Comparison of Indirect Calorimetry- and Accelerometry-Based Energy Expenditure during Object Project Skill Performance

This study compared the energy expenditure (EE) levels during object projection skill performance (OPSP) as assessed by indirect calorimetry and accelerometry. Thirty-four adults (female n = 18) aged 18–30 (23.5 ± 2.5 years) performed three, 9-min sessions of kicking, over-arm throwing, and striking performed at 6-, 12-, and 30-sec intervals. EE was estimated (METS) using indirect calorimetry (COSMED K4b2) and hip-worn accelerometry (ActiGraph GT3X+). EE using indirect calorimetry demonstrated moderate-intensity physical activity (3.4 ± 0.7 METS––30-sec interval, 5.8 ± 1.2 METS––12-sec interval) to vigorous intensity physical activity (8.3 ± 1.7 METS––6-sec interval). However, accelerometry predicted EE suggested only light-intensity physical activity (1.7 ± 0.2 METS––30-sec interval, 2.2 ± 0.4 METS––12-sec interval, 2.7 ± 0.6 METS––6-sec interval). Hip-worn, ActiGraph GT3X+ accelerometers do not adequately capture physical activity intensity levels during OPSP, regardless of differences in skill performance intervals.     

Overhead throwing in cricketers: A biomechanical description and playing level considerations

ABSTRACT

This study aimed to describe stationary overhead throwing biomechanics in South African cricketers, considering playing level, and relative to baseball. Kinematics and ground reaction forces were collected during throwing trials. Inverse dynamics was used to calculate joint kinetics. Inter-subject variability was calculated using the coefficient of variance. A one-dimensional statistical parametric mapping ANOVA was conducted to assess differences between the kinematic waveforms in elite and amateur cricketers (p < 0.05). Fifteen cricketers (elite = 8; amateur = 7) participated in this study. The basic parameters of a cricketer’s throwing action are described. Substantial inter-subject variability was noted for all variables, except lumbopelvic movement. Cricketers presented with 74.9 ± 27.3° glenohumeral external rotation and 94.8 ± 23.7° elbow flexion, at maximum external rotation (MER). Amateur cricketers displayed decreased elbow flexion range of motion between 2-14% of the throwing cycle (F = 9.365;p = 0.01); greater shoulder (121.0vs85.9 N; F = 0.36,p = 0.021) and elbow compression (105.6vs72.8 N;F = 0.007,p = 0.043), and superior shoulder force (203.1vs115.5 N;F = 2.43,p = 0.022) at MER, when compared with elite cricketers. Cricketers display similarities to baseball pitchers when throwing overhead from a stationary position. The “preparatory arc” utilised is different to the wind-up noted for baseball. The forces exerted on the shoulder and elbow, in amateur cricketers specifically, are substantially greater at MER and may indicate the potential risk for injury.     

Does Early Child Language Predict Internalizing Symptoms in Adolescence? An Investigation in Two Birth Cohorts Born 30 Years Apart

Language is vital for social interaction, leading some to suggest early linguistic ability paves the way for good adolescent mental health. The relation between age-5 vocabulary and adolescent internalizing symptoms was examined in two U.K. birth cohorts that are nationally representative in terms of sex, ethnicity, and socioeconomic status: the 1970 British Cohort Study (BCS; N = 11,640) and the Millennium Cohort Study (MCS born ~2001; N = 14,754). In the BCS, no relation between receptive vocabulary and age-16 self-reported symptoms was observed (β = 0.00 [−0.03; 0.03]). In the MCS, better expressive vocabulary was associated with more age-14 self-reported symptoms (β = 0.05 [0.02; 0.07]). The direction of this effect was reversed for parent-reported symptoms. All effect sizes were small. The relation between childhood vocabulary and internalizing symptoms varies by generation and reporter.     

Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies

An across‐groups (classrooms), multiple‐baseline design was used to investigate the effects of an interdependent group‐oriented contingency on the Accelerated Reader (AR) performance of fourth‐grade students. A total of 32 students in three classes participated. Before the study began, an independent group‐oriented reward program was being applied (i.e., a student received access to a tangible reward after passing each AR comprehension test). This program was supplemented with an interdependent group‐oriented contingency, and results showed that the number of quizzes passed per week increased immediately after the intervention was applied; however, this increase was not maintained. When students were divided into ability groups based on their average baseline performance, the lowest performing students exhibited a statistically significant increase in quiz performance (i.e., quizzes taken, quizzes passed, and book level), but no significant changes were found in the average and high performing groups. © 2010 Wiley Periodicals, Inc.     

Native American health: traditional healing and culturally competent health care internet resources

Health disparities between Native Americans and the general population of the United States are a major health concern. Traditional healing and culturally competent health care offer much promise in raising the health status of Native Americans. Traditional healing, although uniquely practiced by each indigenous culture, is generally a system of medicine based on the inseparability of mind, body, and spirit. Culturally competent health care, care that is congruent with the culture and language of the patient, is a growing initiative in western medicine. This article outlines Internet sites and online resources relevant to the study and practice of traditional healing and culturally competent health care.     

Multimedia learning and individual differences: Mediating the effects of working memory capacity with segmentation

Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n=66) and high (n=67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of a multimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants' recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lower WMC to recall and apply equal to those with higher WMC.     

Video as Text of Teaching: Toward More Deliberate Literacy Field Experience Supervision

In this article, we theoretically explore how the deliberate use of video during literacy field experiences creates a text that can be read by triad members and can ameliorate the problem of relying on memory to engage in reflective conversations about literacy teaching and learning. The use of video, tools, and interactions with knowledgeable others to facilitate the reflection process is discussed. We also write about the ways video can be used within the triad model of supervision to develop the pedagogical content knowledge of prospective teachers, inservice teachers, and university supervisors.     

Game-based practice versus traditional practice in computer-based writing strategy training: effects on motivation and achievement

Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, Perform Instr 26(8):1–7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students’ ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training.