The reliability of accelerometry to measure weightlifting performance

The purposes of the study were to track weightlifters' barbell acceleration with a portable accelerometer over three training sessions to examine test–retest reliability and to compare peak barbell acceleration at different training intensities. Twelve nationally ranked weightlifters volunteered for this study. The portable accelerometer was attached to the right side of the barbell to measure barbell resultant acceleration during the snatch lift at a sampling frequency of 100 Hz. The data were collected over three training sessions at intensity levels of 80%, 85%, and 90% of one repetition maximum. The data were analyzed using intra-class correlation coefficients (ICCs) for the three training sessions and one-way repeated measure ANOVA to compare the difference in peak barbell acceleration at three intensities. Results showed that the device was highly reliable with an ICC of 0.88 and 95% confidence interval of 0.81–0.93. There were significant differences in peak barbell acceleration at various lifting intensities, indicating a decline of the acceleration as the mass of the barbell became heavier. The portable accelerometer seems useful in measuring barbell acceleration data, which can be analyzed in future studies to monitor a weightlifter's performance in a practical setting instead of testing at a laboratory.     

A Successful Kindergarten Transition for Children with Disabilities: Collaboration Throughout the Process

Early Childhood Education Journal - The transition to kindergarten can be a memorable, yet stressful time for children and families. For children with disabilities and their caregivers, the...     

Autonomy Support for Online Students

Despite the rapid growth of online learning in higher education, the dropout rates for online courses has reached 50 percent. Lack of student engagement rank as a critical reason for frequent online course dropout. This article discusses autonomy support as a strategy to enhance online students’ intrinsic motivation and engagement. Drawing from current theories and research, three guidelines are offered to provide choices, rationale behind why assignments are designed in particular ways, and flexibility in completing more personally meaningful assignments. Each guideline is accompanied with examples from existing higher education courses. This article is intended for educators and designers of online learning to employ autonomy support strategies to engage students in active participation and successful completion of the course.     

Skeleton

The aim of this study was to characterize sprint ability, anthropometry, and lower extremity power in the US National Team Skeleton athletes. Fourteen athletes (male n = 7; mean ± SD: height 1.794 ± 0.063 m, body mass 81.2 ± 3.7 kg, age 26.9 ± 4.1 years; female n = 7; 1.642 ± 0.055 m, 60.1 ± 5.9 kg, 27.3 ± 6.9 years) volunteered to participate. Sprinting ability was measured over multiple intervals using custom infrared timing gates in both an upright and a crouched sprint. The crouched sprint was performed while pushing a wheeled‐simulated skeleton sled on rails on an outdoor skeleton and bobsleigh start track. Crouched skeleton sprint starts were able to achieve about 70% to 85% of the upright sprint times. The mean somatotype ratings for females were: 3.5‐3.5‐2.1, and males: 3.6‐4.9‐1.9. Lower extremity strength and power were measured via vertical jumps on a portable force platform using squat and countermovement jumps, and jumps with added mass. Jump height, power, rate of force development and peak force were determined from force‐time data. Lower extremity strength and power were strongly correlated with both upright and crouched sprint times. The results indicated that these athletes are strong sprinters with varying body structures, mostly mesomorphic, and that stronger and more powerful athletes tend to be better starters.     

Curriculum reform in Turkish teacher education: Attitudes of teacher educators towards change in an EU candidate nation

Educational development is one way through which Turkey enhances progress towards its social goals and prepares itself for European Union membership. A major effort to upgrade the Turkish educational system was made through a multi-phased comprehensive reform of the sector introduced during the 1990s. One part of this reform, perhaps most crucial to the long-term effectiveness of other developments in education, was a transformation of the approach to teacher education. This paper utilizes recently conducted research to assess the nature and extent of that reform as well as identifying the factors which enhanced its effectiveness.     

Reweaving the tapestry of teacher education

Abstract

This article describes what happened to an elementary education preparation program when a few faculty members started asking questions, looking at practice, making changes, and collecting data based on the changes. The current program has many outstanding attributes; but when student perceptions were examined, holes were found and ways to mend these holes have been implemented. The authors describe the process of weaving concept Strands throughout the entire four‐year program.     

Teacher education accreditation in Turkey: The creation of a culture of quality

Turkey's experience in developing and piloting accreditation criteria and national standards for teacher education is examined. The full implementation of an accreditation process for teacher education programs was not completed within the time of the development project. However, the effort to do so encouraged the formation of a ‘quality culture’ in the faculties of education. The paper discusses what took place and analyses the later response of teacher educators to the introduction of accreditation criteria and the way in which they were introduced. Educators largely welcomed national standards and accreditation, but wished to have flexible means of implementation.     

Homophone effects in deaf readers: evidence from lexical decision

The current study examined the nature of deaf readers’ phonological processing during online word recognition, and how this compares to similar effects in hearing individuals. Unlike many previous studies on phonological activation, we examined whether deaf readers activated phonological representations for words as opposed to pseudohomophones. Both hearing and deaf adults performed lexical decisions on homophones and control words in the context of either pseudoword foils (e.g., CLANE) or pseudohomophone foils (e.g., BRANE). As expected, hearing readers responded more slowly to homophones than to control words in both non-word contexts, reflecting phonological activation during reading. In contrast, deaf readers responded more slowly to homophones than to control words in the pseudohomophone foil context, but not in the pseudoword foil context. This finding suggests that deaf readers are able to activate phonological representations; however the nature of these representations appears to be more coarse-grained in deaf readers.