Influence of carbohydrate mouth rinsing on running and jumping performance during early morning soccer scrimmaging

Carbohydrate mouth rinse (CMR) is a novel method proposed to enhance endurance performance lasting ≤ 60 min. The current study examined the influence of CMR on anaerobic performance tasks in 11 collegiate female soccer players after an overnight fast. Athletes completed two experimental sessions, during which carbohydrate (CHO; 6% maltodextrin) or taste- and colour-matched placebo (PLA) mouth-rinse solutions were administered in a counterbalanced, double-blinded design. Three rounds of a 5-min scrimmage bout and series of performance tests including a single countermovement vertical jump (1VJ), a set of four consecutive vertical jumps, a 72-m shuttle run (SR72) and 18-m sprint comprised each trial. Thirst sensation (TS), session TS, ratings of perceived exertion (RPE) and session RPE were assessed as secondary outcomes. The first SR72 approached significance (p = 0.069), but no significant between-trials differences were observed for any of the mean performance tasks. The highest 1VJ scores did not differ for the first (CHO = 47.3 ± 3.4, PLA = 47.7 ± 3.5 cm; p = 0.43), second (CHO = 48.0 ± 4.1, PLA = 47.9 ± 3.5 cm; p = 0.82) or third bout (CHO = 47.4 ± 3.9, PLA = 48.1 ± 3.9 cm; p = 0.26). TS approached significance (p = 0.053) during the first bout. No significant differences (p > 0.05) were found for any of the perceptual variables. Current results fail to support ergogenic influence of CMR on anaerobic performance tasks in collegiate female athletes.     

Research assistantship experiences and subsequent research productivity

This paper is an examination of one component of research training programs, the research assistantship. Data are presented from a national study of the topic. Results of a survey with 3,963 respondents showed that genuine research assistantship experience is positively related to subsequent research involvement and productivity. More intensive data collection from the 50 most productive researchers and 50 nonproductive respondents resulted in identification of 35 variables that discriminate between the two groups (4 structural, 19 experiential, 4 supervisor-assistant interactions, and 8 perceptual). Clusters of variables resulting from factor analysis are presented and nondiscriminating variables are discussed. Recommendations are offered for designers and directors of programs in colleges and universities for use in training educational research personnel.     

The influence of impact location and angle on the dynamic impact response of a Hybrid III headform

To properly assess sports helmet performance, it is important to select impact conditions that yield high peak linear or angular accelerations. This was done by measuring the kinematic response of a Hybrid III headform when impacted with a modified Wayne State University linear impactor with special consideration for impact locations and angles. The 20 impact conditions (five locations and four angles) were then compared to published thresholds to identify the conditions, which were linked to an increased risk of head injury. These conditions were the following: 1A (linear 121.3g; angular 3.84 krad s⁻²), 2A (linear 102.1g; angular 9.28 krad s⁻²), 2C (linear 94.4g; angular 8.67 krad s⁻²), 3A (linear 132.8g; angular 9.38 krad s⁻²), 4A (linear 92.8g; angular 11.49 krad s⁻²), 4D (linear 113.3g; angular 12.86 krad s⁻²), 5A (linear 116.9g; angular 9.01 krad s⁻²) and 5D (linear 87.5g; angular 8.81 krad s⁻²). The results presented in this study were specific to the test rig used as well as the tested conditions; however, it is believed that a test protocol using the above impact conditions could identify the ability of sports helmets to reduce risk of head injuries.     

Developing policy and practice for dyslexia across a local authority: a case study of educational psychology practice at organisational level

In this paper two premises are set out: first, that within Children’s Services educational psychologists (EPs) have a distinctive contribution to make towards policy and practice in relation to “dyslexia”; second, that they may be well placed to lead development work at an organisational level within a local authority. Building on previously unpublished work, the authors report a case study of the development of a local authority dyslexia policy led by an EP over a two year period. Data were collected from an account by the lead EP, a policy development group members’ focus group, and a questionnaire survey of special educational needs coordinators (SENCos). The findings confirm the scientist-practitioner contribution of the lead EP to both the product and the process of successful policy development and implementation. Facilitators, barriers and secondary benefits in relation to successful policy development within multi-disciplinary Children’s Services are considered, and the policy-practice inter-relationship is theorised.     

Designing discipline-specific roles for interdisciplinary learning: two comparative cases in an afterschool STEM + L programme

The current K-12 educational system often does not engage students in interdisciplinary learning. To address this need, we developed an integrated STEM?+?L (Science, Technology, Engineering, Math, and Digital Literacies) afterschool programme in which middle school students took discipline-specific roles (writer, scientist, artist, and engineer) and worked in small groups to produce multimodal science fictions. The study aims to investigate the effect of discipline-specific roles on students’ interdisciplinary and collaborative learning processes. Two groups were chosen as comparison cases because their final products indicated low and high levels in integrating science and literacy respectively. Analysing and visualising students’ individual role-changing patterns and examining their discourse in role-specific interactions revealed the following features for high-quality interdisciplinary learning: (1) Students need to be willing and able to enact not only expected roles, but also other roles; (2) Students need to develop awareness of their own and others’ role enactment; (3) Collaboration between students with different roles may follow a possible trajectory from solo-construction, to co-construction, to re-construction. This study also proposes instructional strategies related to the design of discipline-specific roles to facilitate interdisciplinary learning in STEM education.     

An Analysis of Functional Assessment in Relation to Students with Serious Emotional and Behaviour Disorders

Functional assessment methods are currently being touted as the key to effective programming for students with disabilities who exhibit serious behaviour problems. These methods have been effective in developing behavioural supports for students with severe disabilities in a variety of educational settings. This paper reviews the functional assessment paradigm in relation to students with serious emotional and behaviour disorders who have well developed cognitive abilities and linguistic skills. Based on the needs of these students, the Assessment Intervention Process, a system for facilitating the development of effective positive behaviour plans, is described.     

Pre‐service confidence through microteaching

The techniques of methods course instruction through microteaching are described thoroughly in this article. Some supervisors might want to employ these techniques with their student teachers.     

Assessing dyslexia in higher education: the York adult assessment battery‐revised

Although there are a number of standardised measures to assess dyslexia in children, there are comparatively fewer instruments suitable for the assessment of dyslexia in adults. Given the growing number of students entering UK higher education institutions, there is a need to develop reliable tools for assessing the additional needs of those with dyslexia and related difficulties. This study reports data from a revised version of the York Adult Assessment: An Assessment Battery for Dyslexia Screening in Higher Education. The current York Adult Assessment‐Revised (YAA‐R) is an assessment battery consisting of tests of reading, spelling, writing and phonological skills. Data from a normative sample of 106 adults without dyslexia and a validation sample of 20 adults with dyslexia illustrate significant group differences on the tests comprising the YAA‐R. Additionally, the YAA‐R has good discriminatory power yielding 80% sensitivity and 97% specificity. Taken together, the YAA‐R is a suitable test battery for the assessment and identification of dyslexia in university students.     

Teaching Civil Procedure in the 21st Century: An Annotated Bibliography of U.S. Books and Articles, 2000–2019

Abstract

An annotated bibliography of articles and books on teaching civil procedure published in the United States from Winter 2000 through Spring 2019.