Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary,Letter Knowledge,and Prior Phonological Awareness

Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158 children from 40 classrooms. Path analyses of the child-level covariance matrices tested the extent to which vocabulary and letter knowledge in each language predicted growth in English and Spanish phonological awareness of 130 preschool-age, Spanish-speaking ELLs. Results supported cross-linguistic effects of prior phonological awareness and Spanish vocabulary in the development of bilingual phonological awareness. Implications for theory, instruction, and research methods are discussed.     

Pedagogies for social justice: did Bernstein get it wrong?

This paper explores the often‐touted incompatibility between ‘intellectual rigour’ and ‘relevance’ as this has manifested in Australian debates over Queensland’s New Basics and ‘productive pedagogies’, and associated initiatives such as the New South Wales Quality Teaching Framework. This debate can be located in longer‐standing concerns about how best to meet the educational needs of students who experience social disadvantage. In particular, we focus on the way Bernstein’s concept of ‘vertical’ and ‘horizontal’ discourse has been used by him and others to argue against attempting to make academic knowledge more ‘relevant’ by introducing elements of students out of school lives into the classroom. Drawing on examples from the literature, we trouble Bernstein’s contention that academic and ‘everyday’ knowledge represent different, incompatible knowledge forms that cannot be successfully integrated. This troubling creates an opening for reconsidering the relationship between ‘intellectual rigour’ and ‘relevance’. We argue that we can and should pursue the bringing together of ‘intellectual rigour’ and ‘relevance’ as a means to engage better all students, but particularly those who experience social and educational disadvantage, and improve their learning outcomes. Accordingly, we call for challenging, at a theoretical, practical and policy level, the perception that learning cannot be made relevant without sacrificing intellectual rigour. We also call for more research on teachers already integrating ‘intellectual rigour’ and ‘relevance’, and for teacher professional development and scaffolding to achieve this and to moderate multiple student perspectives and claims to ‘relevance’.     

Knowledge management in a small knowledge intensive organisation: research design process at the Cochrane Child Health Field

At the Cochrane Child Health Field, we embarked on a complex project to develop short one-page clinical summaries of health evidence to answer questions posed by paediatricians. Subsequently, our priority was to test these ‘Clinical Answers’ (CAs) to ensure that our product was meeting their needs. This paper provides a reflection of the process of developing a research design to evaluate the CAs format, particularly focusing on the process of partnership. Schön's concept of reflection-on-action is used as a framework.     

Notices

Kinanthropometry III. Proceedings of the VIII Commonwealth and International Conference on Sport, Physical Education, Dance, Recreation and Health. T. Reilly, J. Watkins and J. Borms (eds), E. &; F.N. Spon, London, 1986, xii + 312 pp, £25 (hb), ISBN 0 419 13970 2

Sensible fitness. J.H. Wilmore, Human Kinetics, Champaign, Illinois, USA, 1986, xii + 300 pp, $11.95, ISBN 0 88011 270 0

Running without fear. K.H. Cooper, Bantam Books, London, 1985, 256 pp, £3.95, ISBN 0 553 17356 1

Athletic training and sports medicine. American Academy of Orthopaedic Surgeons, Churchill Livingstone, Chicago, USA, 1986. viii + 602 pp, £40, ISBN 0 89203 002 X

Athletics and the heart. R. Rost, Year Book Medical Publishers Inc., Chicago, 1987, vii+159 pp, £21.50 (pb), ISBN 0 8151 7397 0

Psychology and sociology of sport: current selected research, Volume 1. L.V. Velden and J.M. Humprey (eds), AMS Press, New York, 1986, ix + 237 pp, £49.50 (hb), ISBN 0 404 63401 X     

Fatigue decreases skilled tennis performance

The aim of this study was to examine the effect of fatigue from maximal tennis hitting on skilled tennis performance. Eighteen senior county tennis players (9 males, 9 females) volunteered to participate in the study. Their mean ( - s x -macron ) age and body mass were as follows: males 20.7 - 0.9 years and 60.6 - 2.7 kg respectively, females 21.7 - 0.6 years and 71.5 - 1.8 kg respectively. The players undertook two performance tests, both against a tennis ball serving machine, on an indoor tennis surface: (1) a pre- and post-skill test of groundstrokes and service; (2) the Loughborough Intermittent Tennis Test (4 min work plus 40 s recovery) to volitional fatigue. Body mass decreased by 1.5% ( P ? 0.0001). Mean heart rates differed between rest, post-warm-up and all intermittent test values ( P ? 0.01), between the pre- and post-skill tests ( P ? 0.0001) and between bouts and recoveries ( P ? 0.01). Peak blood glucose and lactate concentrations were 5.9 mmol· l -1 (50% into the intermittent tennis test) and 9.6 - 0.9 mmol· l -1 (25% into the test) respectively. Mean time to volitional fatigue was 35.4 - 4.6 min. Groundstroke hitting accuracy decreased by 69% from start to volitional fatigue in the intermittent test ( P ? 0.01). Service accuracy to the right court declined by 30% after the intermittent tennis test. The results of this study suggest that fatigue was accompanied by a decline in some but not all tennis skills.     

An analysis of practice activities and instructional behaviours used by youth soccer coaches during practice: Exploring the link between science and application

Abstract

We examined the practice activities and instructional behaviours employed by 25 youth soccer coaches during 70 different practice sessions. We evaluated the extent to which these activities and behaviours differ from those shown in contemporary research to best facilitate skill acquisition. Nine coaches worked with the under-9 years age group and eight coaches each with the under-13 and under-16 years age groups; nine of those coaches were employed at the elite level, nine at the sub-elite level, and seven at the non-elite level. Coaches had players spend more time in activities that were deemed less relevant to soccer match performance, termed “training form” (e.g. physical training, technique and skills practices), than activities deemed more relevant, termed “playing form” (e.g. small-sided/conditioned games and phase of play activities). Coaches provided high levels of instruction, feedback, and management, irrespective of the activity in which players engaged. Few differences in practice activities and instructional behaviours were reported across skill and age groups, implying the absence of any notable age- or skill-related progression. Findings are discussed with reference to recent research in the areas of skill acquisition, motor learning, and expert performance.     

Influence of ingesting a carbohydrate-electrolyte solution before and during a 1-hour run in fed endurance-trained runners

Abstract

The aim of this study was to determine whether the ingestion of a carbohydrate-electrolyte solution would improve 1-h running performance in runners who had consumed a meal 3 h before exercise. Ten endurance-trained male runners completed two trials that required them to run as far as possible in 1 h on an automated treadmill that allowed changes in running speed without manual input. Following the consumption of the pre-exercise meal, which provided 2.5 g carbohydrate per kilogram body mass (BM), runners ingested either a 6.4% carbohydrate-electrolyte solution or placebo solution (i.e. 8 ml · kg BM^?1) 30 min before and 2 ml · kg BM^?1 at 15-min intervals throughout the 1-h run. There were no differences in total distance covered (placebo: 13,680 m, s = 1525; carbohydrate: 13,589 m, s = 1635) (P > 0.05). Blood glucose and lactate concentration, respiratory exchange ratio, and carbohydrate oxidation during exercise were not different between trials (P > 0.05). There were also no differences in ratings of perceived exertion, felt arousal or pleasure–displeasure between trials (P > 0.05). In conclusion, the ingestion of a 6.4% carbohydrate-electrolyte solution did not improve 1-h running performance when a high carbohydrate meal was consumed 3 h before exercise.     

Genetics of muscle strength and power: Polygenic profile similarity limits skeletal muscle performance

Abstract

Environmental and genetic factors influence muscle function, resulting in large variations in phenotype between individuals. Multiple genetic variants (polygenic in nature) are thought to influence exercise-related phenotypes, yet how the relevant polymorphisms combine to influence muscular strength in individuals and populations is unclear. In this analysis, 22 genetic polymorphisms were identified in the literature that have been associated with muscular strength and power phenotypes. Using typical genotype frequencies, the probability of any given individual possessing an “optimal” polygenic profile was calculated as 0.0003% for the world population. Future identification of additional polymorphisms associated with muscular strength phenotypes would most likely reduce that probability even further. To examine the genetic potential for muscular strength within a human population, a “total genotype score” was generated for each individual within a hypothetical population of one million. The population expressed high similarity in polygenic profile with no individual differing by more than seven genotypes from a typical profile. Therefore, skeletal muscle strength potential within humans appears to be limited by polygenic profile similarity. Future research should aim to replicate more genotype–phenotype associations for muscular strength, because only five common genetic polymorphisms identified to date have positive replicated findings.     

Nutritional practices associated with low energy availability in Division I female soccer players

Abstract

The purpose of this study was to examine macronutrient intake, energy density and energy intake distribution that may be associated with low energy availability (EA) in Division I female soccer players. The energy intake, exercise energy expenditure and EA of 19 participants (18–21 years) was assessed during the pre-, mid- and postseasons. Repeated measures analysis of variance was performed to examine the changes across the season. Chi-square analysis was performed to examine the distribution of participants meeting the American College of Sports Medicine recommendations for carbohydrate and protein consumption. Independent t-tests were used to compare differences between groups. The proportion of athletes who did not meet the American College of Sports Medicine recommendations for carbohydrate intake (6–10 g . kg^–1 BW) was significantly greater in the low (<30 kcal . kg^–1 LBM) than higher (≥30 kcal . kg^–1 LBM) EA group (χ² (1) = 7.5; P = 0.006). Participants with low compared to higher EA consumed a lower energy dense dinner (0.8 ± 0.1 vs. 1.4 ± 0.1 kcal . g^–1; P = 0.004) after a soccer match during midseason. No differences in the percentage (%) of kilocalories from food (84.5 ± 2.0% vs. 84.7 ± 2.6%), sports drinks (7.3 ± 1.4% vs. 6.0 ± 3.2%), other drinks (7.6 ± 1.5 % vs. 6.0 ± 1.5%) or bars/gels/beans (1.7 ± 0.6 vs. 3.0 ± 1.5) were observed in participants with low compared to higher EA (P > 0.05) during the pre- and midseasons. Identifying inadequate carbohydrate intake and the practice of consuming lower energy dense meals may be important in preventing low EA conditions and consequently the Female Athlete Triad.