Match performance of high-standard soccer players with special reference to development of fatigue

The aim of this study was to assess physical fitness, match performance and development of fatigue during competitive matches at two high standards of professional soccer. Computerized time-motion analyses were performed 2-7 times during the competitive season on 18 top-class and 24 moderate professional soccer players. In addition, the players performed the Yo-Yo intermittent recovery test. The top-class players performed 28 and 58% more (P < 0.05) high-intensity running and sprinting, respectively, than the moderate players (2.43 +/- 0.14 vs 1.90 +/- 0.12 km and 0.65 +/- 0.06 vs 0.41 +/- 0.03 km, respectively). The top-class players were better (11%; P < 0.05) on the Yo-Yo intermittent recovery test than the moderate players (2.26 +/- 0.08 vs 2.04 +/- 0.06 km, respectively). The amount of high-intensity running, independent of competitive standard and playing position, was lower (35-45%; P < 0.05) in the last than in the first 15 min of the game. After the 5-min period during which the amount of high-intensity running peaked, performance was reduced (P < 0.05) by 12% in the following 5 min compared with the game average. Substitute players (n = 13) covered 25% more (P < 0.05) ground during the final 15 min of high-intensity running than the other players. The coefficient of variation in high-intensity running was 9.2% between successive matches, whereas it was 24.8% between different stages of the season. Total distance covered and the distance covered in high-intensity running were higher (P < 0.05) for midfield players, full-backs and attackers than for defenders. Attackers and full-backs covered a greater (P < 0.05) distance in sprinting than midfield players and defenders. The midfield players and full-backs covered a greater (P < 0.05) distance than attackers and defenders in the Yo-Yo intermittent recovery test (2.23 +/- 0.10 and 2.21 +/- 0.04 vs 1.99 +/- 0.11 and 1.91 +/- 0.12 km, respectively). The results show that: (1) top-class soccer players performed more high-intensity running during a game and were better at the Yo-Yo test than moderate professional players; (2) fatigue occurred towards the end of matches as well as temporarily during the game, independently of competitive standard and of team position; (3) defenders covered a shorter distance in high-intensity running than players in other playing positions; (4) defenders and attackers had a poorer Yo-Yo intermittent recovery test performance than midfielders and full-backs; and (5) large seasonal changes were observed in physical performance during matches.     

Doing more with less: the impact of lexicon on dual-language learners’ writing

Dual-language learner (DLL) children typically learn to write while still learning English, with vocabulary appearing to be a particularly vulnerable domain. This study investigates how a reduced English lexicon impacts English writing in DLL children. Participants were 100 Spanish-speaking DLLs and 100 of their monolingual classmates in first through fourth grades. Children were administered standardized tests of decoding and vocabulary and a written narrative task. Narratives were analyzed for productivity, complexity, and accuracy. DLL children performed comparably to monolingual children on productivity and complexity measures. However, they differed in measures of orthographic, lexical, and morphological accuracy. They also differed in vocabulary scores. When controlling for differences in vocabulary, no differences between the DLL and monolingual groups in accuracy were found. In addition, the DLL children used a greater proportion of literate language features in their texts than the monolinguals did. The results suggest that improving DLL children’s vocabulary would improve their writing in multiple areas. The possibility of a DLL advantage in literate language is addressed in the context of the children’s need to regularly switch between their home and school languages.     

Using modeled writing to support English-only and English-learner second-grade students

This study compared 70 English learners (ELs) and English-only (EO) second-grade students' writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students' writing achievement at the end of the year, and t tests compared students' writing by gender, language, and group on various pre- and posttest scores. Results indicate that MW benefited both EOs and ELs and that the MW students outscored the controls on all items of the standardized writing assessment at year's end. The comparison affords greater understanding of writing development and achievement differences among young ELs and EOs and suggests instructional and research opportunities.     

The effects of dyad reading and text difficulty on third-graders’ reading achievement

This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures.     

Building Capacity for Undergraduate Research in Mathematics: A Case Study at Georgia College

The Georgia College mathematics department has reimagined its major requirements to integrate meaningful undergraduate research experiences. We have developed and implemented a multi-year action plan to transform our major. In this article we discuss how the department has developed and implemented a year-long research experience as a capstone requirement. We address how we gained faculty and student buy-in, built a curriculum to support the experience, and developed assessment and evaluation tools. We conclude with a discussion of challenges and next steps in the program.     

College student performance on the general ability measure for adults and the wechsler intelligence scale for adults‐third edition

This study examined the concurrent validity of the General Ability Measure for Adults (GAMA¹; Naglieri & Bardos, 1997) and the Wechsler Adult Intelligence Scale‐Third Edition (WAIS‐III; Wechsler, 1997). Sixty college students were administered both instruments in counterbalanced order. A comparison of the mean scores on the GAMA and WAIS‐III indicated that the sample obtained similar GAMA and WAIS‐III PIQ scores. In contrast, the sample's mean GAMA IQ score was significantly lower than the sample's mean FSIQ and VIQ scores. Although the GAMA IQ score was positively correlated with all WAIS‐III IQ and Index scores, this new instrument was more clearly associated with visual‐spatial reasoning, as defined by the WAIS‐III PIQ. The GAMA's accuracy in predicting performance on the WAIS‐III FSIQ and PIQ also was examined, with the GAMA underestimating WAIS‐III FSIQ and PIQ scores for participants falling within the Superior and Very Superior range of intellectual functioning. © 2001 John Wiley & Sons, Inc.