Validity of the VmaxST portable metabolic measurement system

Abstract

The aim of this study was to assess and compare the validity of the portable VmaxST telemetry metabolic measurement device with that of a standard measurement system (Vmax29). Thirty asymptomatic, moderately active males provided written, informed consent and completed two maximal graded treadmill exercise tests (Bruce) using the VmaxST and the Vmax29 metabolic measurement systems. Tests were performed in random order on separate days to obtain peak values for time to exhaustion, heart rate, systolic and diastolic blood pressure, oxygen consumption ([Vdot]O₂), carbon dioxide production ([Vdot]CO₂), ventilation ([Vdot] _E), and respiratory exchange ratio (RER). Multivariate analysis of variance revealed no significant main effect (P = 0.88) between the two systems across any variable, suggesting similar measurement capabilities between the two systems. Linear regression analyses revealed moderate to high coefficients of determination for [Vdot]O₂ (r ² = 0.99), [Vdot]CO₂ (r ² = 0.99), [Vdot] _E (r ² = 0.99), and RER (r ² = 0.89). Furthermore, Bland-Altman analyses demonstrated that the VmaxST yielded similar values to the Vmax29, suggesting good agreement between the two systems. Agreement was confirmed when the differences between the methods resulted in a small range as identified by the 95% limits of agreement. Findings from the current study confirm that the VmaxST is a valid device for measuring metabolic and physiological variables during exercise within a controlled laboratory setting.     

Fear of injury in gymnastics: self-efficacy and psychological strategies to keep on tumbling

The aim of this study was to examine female gymnasts' fear of injury, their sources of self-efficacy and the psychological strategies used to overcome their fears. The participants were 10 female gymnasts aged 12 - 17 years. They had all taken part in competitive gymnastics and had experienced some type of injury during their careers. Individual interviews were conducted using a structured interview guide. Data were analysed using an inductive content analysis. The results indicated that gymnasts were most fearful of injuries because of the difficulty in returning from an injury and being unable to participate in practices and competitions while injured. Gymnasts described aspects of their past performance experience, such as success, consistency and communication with significant others, as important sources of self-efficacy. Some examples of psychological strategies used to overcome their fear of injury were mental preparation (e.g. imagery, relaxation), just "going for a skill" and the coaches' influence.     

Development and Validation of the Metacognitive Strategies for Library Research Skills Scale (MS-LRSS)

The possession of metacognitive strategies can contribute to successful library research experiences. Accordingly, these skills should be explicitly taught during library instruction. In order to facilitate further examination of student metacognitive strategies, the Metacognitive strategies for Library Research Skills Scale (MS-LRSS) was developed and deployed to 224 graduate and undergraduate students at two post-secondary institutions. Development and validation of this instrument is described in this article. Overall, this instrument demonstrated to be a valid and reliable measure of metacognitive strategies in the context of information literacy and library research.     

When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

Since June, 2014 when the U.S. government began to document an increase in unaccompanied/separated children arriving in the United States from Central America, these children have become a frequent topic in media discourse. Because rhetoric about immigration issues have been shown to affect schooling of these children, the present article aims to examine how these children are represented in the discourse of one community. Findings from this critical multimodal discourse analysis reveal multiple strategies of representation that result in the dominant metaphor of IMMIGRANT CHILDREN ARE DANGEROUS WATER and negative perceptions that have implications for the education of these students.     

Time,Third Space,and Counternarratives of Achievement for Young Mothers in High School

This article shares alternative conceptions of time in a qualitative study about the schooling experiences of teenage mothers. The counternarratives of three women of color are presented as alternatives for understanding temporally restricted discourses of achievement in high school. Using third space theory as a lens for understanding the participants' experiences, this article illustrates how each participant's school story creates room for thinking about school success differently. This understanding of participants' experiences provokes a deliberate reconsideration of time as it relates to student success and achievement in school. This article concludes with an analysis of the participants' counternarratives and implications for future work. This work is useful for practitioners and researchers in reconceptualizing difference among students and in creating room for school structures that support diversity in classrooms and schools.     

Relationship between decision-making self-efficacy, task self-efficacy, and the performance of a sport skill

The purpose of this study was to examine the relationships between decision-making self-efficacy and task self-efficacy and subsequent decision-making and task performance. Sixty undergraduate students (30 males, 30 females) participated in this study, which involved infield defensive plays in softball. The physical task required participants to throw a ball at a target. The decision-making task required participants to watch video scenes depicting different infield defensive situations and decide where to throw the ball in each situation. Both tasks used manipulated failure. Self-efficacy was assessed before performance. Strength of decision-making and task self-efficacy predicted physical performance, but not decision-making performance.     

Internationalisation of higher education: integrating international students into Canadian academic environment

Fuelled by globalisation, the internationalisation of higher education in Canada is happening at a rapid pace. One manifestation of internationalisation is the increasing enrolment of international graduate students in Canadian institutions. Many of these students face challenges and barriers in integrating into Canadian academic environments including isolation, alienation, marginalisation and low self-esteem. This case study investigates a programme at a large Canadian university intended to help international graduate students with their adaptation to an unfamiliar academic environment. The research shows that the programme was successful in creating a transnational learning space where international students developed a sense of belonging, increased cross-cultural understanding and raised awareness about global issues. More importantly, it helped international students with their integration into a Canadian learning community. The findings have important implications for the development of programmes to provide appropriate levels of support for international students and for building internationally inclusive campuses.