Influence of carbohydrate mouth rinsing on running and jumping performance during early morning soccer scrimmaging

Carbohydrate mouth rinse (CMR) is a novel method proposed to enhance endurance performance lasting ≤ 60 min. The current study examined the influence of CMR on anaerobic performance tasks in 11 collegiate female soccer players after an overnight fast. Athletes completed two experimental sessions, during which carbohydrate (CHO; 6% maltodextrin) or taste- and colour-matched placebo (PLA) mouth-rinse solutions were administered in a counterbalanced, double-blinded design. Three rounds of a 5-min scrimmage bout and series of performance tests including a single countermovement vertical jump (1VJ), a set of four consecutive vertical jumps, a 72-m shuttle run (SR72) and 18-m sprint comprised each trial. Thirst sensation (TS), session TS, ratings of perceived exertion (RPE) and session RPE were assessed as secondary outcomes. The first SR72 approached significance (p = 0.069), but no significant between-trials differences were observed for any of the mean performance tasks. The highest 1VJ scores did not differ for the first (CHO = 47.3 ± 3.4, PLA = 47.7 ± 3.5 cm; p = 0.43), second (CHO = 48.0 ± 4.1, PLA = 47.9 ± 3.5 cm; p = 0.82) or third bout (CHO = 47.4 ± 3.9, PLA = 48.1 ± 3.9 cm; p = 0.26). TS approached significance (p = 0.053) during the first bout. No significant differences (p > 0.05) were found for any of the perceptual variables. Current results fail to support ergogenic influence of CMR on anaerobic performance tasks in collegiate female athletes.     

Collaboration, scaffolding and the promotion of problem solving strategies in Mexican pre-schoolers

Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom.     

Classroom diversity and teachers' perspectives of their workplace

The diverse and heterogeneous classroom is considered one of the best vehicles for providing both effective education and equal opportunity to students of diverse sociocultural backgrounds and academic abilities. This study explores the impact of the social and academic diversity of the class on teachers' perspectives about their schools as a workplace. Data gathered from an anonymous questionnaire administered to all secondary-school teachers in a medium-size industrial city in lsrael indicate that classroom diversity is correlated negatively with the average academic ability of the classroom, and positively with class size and frequent disciplinary problems. Findings also show that less experienced teachers are more likely to be assigned to diverse classrooms. The study suggests that the effects of classroom diversity on teachers' perspectives of their workplaces are strong and significant. Paper presented at the annual meeting of the University Council of Educational Administration, Minneapolis, 1992. The authors acknowledge the comments and assistance of Audrey Addi. This research was supported by the Department of Education, City of Petach Tikvah, Israel.     

Early Practicum Experiences: Preservice Early Childhood Students’ Perceptions and Sense of Efficacy

The current study explored early practicum experiences (those occurring before student teaching) in an early childhood birth to kindergarten teacher education program. Undergraduates enrolled in practicum courses completed questionnaires about their overall practicum experience including: socio-emotional components (their perceived fit with their cooperating teacher and intrapersonal feelings while in the classroom), overall practicum satisfaction, and their sense of teacher efficacy. Results revealed that practicum students generally reported feelings of being energized and relaxed, though some practicum students reported feelings of frustration in their practicum classrooms. Feeling energized and relaxed and students’ perception of fit with their cooperating teacher were positively associated with practicum satisfaction and practicum students’ teacher efficacy. Feelings of frustration were negatively associated with students’ fit with their cooperating teacher, practicum satisfaction, and students’ teacher efficacy. Higher levels of practicum satisfaction predicted higher practicum students’ teacher efficacy. Findings highlight the importance of understanding early practicum experiences and what factors of the practicum experience contribute teacher efficacy. Implications for future research and practice for early childhood teacher preparation programs are discussed.     

Problem solving in the rat: Stay vs. shift solutions on the three-table task

Two experiments were conducted to determine the conditions under which a shift problem vs. a stay problem would be easier for animals tested on Maier’s three-table task. When animals were given a prior exploratory experience and a partial feeding during the feeding experience, the stay problem was easier. With a prior exploratory experience and a complete feeding experience, the shift solution was easier. In the absence of prior exploration, rats cannot solve either the stay or shift problem, regardless of the amount of feeding during the feeding experience.     

Fitness and fun for three-to-five year olds

As early as 1977, research studies demonstrated that one or two risk factors for coronary heart disease were present in 65 percent of boys and girls aged seven to twelve years. In more recent studies, three- to five-year-olds were found to be very inactive at home and at school, and one- to two-year-old children having obese parents were less active than children having nonobese parents.Sue Ellen Miller is Associate Professor in the School of Health and Sport Sciences, Ohio University, Athens, OH.     

Adaptation to physically and emotionally demanding conditions: the role of deliberate practice

The current study elucidated the reasons for athletic performance differences between individuals who (1) engage in similar workloads, and (2) develop in similar environments. 8 elite and 11 sub‐elite swimmers, with confirming data provided by 17 of their parents and 6 of their coaches, participated in this investigation. Findings revealed that (1) a variety of different practice regimens can result in attaining expertise, and (2) highly analogous developmental experiences may not differentiate between elite and sub‐elite performers. Results provide support for a 4‐factor model of expert athletic development: high effort, supportive environment, facilitative coping strategies, and physical and psychological predispositions. Each is likely required to achieve elite athletic performance, and all must be present in such a manner that they are systematically and idiosyncratically functional.