Relationship of running economy, ventilatory threshold, and maximal oxygen consumption to running performance in high school females

The purpose of the study was to relate three determinants of distance running success, (a) maximal oxygen consumption (VO2max), (b) ventilatory threshold (VT), and (c) running economy (RE), to actual running time in a 5-km race (ART). Twenty-four female runners (M age = 15.9 years) from four high school teams that competed at the Massachusetts All-State 5-km Cross Country Championship Meet and placed 1st, 7th, 19th, and 20th were tested in the laboratory. The mean VO2max of these runners was 61.7 ml.kg-1.min-1, HRmax 201 b.min-1, VEmax 100 L.min-1, and RER 1.10. The VT occurred at 79% of the VO2max, and HR of 184 b.min-1 (92% of HRmax). The velocity at VT (vVT) and velocity at VO2max (vVO2max) was correlated with ART, r(22) = .78 and .77 (p less than .001), respectively. The VO2 at VT and at maximal exercise was correlated with ART by r(22) = -.66 and -.69 (p less than .001), respectively. The VO2 at 215 m.min-1 (8 mph) was poorly related to ART, r(22) = -.05, p greater than .05. It was concluded that either of the derived variables vVT and vVO2max appear to explain significant variation in distance running performance among adolescent female cross country runners.     

Below-average, average, and above-average readers engage different and similar brain regions while reading

Event-related potentials (ERPs) were recorded from 27 children (14 girls, 13 boys) who varied in their reading skill levels. Both behavior performance measures recorded during the ERP word classification task and the ERP responses themselves discriminated between children with above-average, average, and below-average reading skills. ERP amplitudes and peak latencies decreased as reading skills increased. Furthermore, hemisphere differences increased with higher reading skill levels. Sex differences were also related to ERP amplitude variations across the scalp. However, ERPs recorded from boys and girls did not differ as a function of differences in the children's reading levels.     

Enhancing diversity in science: is teaching science process skills the answer?

The Biology Fellows Program at the University of Washington aims to enhance diversity in science by helping students succeed in the rigorous introductory biology classes and motivating them to engage in undergraduate research. The composite Scholastic Achievement Test scores and high school grade point averages of the Biology Fellows are comparable to those of students who are not in the program; however, they earn, on average, higher grades in introductory biology classes than non-Biology Fellows. Underrepresented minorities and disadvantaged students in the program also earn higher grades in the introductory biology classes than do their non-Biology Fellows counterparts. Analysis of the performance of Biology Fellows shows that the program assists students who are not proficient in certain science process skills and that students who lack these skills are at risk for failing introductory biology. This evaluation provides insight for designing programs that aim to enhance the performance of beginning students of biology, particularly for underrepresented minorities, who want to obtain a life science degree.     

Individual calibration of accelerometers in children and their health-related implications

This study compared children’s physical activity (PA) levels, the prevalence of children meeting current guidelines of ≥60 minutes of daily moderate to vigorous PA (MVPA), and PA-health associations using individually calibrated (IC) and empirical accelerometer cutpoints. Data from 75 (n = 32 boys) 10–12 year old children were included in this study. Clustered cardiometabolic (CM) risk, directly measured cardiorespiratory fitness (CRF), anthropometric and 7 day accelerometer data were included within analysis. PA data were classified using Froude anchored IC, Evenson et al. (Evenson, K. R., Catellier, D. J., Gill, K., Ondrak, K. S., &; McMurray, R. G. (2008). Calibration of two objective measures of physical activity for children. Journal of Sports Sciences, 26(14), 1557–1565. doi:10.1080/02640410802334196) (Ev) and Mackintosh et al. (Mackintosh, K. A., Fairclough, S. J., Stratton, G., &; Ridgers, N. D. (2012). A calibration protocol for population-specific accelerometer cutpoints in children. PLoS One, 7(5), e36919. doi:10.1371/journal.pone.0036919) (Mack) cutpoints. The proportion of the cohort meeting ≥60mins MVPA/day ranged from 37%-56% depending on the cutpoints used. Reported PA differed significantly across the cutpoint sets. IC LPA and MPA were predictors of CRF (LPA: standardised β = 0.32, p = 0.002, MPA: standardised β = 0.27 p = 0.013). IC MPA also predicted BMI Z-score (standardised β = ?0.35, p = 0.004). Ev VPA was a predictor of BMI Z-score (standardised β = ?0.33, p = 0.012). Cutpoint choice has a substantial impact on reported PA levels though no significant associations with CM risk were observed. Froude IC cutpoints represent a promising approach towards classifying children’s PA data.     

Starting small: Building preschool teacher knowledge that supports early literacy development

A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children’s early literacy development, considerably fewer studies have examined the knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs and developing more robust measures of preschool teacher knowledge are proposed.     

Female athlete endorsers: Determinants of effectiveness

In drawing from social role theory and the match-up hypothesis, the purpose of this study was to determine influential variables regarding the effectiveness of female athlete endorsers. A 2 (gender appropriate/gender inappropriate) × 2 (sport related product/non-sport related product) experiment was conducted with 296 participants from four different universities throughout the United States. Results indicated that type of sport had little effect on credibility measures. Further, the athlete's sport had no effect on athlete-product fit. The most important aspect relative to purchase intentions was the product being endorsed, not the sport in which the athlete competed. Results are discussed in terms of practical implications and theoretical considerations.     

Some Functions are More Equal than Others: The Development of a Macroappraisal Strategy for the National Archives of Australia

In 1999–2000 the National Archives of Australia (NAA) adopted a functions-based approach to appraisal. Since that time functional appraisal projects have for the most part been conducted in cooperation with individual agencies. What has been missing is a broad whole-of-government or macroappraisal framework which might assist with the strategic prioritisation of projects, the allocation of resources and the identification of high-value functions, activities and record classes. This article describes a project commenced by the NAA during 2003–2004 to research and develop a functions-based macroappraisal framework for current and prospective appraisal and for retrospective application to records of the past 30 years of the Australian Government. The article compares the Australian approach with macroappraisal strategies pursued in Canada, the Netherlands and South Africa.