Asian languages. Other matters discussed include the involvement of Potter’s official publisher, Warne, in the publication of international editions; the existence of translations based on American editions with new illustrations; and the posting of online translations by Potter enthusiasts.     

Brain,Brow, and Booty: Latina Iconicity in U.S. Popular Culture

We were shooting on the steps of the Metropolitan Museum one night. It was lit romantically, and Jennifer was wearing an evening gown, looking incredibly stunning. Suddenly there must have been a thousand people screaming her name. It was like witnessing this icon. (Ralph Fiennes in the New York Times, 2002, p. 16, emphasis added)

This stamp, honoring a Mexican artist who has transcended “la frontera” and has become and icon to Hispanics, feminists, and art lovers, will be a further reminder of the continuous cultural contributions of Latinos to the United States. (Cecilia Alvear, President of National Association of Hispanic Journalists (NAHJ) on the occasion of the introduction of the Frida Kahlo U.S. postage st& 2001; emphasis added)

“Nothing Like the Icon on the Fridge” (column about Salma Hayek’s Frida by Stephanie Zacharek in the New York Times, 2002 Zacharek, S. 2002. The New Season/Movies; Nothing Like the Icon on the Fridge. The New York Times, : 41 Sep.8.Section ZA [Google Scholar]).     

Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues

This study analyzes the beliefs about science-technology-society, and other Nature of Science (NOS) themes, of a large sample (613) of Spanish pre- and in-service secondary education teachers through their responses to 30 items of the Questionnaire of Opinions on Science, Technology and Society. The data were processed by means of a multiple response model to generate the belief indices used as the bases for subsequent quantitative and qualitative analyses. Other studies have reported a negative profile of teachers’ understanding in this area, but the diagnosis emerging from the present work is more complex. There was a mix of appropriate beliefs coexisting with others that are inappropriate on the topics analyzed. The overall assessment, however, is negative since clearly teachers need to have a better understanding of these questions. There were scant differences between the pre- and in-service teachers, and hence no decisive evidence that the practice of teaching contributes to improving the in-service teachers’ understanding. These results suggest there is an urgent need to bring the initial and continuing education of science teachers up to date to improve their understanding of these topics of science curricula, and thus improve the teaching of science.     

Being highly internationalised strengthens your reputation: an empirical investigation of top higher education institutions

In an educational context characterised by globalisation, reputation constitutes a crucial issue for today’s higher education institutions. Internationalisation of higher education is often seen as a potential response to globalisation and, consequently, higher education has become increasingly internationalised during the past decade. In this paper, we investigate the relationship between internationalisation and reputation in top higher education institutions. Results reveal that internationalisation positively influences a university’s reputation but also moderates the relationship between the institution’s reputation and its institutional performance with regard to research quality, teaching quality and graduate employability.     

Aerobic fitness and academic achievement: A systematic review and meta-analysis

ABSTRACT

This study aims to quantify the association between aerobic fitness and academic achievement, and determine how different aerobic fitness tests and individual demographic characteristics may modify this association. It includes 41 cross-sectional and 7 longitudinal studies focusing on children and adolescents, from MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Cochrane Database and Web of Science. Pooled effect sizes (ES) were estimated for the association between aerobic fitness and specific domains of academic achievement. Subgroup analyses and meta-regressions were based on aerobic fitness tests and demographic characteristics. The ES for the association between aerobic fitness with language/reading-skills, mathematics-related skills and composite scores, were 0.23 (95% CI: 0.12; 0.34); 0.27 (95% CI: 0.19; 0.36) and 0.28 (95% CI: 0.12; 0.45), respectively. Subgroup analyses by aerobic fitness test modified these associations; additionally, analyses by sex or age showed differences between boys and girls as well as between children and adolescents. Finally, meta-regressions revealed a slight effect of body mass index on these associations. Cardiorespiratory fitness is positively associated with academic achievement. Associations were dependent on demographic and aerobic fitness test characteristics, being stronger in boys than in girls, and in children than in adolescents.

Systematic review registration: PROSPERO CRD42017069677     

Influence of football match time–motion parameters on recovery time course of muscle damage and jump ability

ABSTRACT

We analysed the time course of recovery of creatine kinase (CK) and countermovement jump (CMJ) parameters after a football match, and correlations between changes in these variables and match time–motion parameters (GPS-accelerometry) in 15 U-19 elite male players. Plasma CK and CMJ height (CMJ_H), average concentric force (CMJ_CON) and average eccentric force (CMJ_ECC) were assessed 2 h before and 30 min, 24 h and 48 h post-match. There were substantially higher CK levels 30 min, 24 h and 48 h (ES: 0.43, 0.62, 0.40, respectively), post-match. CMJ_ECC (ES: ?0.38), CMJ_H (ES: ?0.35) decreased 30 min post, CMJ_CON (ES: ?0.35), CMJ_ECC (ES: ?0.35) and CMJ_H (ES: ?1.35) decreased 24 h post, and CMJ_CON (ES: ?0.41) and CMJ_H (ES: ?0.53) decreased 48 h post. We found correlations between distance covered at velocities ≤21 km · h^?1 and changes in CK at 24 h (r = 0.56) and at 48 h (r = 0.54) and correlations between CK and distance covered >14 km · h^?1 (r = 0.50), accelerations (r = 0.48), and decelerations (r = 0.58) at 48 h. Changes in CMJ_CON 30 min and 24 h post (both r = ?0.68) correlated with impacts >7.1·G. Decelerations >2 m · s^?2 correlated with changes CMJ_CON (r = ?0.49) at 48 h and CMJ_ECC (r = ?0.47) at 30 min. Our results suggest that match GPS-accelerometry parameters may predict muscle damage and changes in components of neuromuscular performance immediately and 24–48 h post-match.