Learning About Baby: What New Mothers Would Like to Know

As part of a larger research project to evaluate a new model of care for first-time mothers in a community health-care setting, this study aimed to identify the preparation and information needs of first-time mothers. All first-time mothers attending a selection of community child health centers in Brisbane, Australia, who presented with no overt risk factors and with a thriving child, were invited to participate in the study. Three months after mothers entered the service, data were collected via telephone survey (N = 151). In addition, focus group interviews were conducted 7–9 months following entry to the service (n = 8). Participants reported seeking information from a variety of sources during pregnancy. Few participants felt well prepared for managing either the physical or emotional experience of early mothering or the essential maternal and child health issues and common problems in the early months. Findings suggest that current approaches to care and education may not meet the needs of first-time mothers. Different approaches are suggested to enhance women's maternal competence during the first few months of becoming a new mother.     

Predicting Teacher Participation in a Classroom-Based, Integrated Preventive Intervention for Preschoolers

Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research.     

Assessing personal talent determinants in young racquet sport players: a systematic review

Since junior performances have little predictive value for future success, other solutions are sought to assess a young player’s potential. The objectives of this systematic review are (1) to provide an overview of instruments measuring personal talent determinants of young players in racquet sports, and (2) to evaluate these instruments regarding their validity for talent development. Electronic searches were conducted in PubMed, PsychINFO, Web of Knowledge, ScienceDirect and SPORTDiscus (1990 to 31 March 2014). Search terms represented tennis, table tennis, badminton and squash, the concept of talent, methods of testing and children. Thirty articles with information regarding over 100 instruments were included. Validity evaluation showed that instruments focusing on intellectual and perceptual abilities, and coordinative skills discriminate elite from non-elite players and/or are related to current performance, but their predictive validity is not confirmed. There is moderate evidence that the assessments of mental and goal management skills predict future performance. Data on instruments measuring physical characteristics prohibit a conclusion due to conflicting findings. This systematic review yielded an ambiguous end point. The lack of longitudinal studies precludes verification of the instrument’s capacity to forecast future performance. Future research should focus on instruments assessing multidimensional talent determinants and their predictive value in longitudinal designs.     

Using an Exploratory Professional Development Initiative to Introduce iPads in the Early Childhood Education Classroom

The purpose of this study was to investigate the incorporation of iPads into the early childhood classroom through an exploratory teacher professional development initiative. Eighteen early childhood educators participated in a 6-month study targeting teacher professional development and pedagogical innovation. This study included built-in opportunities for teacher collaborative discussions and support in their team meetings, as well as basic technology training on the use of an iPad in a classroom. A thematic analysis was conducted using constructed codes from teacher interviews and focus groups, as well as artifact collections of notes from teacher bi-monthly meetings. Results indicate that teachers used technology in three innovative ways: as an efficiency solution, as a bridge in virtual parent communication, and as curriculum enhancement or replacement. The researchers of this study argue that using the iPad as curriculum is the next area of professional growth for early childhood teachers.     

Can an early perceptuo-motor skills assessment predict future performance in youth table tennis players? An observational study (1998–2013)

This study intended to investigate the capability of the 4 test items “sprint”, “agility”, “speed while dribbling” and “throwing a ball” of the Dutch perceptuo-motor skills assessment used at the age of 7–10 years to predict table tennis performance (U13, U15 and U18) in an observational study. Data of 1191 young table tennis players, collected from 1998 to 2013, were analysed in univariable and multivariable logistic and linear regression models. The test items “sprint” and “throwing a ball” showed to be significant predictors for table tennis performance outcomes in boys (P < 0.05). For girls, besides these test items also “speed while dribbling” had a significant contribution (P < 0.05). Since the accuracies of the models were low, it is advised to include other determinants to enhance the predictive value of a model for table tennis performance. Nevertheless, it can be concluded that a perceptuo-motor skills assessment might improve the effectiveness of talent programmes in table tennis as an additional method to objectively estimate a youth players’ potential. Future research focusing on the inclusion of test items specifically assessing eye hand coordination and other domains, for example, the psychological and the environmental domain, related to table tennis performance are recommended.     

Strategies for Assessing Classroom Teaching: Examining Administrator Thinking as Validity Evidence

All 50 states use observations to evaluate practicing teachers, but we know little about how administrators actually reason when they use those observation protocols. Drawing on think-aloud and stimulated recall data, this study describes the types of strategies and warrants practicing administrators used when rating with their district’s observation protocol. Administrators in a large urban district used an observation protocol aligned to Danielson’s Framework for Teaching to rate a brief lesson clip. Administrators’ thinking was recorded, clarified, and inductively coded. Findings suggest administrator thinking and justification is complex even for short lengths of instruction. Administrators used a range of reasoning strategies, many of which were not sanctioned by their training. Exploratory analyses suggest strategy use was not related to the accuracy of ratings. Implications for the validity of teacher observation scores in high-stakes settings are considered.     

Elite sprint swimming performance is enhanced by completion of additional warm-up activities

This study investigated the effect of completing additional warm-up strategies in the transition phase between the pool warm up and the start of a race on elite sprint swimming performance. Twenty-five elite swimmers (12 men, 20 ± 3 years; 13 women, 20 ± 2 years, performance standard ~807 FINA2014 points) completed a standardised pool warm up followed by a 30-min transition phase and a 100-m freestyle time trial. During the transition phase, swimmers wore a tracksuit jacket with integrated heating elements and performed a dry land-based exercise routine (Combo), or a conventional tracksuit and remained seated (Control). Start (1.5% ± 1.0%, P = 0.02; mean ± 90% confidence limits) and 100-m time trial (0.8% ± 0.4%, P < 0.01) performances were improved in Combo. Core temperature declined less (?0.2°C ± 0.1°C versus ?0.5°C ± 0.1°C, P = 0.02) during the transition phase and total local (trapezius) haemoglobin concentration was greater before the time trial in Combo (81 µM ± 25 µM versus 30 µM ± 18 µM, P < 0.01; mean ± standard deviation) than in Control. Combining swimmers traditional pool warm up with passive heating via heated jackets and completion of dry land-based exercises in the transition phase improves elite sprint swimming performance by ~0.8%.     

Examination of the Six Minute Walk Test to Determine Functional Capacity in People with Chronic Heart Failure: A Systematic Review

Purpose: To evaluate the reliability and validity of the six-minute walk test (6MWT) with respect to its ability to predict functional capacity in patients with chronic heart failure. Methods: A systematic review was performed via 8 databases to assess relevant English language full-text articles published from January 1, 1980 to October 31, 2009. Participant characteristics, interventions, reliability, validity, and predictive value for each article with respect to functional capacity as defined by peak VO₂ levels were extracted and compared. Quality Assessment of Diagnostic Accuracy Studies (QUADAS) scores were determined for each study. Results: Fourteen studies met the selection criteria. Comparison of the studies investigating reliability shows that the 6MWT has good reproducibility. The 6MWT demonstrates moderate correlation with peak VO₂ levels, and ability to predict VO₂ (functional capacity) dependent on distance walked. Cut-off distances vary from 300 to 490 meters depending on the study; if total distance walked remains equal or less than these values, the 6MWT retains its strong predictive value. Conclusion: The 6MWT has good reliability, moderate validity, and a significant ability to predict functional capacity in patients with CHF who do not walk greater than 490 meters.Key Words: six-minute walk test, chronic heart failure, functional capacity, peak VO₂     

Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function

Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement.