Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach

This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes’ decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions.     

Effect of exercise and nasal splinting on static and dynamic measures of nasal airflow

The main aim of this study was to assess the separate and combined effects of exercise and nasal splinting on static and dynamic measures of nasal airflow. In a randomized crossover design, 12 healthy participants (6 men, 6 women) performed static and dynamic spirometric nasal airflow assessment tests, with or without nasal splinting (Breathe-Right?), before and after a maximal oxygen uptake (VO 2max ) treadmill test. At least 7 days later, the V O 2max and nasal airflow tests were repeated. The results showed that the measured variables were not significantly different with and without nasal splinting. We conclude that the absence of significantly enhanced nasal patency observed for nasal splinting and after exercise suggest that these factors have a minimal impact on nasal airflow volume and rate.     

The Application of a Multiple Measurement Approach to Investigate the Effects of a Dance Program on Educable Mentally Retarded Adolescents

Abstract

Little evidence exists to assess the effects of dance training on special populations. Research in this field has relied on pretest-posttest methods for gathering data. While such data gathering methods may be appropriate for particular research problems, alone they may be inadequate for broad-based, exploratory investigations of programs and effects. The present study is an example of a multiple measurement approach that uses eight measurements, in combination, to answer four research questions regarding the physical and social effects that occur when a group of educable mentally retarded adolescents is exposed to a 10-week dance program. The findings revealed that four students showed improvement in both social and physical behaviors, seven students showed improvement in either social or physical behaviors, and two students showed no improvement. There was no evidence of a “transfer effect” due to participation in the program, and some students' behaviors were affected by external factors. The authors found the approach useful for identifying multiple effects and generating hypotheses for further study.     

Designing informal learning experiences for early career academics using a knowledge ecosystem model

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.