Effect of the starting and turning performances on the subsequent swimming parameters of elite swimmers

In the present research, we examined the effect of the starting and turning performances on the subsequent swimming parameters by (1) comparing the starting and turning velocities with the swimming parameters on the emersion and mid-pool segments and (2) by relating the individual behaviour of swimmers during the start and turns with subsequent behaviour on each swimming lap. One hundred and twelve 100 m performances on the FINA 2013 World Swimming Championships were analysed by an image-processing system (InThePool 2.0®). At the point of the start emersion, the swimming parameters of the 100-m elite swimmers were substantially greater than the mid-pool parameters, except on the breaststroke races. On the other hand, no diminution in the swimming parameters was observed between the turn emersion and the mid-pool swimming, except on the butterfly and backstroke male races. Changes on the surface swimming kinematics were not generally related to the starting or turning parameters, although male swimmers who develop faster starts seem to achieve faster velocities at emersion. Race analysts should be aware of a transfer of momentum when swimmers emerge from underwater with implications on the subsequent swimming kinematics, especially for male swimmers who employ underwater undulatory techniques.     

The influence of isometric preload on power expressed during bench press in strength-trained men

The purpose of this study was to compare the power expressed during the bench press exercise in resistance-trained men following different pre-activation conditions. Twenty-two trained men (age 24.1?±?1.7 years, height 178.6?±?6.1?cm, body mass 81.1?±?10.6?kg) completed a maximal effort bench press (1-RM) test (100.0?kg?±?8.1?kg). In a subsequent assessment, each participant performed concentric bench press movements with loads of 20%, 30%, 40% and 50% of their 1-RM preceded by either a concentric contraction (CC), a low isometric preload (LIP; 70% 1-RM) or a high isometric preload (HIP; 100% 1-RM) conditions. All movements were performed in a Smith machine with a settable quick-release device. Participants performed all three conditions in randomized fashion. Results indicated that power outputs during the bench press exercise following HIP were significantly (p?<?0.05) greater than CC at 20% 1-RM (+9%), 30% 1-RM (+16%) and 40% 1-RM (+14%), and LIP at 20% 1-RM (+4%), 30% 1-RM (+20%) and 40% 1-RM (+15%). No differences were found between conditions at 50% 1-RM. Area under the force–power curve with HIP was greater (p?<?0.05) than with CC and LIP. In conclusion, results of this study indicate that the use of a HIP (100% 1-RM) in trained participants results in significantly greater power output during the concentric phase of a multi-joint exercise when compared to standard concentric movement.     

Allocation of time in self-paced memory tasks: the role of practice, instructions, and individual differences in optimizing performance

Nelson & Narens (1990) proposed that the allocation of study time in self-paced memory tasks depends on the comparison between the norm of study (established before studying) and the level of learning reached. We explored the role of practice, instructions, and individual differences in determining the norm of study and optimizing performance. In Study 1, participants carried out various study trials involving different (but similar) lists of words. In Study 2, participants were instructed to attain either maximum recall or maximum speed. In Study 3, the study time spontaneously used by each participant was estimated. The effect of increasing or decreasing this time was observed. Memory span and speed of lexical processing were also measured. Finally, Study 4 estimated participants were able to adapt performance to objective criteria (e.g., instructions). However, the time that they spontaneously use tends to be the most efficient. Variations in these times lead to losses in efficiency. Differences in processing capacity or motivation seem not to determine the differences in study time.     

Assessing cultural values: developing an attitudinal scale

Effective measurement of cultural value is often elusive because of its multidimensional nature. It is also influenced by sociodemographic characteristics (manifest variables) and attitudinal characteristics (latent variables) of populations. While the former is easily available to researchers, the latter has not been fully studied. This paper suggests the use of a cultural worldview scale that was developed to measure cultural attitudes of people, using factor and cluster analysis. Four factors comprise the scale: cultural linkages, recognition of cultural values, cultural loss and preservation of traditions and customs. Some advantages of using this scale are demonstrated, and relationships with sociodemographic variables are investigated. Managerial and policy implications are discussed.

Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students

Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.     

Dominant–non-dominant asymmetry of kicking a stationary and rolling ball in a futsal context

The aim of this study was to analyse the characteristics of the asymmetries in the dominant and non-dominant limbs when kicking stationary and rolling balls. Ten experienced Brazilian amateur futsal players participated in this study. Each participant performed kicks under two conditions (stationary ball vs. rolling ball) with the dominant and non-dominant limbs (five kicks per condition per limb). We analysed the kicking accuracy, ball and foot velocities, angular joint displacement and velocity. The asymmetry between the dominant and non-dominant limbs was analysed by symmetry index and two-way repeated measures ANOVA. The results did not reveal any interaction between the condition and limb for ball velocity, foot velocity and accuracy. However, kicking with the dominant limb in both kicks showed higher ball velocity (stationary ball: dominant – 24.27 ± 2.21 m · s^?1 and non-dominant – 21.62 ± 2.26 m · s^?1; rolling ball: dominant – 23.88 ± 2.71 m · s^?1 and non-dominant – 21.42 ± 2.25 m · s^?1), foot velocity (stationary ball: dominant – 17.61 ± 1.87 m · s^?1 and non-dominant – 15.58 ± 2.69 m · s^?1; rolling ball: dominant – 17.25 ± 2.26 m · s^?1 and non-dominant – 14.77 ± 2.35 m · s^?1) and accuracy (stationary ball: dominant – 1.17 ± 0.84 m and non-dominant – 1.56 ± 1.30 m; rolling ball: dominant – 1.31 ± 0.91 m and non-dominant – 1.97 ± 1.44 m). In addition, the angular joint adjustments were dependent on the limb in both kicks (the kicks with non-dominant limb showed lower hip external rotation than the kicks with the dominant limb), indicating that the hip joint is important in kick performance. In conclusion, the kicks with the non-dominant limb showed different angular adjustments in comparison to kicks with the dominant limb. In addition, kicking a rolling ball with the non-dominant limb showed higher asymmetry for accuracy, indicating that complex kicks are more asymmetric.     

University presidents as policy entrepreneurs: Evidence from U.S. universities engaged in prestige behaviour

This article examines how university presidents who led their institutions to achieve Carnegie “R1 Highest Research Activity” managed policy tensions created by prestige priorities and worked with groups and coalitions internally and externally. Striving to achieve R1 status requires U.S. universities to re-calibrate their focus, resources, and messaging both internally and externally. Using four elements of policy entrepreneurship (PE), the three cases included in this article illustrate the critical role of university presidents as PE in maintaining a sustained effort over an extended period. University leaders displayed their social acuity and built teams by cultivating their social and political capital with influential constituents and groups. As PE, university presidents were deliberate and thoughtful about the language they used to define and describe policy problems and solutions. The findings expand our understanding of the role of university presidents as PE.     

Determinants and patterns of physical activity practice among Spanish university students

The purpose of the present study was to investigate the socio-demographic and lifestyle determinants of physical activity practice, as well as the motivations for being or not being physically active in Spanish university students. A representative sample of students from a Spanish university (n = 2,051; 42.1% males; mean age 21.9, s = 4.8 years) participated in the present cross-sectional study. A questionnaire including questions regarding lifestyle, dietary habits, parents' characteristics, and physical activity habits was administered to the students. The socio-demographic and lifestyle determinants of physical activity practice were assessed using multivariable logistic regression. 68.4% of men and 48.4% of women reported to practise physical activity in the present sample. Those who practised physical activity consumed more fruits and were less likely to be smokers compared to non-physically active students. Also, physically inactive men spent more time in front of the computer and physically inactive women spent more time in front of the TV and were more likely to be frequent alcohol consumers. Maternal educational level and maternal physical activity habits were also important determinants of physical activity practice among men and women respectively. In conclusion, physically active students tended to engage in other healthy habits in the present population, suggesting the clustering of healthy or unhealthy lifestyle factors among specific subgroups.     

Auditory Context and Memory Retrieval in Young Infants

Three-month-old infants were trained to move an overhead crib mobile while 1 of 2 musical selections was played. Retention was assessed 1 or 7 days later in the presence of either the same music or a different musical selection. in Experiment 1, the musical selections were very different (classical versus jazz); in Experiment 2, they were much more similar (two classical pieces). Infants in both experiments displayed 1 day retention regardless of wich music was played during the retention test. At 7 days, retention was seen only when the music played during the retention test matched the training music. These data are consistent with similar findings showing that 3-month-old infants'memory is disrupted at long retention intervals when the context present during retention testing does not match the learning context. As the infant's memory wanes, context appears to function as a necessary cue for the retrieval of acquired expectancies.