The Variability of Practice Hypothesis: Further Tests and Methodological Discussion

Abstract

In the present study experimental subjects practiced variations in movement distance and/or movement time during training trials on a closed timing task. Control subjects trained with single distance-time combinations. During transfer trials all subjects attempted (without knowledge of results) a distance-time combination that was different (except in the case of one control condition) from any performed during training. The results revealed that the timing accuracy of the two experimental conditions that practiced a variety of times was significantly poorer than that of most of the other conditions during the training phase. However, transfer analyses revealed several significant differences between the performance of variable-trained and constant-trained conditions, in all cases favoring the former. It was concluded that the transfer benefits of variable practice are (a) not due to the particular movement component selected for variation during training, and (b) to some extent always determined by the similarity of training and transfer conditions experienced by constant-practice subjects.     

Yearly Changes in the Body Composition and Muscular Strength of High School Wrestlers

Abstract

The purpose of this investigation was to determine the yearly changes in body composition as well as absolute and relative isokinetic forearm flexion and extension strength of high school wrestlers. Evaluations of body composition (underwater weighing) were performed on 27 high school wrestlers prior to three consecutive seasons. In addition, isokinetic forearm flexion and extension strength values at 180°/s (Cybex II) were available for 20 of the subjects. The mean ages at the times of laboratory testing were 15.5 (± .5), 16.5 (± .5), and 17.5 (± .5) years. Repeated measures ANOVA or ANCOVA with Tukey post-hoc comparisons were used to locate significant (p<.05) differences across age for height, body weight, relative fat, body density, fat weight, fat-free weight, absolute muscular strength, and muscular strength covaried for body weight and fat-free weight. There were yearly increases in all variables except fat weight, forearm flexion covaried for fat-free weight and forearm extension covaried for fat-free weight. The results of this study indicated that the improved wrestling performance and the increase in weight classification which normally occurs during high school are, in part, a function of yearly changes in body composition and muscular strength.     

A Field Test of the Activity-Set Hypothesis for Warm-Up Decrement in an Open Skill

Abstract

To determine the relative effectiveness of different warm-up activities in eliminating postrest warm-up decrement (WUD), 65 highly skilled tennis players performed 60 forehand and 60 backhand groundstrokes, rested for either 5 or 15 min, engaged in one of five interpolated activities (additional rest, running in place, imagery, practice swings, or air dribbling), and then performed 12 additional forehands and backhands. An analysis of differences between prerest and postrest arousal measures (heart rate, positive cognitive arousal, and negative cognitive arousal) revealed that all of the interpolated activities except additional rest restored arousal to levels near those found at the end of prerest trials. Postrest WUD was also eliminated by practice swings and air dribbling and, to a slightly lesser extent, by running in place. We concluded that an effective warm-up for open skills such as the tennis groundstroke should include some form of overt physical activity that directs the attention of the performer to task-relevant cues.     

Fatigue Effects on the Timing Performance of Well-Practiced Subjects

Abstract

In an attempt to extend the laws of fatigue to the performance of highly practiced subjects, 24 college males were trained for four days (50 trials/day) on a coincident timing task prior to manipulation of the fatigue variable. On day 5, motor performance was immediately preceded by either local fatigue (static exercise), general fatigue (treadmill running), or no fatigue. Increased variable error was found for both local and general fatigue subjects as compared with controls on the first block of five trials following fatigue. However, by block 2 this difference had diminished. A constant error analysis on the first and second postfatigue trials revealed transitory overshooting of the criterion timing response for local fatigue subjects and undershooting for general fatigue subjects. The results suggested that local and general fatigue may alter the timing mechanism in different ways and that both are sources of at least transient decrements in the performance of well-practiced subjects.     

Why school-based narrative inquiry in physical education research? An international perspective

While conducting a comparative research study in secondary Physical Education in South Korea and the United States, the question arose as to why the narrative inquiry research method we employed was chosen to study the experiences of teachers teaching the particular subject area to youth enrolled in four secondary schools (middle and high) in South Korea and the United States. This article takes up the query by probing the roots of school-based narrative inquiry and the tight connections between our specific research method and the teacher-as-curriculum-maker image of teaching. Six qualities of narrative inquiry are elaborated through the use of narrative fragments excerpted from our Korea Research Foundation-sponsored study. These characteristics include: (1) justification for inquiry, (2) research in the midst, (3) research on the boundaries, (4) knowing through relationship, and (5) narrative truth, and (6) following where the story leads. Finally, the article returns to the intimate relationship between our chosen version of narrative inquiry and the teacher-as-curriculum-maker image and the kinds of contributions that the union of these robust orientations can make to the study of Physical Education in classroom settings.     

Beyond Branding: Van Riel and Fombrun’s Corporate Communication Theory in the Human Services Sector

Amidst funding cuts, increasing competition, and growing demands for service, nonprofit human services organizations are increasingly recognizing the importance of marketing communication, especially branding. However, Van Riel and Fombrun’s (2007) corporate communication theory suggests that focusing too intently on branding may actually weaken these organizations over the long term. Drawing on a series of focus groups with a cohort of human services nonprofits, this study extends Van Riel and Fombrun’s theory into the nonprofit context and reveals the importance of a balanced approach to nonprofit corporate communication.     

An Examination of College Counselors' Work With Student Sex Addiction: Training,Screening, and Referrals

Given the prevalence of sex addiction (SA) among collegiate populations, the authors designed this study to examine college counselors' training in SA, use of formal assessments, and referrals to support groups. Results indicated that 84.4% of college counselors (N = 77) had at least one client present with SA‐related issues in the past year. Findings suggest the need for improvement in counselor training in SA, use of formal assessments, and referral practices.     

Linkages Among Preschoolers' Playground Behavior, Outcome Expectations, and Parental Disciplinary Strategies

To explore relationships among parent's self-reported disciplinary strategies, preschoolers' outcome expectations, and playground behavior, 136 mothers of preschool-age children (age range = 39-71 months) participated in home disciplinary style interviews. Measures of preschoolers' outcome expectations and observations of childrens' prosocial, antisocial/disruptive, and nonsocial/withdrawn playground behavior in preschool settings were also obtained. Results indicated that power-assertive mothers had preschoolers who engaged in more antisocial/disruptive behavior and who expected successful instrumental outcomes for hostile methods of resolving peer conflict. Preschoolers with such outcome expectations also participated in more antisocial playground behavior. Older preschoolers of inductive mothers engaged in more prosocial behavior and expected prosocial behavior to lead to both instrumental gains and enhanced relations with peers. Preschoolers who were more prosocial envisioned friendly-assertive strategies as leading to instrumental gains and, in the case of less nonsocial behavior, to enhanced relations with peers. Children's outcome expectations were also found to be different for older versus younger preschoolers. Evidence was also obtained suggesting that maternal discipline and outcome expectations make separate and independent contributions to children's social and aggressive play behavior.     

Bringing Dinosaur Science to the Junior Girl Scouts Through a College Service-Learning Project

Undergraduate students in an introductory-level geoscience course successfully designed and conducted a science badge day for the Junior Girl Scouts. With national concerns that girls turn away from science at a young age, a service-learning project was incorporated into a college course with the end result providing a group of girls a positive and fun science-learning experience. A number of science and technology badges exist for the Girl Scouts, yet not many of these badges have been completed because of a lack of confidence the troop leaders have in teaching science and a paucity of scheduled science events for the leaders to take their girls. Junior Girl Scout troops were invited to the Pennsylvania State University Delaware County campus to complete a series of hands-on dinosaur science activities that allowed them to earn the Science in Everyday Life badge. At the conclusion of the badge event, the girls reported a greater interest in science, a desire to learn more science, and a desire to complete additional science-related Girl Scout badges.     

Guidelines for Language Classroom Instruction(Ⅰ)

InGuidelines for Language Classroom Instruction,Crookes and Chaudron review research and practice in both second and foreign language contexts.The main areas of classroom instruction described are:presentational modes and focus on form,types of activities and parameters of tasks and interaction,classroom organization,teacher control of interaction,and corrective feedback.