Effects of aerobic and cognitively-engaging physical activity on academic skills: A cluster randomized controlled trial

ABSTRACT

This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group. A higher volume of moderate-to-vigorous physical activity resulted in better post-test mathematics achievement in both intervention groups, and post-test spelling achievement in the cognitively engaging intervention group. Compared to the control group, lower achievers in reading performed better in reading after the cognitively-engaging intervention. A combination of moderate-to-vigorous physical activity and cognitively-engaging exercises seems to have the most beneficial effects. Future intervention studies should take into account quantitative and qualitative aspects of physical activity, and children’s baseline academic achievement.     

The PCC ISNI Pilot: Exploring Identity Management on a Global,Collaborative Scale

Abstract

The Program for Cooperative Cataloging (PCC) conducted a multi-institution Pilot project to contribute metadata to the International Standard Name Identifier (ISNI) database. In addition to describing the goals, structure, and activities undertaken in the Pilot, this article examines some of the experiences of PCC metadata practitioners as they sought to incorporate ISNIs into their metadata workflows and pursue a wide range of ISNI use cases. Lastly, the article outlines next steps that flowed from the Pilot as the PCC has parlayed its newly developing identity management expertise into additional PCC program explorations.     

Shoe collar height and heel counter-stiffness for shoe cushioning and joint stability in landing

ABSTRACT

This study examined the effects of shoe collar-height and counter-stiffness on ground reaction force (GRF), ankle and knee mechanics in landing. Eighteen university basketball players performed drop landing when wearing shoes in different collar height (high vs. low) and counter-stiffness (stiffer vs. less stiff). Biomechanical variables were measured with force platform and motion capturing systems. Two-way repeated measures ANOVA was performed with α = 0.05. Wearing high collar shoes exhibited smaller peak ankle dorsiflexion and total sagittal RoM, peak knee extension moment, but larger peak knee varus moment than the low collar shoes. Stiffer counter-stiffness shoes related to smaller ankle inversion at touchdown and total coronal RoM, but larger peak knee flexion and increased total ankle and knee sagittal RoM than the less stiff counter-stiffness. Furthermore, wearing stiffer counter-stiffness shoes increased forefoot GRF peak at high collar condition, while no significant differences between counter-stiffness at low collar condition. These results suggest that although higher collar height and/or stiffness heel counter used can reduce ankle motion in coronal plane, it would increase the motion and loading at knee joint, which is susceptible to knee injuries. These findings could be insightful for training and footwear development in basketball.