Fluid needs for training and competition in athletics

The diverse nature of the athletic events, together with the varied training programmes and individuality of athletes taking part, inevitably means that fluid needs are highly variable--between athletes, perhaps between training and competition, and with differing environmental conditions and degree of training and heat acclimatization. There are limited data from athletics on all aspects of fluid balance, but wherever possible we have focused on this information to draw conclusions. When appropriate, euhydration will best be ensured by consuming 6-8 ml . kg body mass(-1) of a sodium-containing fluid, or sodium-free fluid together with food, about 2 h before exercise. The individual sweat responses are so variable that athletes should assess their own individual sweat losses to determine if these are likely to be a cause for concern. The volume of drink that is consumed should never be so much that an athlete gains mass over an event, unless perhaps there is evidence that they began in a hypohydrated state. This may be a particular concern in the field events and multi-event disciplines when competition can be spread over a number of hours and when there are significant rest periods between activities.     

Object‐Oriented Performance Improvement

In this paper, a framework to support an object‐oriented approach to performance analysis is described. The framework includes the use of collaboration, automation, visual modeling, and reusable repositories of analysis knowledge. The need for a new framework is related to the increasing concern with the cost effectiveness of student and employee development. Efforts to improve the return‐on‐investment in such development have been hindered by a craft orientation to the design and construction of learning and performance support materials. One solution to this problem has been to enhance the reuse of such materials. Rather than build every new system from scratch in a craft‐oriented manner, it is envisioned that systems will be constructed largely of standardized, reusable objects shared through Web‐based repositories. Currently, the main focus is on the technological framework necessary for an object‐based approach to learning system development. There appears to be little consideration of the changes in analysis and design thinking required for the move towards object‐based systems. Such systems should still be required to be directly linked to performance problems and opportunities at both the organizational and individual system levels.     

Perceived causes of success and failure: Are women's attributions related to persistence in engineering majors?

This study explored the influence of attributional style on women's persistence in engineering majors, after controlling for academic ability. Female students (N = 255) previously or currently enrolled in the engineering college of a large midwestern university completed measures assessing their (a) attributions for science, mathematics, and engineering academic events; and (b) thoughts of changing career goals. Results revealed that, after controlling for academic ability, two attributional style dimensions were related to persistence in engineering majors. Among persisters in engineering, those attributional style dimensions were also related to thoughts of changing career goals. Implications for research are discussed, and recommendations for educators and advisors are presented. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 663–676, 1999     

Measurement of metacomponential processing in young children

The purpose of this study was to provide initial information regarding: (a) the applicability of Sternberg's componential theory of intellectual functioning to young children's thinking, and (b) the validity of an observational approach to the measurement of metacomponential processing. Results indicated that both reliability and construct validity of the observational instrument were acceptable. The results also provided support for Sternberg's theory as applied to young children's cognition and suggested separable phases of componential processing.