Acute and chronic effects of aquatic treadmill training on land treadmill running kinematics: A cross-over and single-subject design approach

The aim of this study was to determine if selected kinematic measures (foot strike index [SI], knee contact angle and overstride angle) were different between aquatic treadmill (ATM) and land treadmill (LTM) running, and to determine if these measures were altered during LTM running as a result of 6 weeks of ATM training. Acute effects were tested using 15 competitive distance runners who completed 1 session of running on each treadmill type at 5 different running speeds. Subsequently, three recreational runners completed 6 weeks of ATM training following a single-subject baseline, intervention and withdrawal experiment. Kinematic measures were quantified from digitisation of video. Regardless of speed, SI values during ATM running (61.3 ± 17%) were significantly greater (P = 0.002) than LTM running (42.7 ± 23%). Training on the ATM did not change (pre/post) the SI (26 ± 3.2/27 ± 3.1), knee contact angle (165 ± 0.3/164 ± 0.8) or overstride angle (89 ± 0.4/89 ± 0.1) during LTM running. Although SI values were different between acute ATM and LTM running, 6 weeks of ATM training did not appear to alter LTM running kinematics as evidenced by no change in kinematic values from baseline to post intervention assessments.     

Personality source traits of intermediate elementary students selected as emotionally handicapped and their nonhandicapped peers

Ninety-eight students in grades four through six in a rural Maine school were administered the Children's Personality Questionnaire (CPQ). Following a brief review of Bower's (1961) characteristics of emotionally handicapped children, the teachers of these students were asked to list the students in their classroom who they felt might be emotionally handicapped. Analysis of variance on the 14 CPQ factor scores between selected and nonselected groups indicate five significant differences: Factor A (Reserved vs. Warmhearted), C (Affected by Feelings vs. Emotionally Stable), G (Expedient vs. Conscientious), Q₃ (Undisciplined Self-Conflict vs. Highly Controlled) and Q₄ (Relaxed vs. Tense). Implications of this study were for preservice and in-service teacher training and future research on comparisons of teacher, student, peer, and parent perceptions of emotional handicaps to learning.     

The ecological validity of laboratory cycling: Does body size explain the difference between laboratory- and field-based cycling performance?

Previous researchers have identified significant differences between laboratory and road cycling performances. To establish the ecological validity of laboratory time-trial cycling performances, the causes of such differences should be understood. Hence, the purpose of the present study was to quantify differences between laboratory- and road-based time-trial cycling and to establish to what extent body size [mass (m) and height (h)] may help to explain such differences. Twenty-three male competitive, but non-elite, cyclists completed two 25 mile time-trials, one in the laboratory using an air-braked ergometer (Kingcycle) and the other outdoors on a local road course over relatively flat terrain. Although laboratory speed was a reasonably strong predictor of road speed (R2 = 69.3%), a significant 4% difference (P < 0.001) in cycling speed was identified (laboratory vs. road speed: 40.4 +/- 3.02 vs. 38.7 +/- 3.55 km x h(-1); mean +/- s). When linear regression was used to predict these differences (Diff) in cycling speeds, the following equation was obtained: Diff (km x h(-1)) = 24.9 - 0.0969 x m - 10.7 x h, R2 = 52.1% and the standard deviation of residuals about the fitted regression line = 1.428 (km . h-1). The difference between road and laboratory cycling speeds (km x h(-1)) was found to be minimal for small individuals (mass = 65 kg and height = 1.738 m) but larger riders would appear to benefit from the fixed resistance in the laboratory compared with the progressively increasing drag due to increased body size that would be experienced in the field. This difference was found to be proportional to the cyclists' body surface area that we speculate might be associated with the cyclists' frontal surface area.     

Personality variables of children nominated as emotionally handicapped by classroom teachers

Ninety-nine children in grades one through three in a rural Maine school were administered the Early School Personality Questionnaire (ESPQ). The teachers of these children were asked to list the children in their classroom who, in their judgement, demonstrated emotionally handicapping conditions which interfered with achievement and/or adjustment. The teachers had been involved, prior to the nomination task, in an in-service training session on the characteristics of emotionally disturbed children suggested by Bower (1961). “T” tests were used to compare the differences in the ESPQ factors between children selected as emotionally handicapped by their teachers, and those not selected. Differences were found on three factors: B (Dull vs. Bright), H (Shy vs. Venturesome) and O (Placid vs. Apprehensive). Implications of this study were for in-service education of teachers and future research on screening processes.