Evaluative Criteria in Physical Education

Abstract

This study investigated the effects of iron supplementation (18 mg per day) on the serum iron, total iron binding capacity (TIBC), hemoglobin levels, and percent hemoglobin saturation with iron of female college basketball athletes. The serum iron and hemoglobin levels of ten varsity basketball athletes and seven control subjects (nonathletes) were measured (pretest) prior to the basketball season and again at the end of the season. Iron supplements, no supplements, or a placebo tablet were given during the 4-month experimental period. ANOVA statistical analyses revealed that the iron supplementation was of no value in raising serum iron, TIBC, percent saturation, and hemoglobin levels and that a 4-month basketball training regimen and season did not significantly lower serum iron and hemoglobin levels.     

Relationship of Reaction Time to the Speed of a Softball

Abstract

Reaction time of the batter in Softball is important because of short pitching distance and the speed of the pitcher. Nine pitchers were tested for speed and had an average velocity of 59.95 mph and a mean reaction time of .215 sec. was found for 258 students tested. With these averages, the ball would be 29.33 ft. from home plate before 116 of these students began their swing and in 41 cases the ball would be less than 20 ft from the plate. Pitchers with greater velocity would decrease the success of the batter if the reaction time remains the same.     

On the temporal and behavioural consistency of pre-performance routines: an intra-individual analysis of elite basketball players' free throw shooting accuracy

The effectiveness of pre-performance routines on skilled performance in a self-paced skill has yet to be verified. In this study, we examine the importance of temporal and behavioural consistency in these routines. The duration and specific pattern of behaviours exhibited before each free throw (n = 284) were observed during 14 National Basketball Association play-off games. An intra-individual standardized score was calculated for each shot's duration. Each player's dominant behavioural routine was identified and each shot was classified as "sequence followed" or "sequence not followed". No difference was observed in the success rates of shots associated with brief, long, and regular duration routines (P > 0.05). However, players were more successful when they followed their dominant behavioural sequence (83.77% success) than when they deviated from their specific behavioural pattern (71.43% success) (P < 0.05). The findings are interpreted in light of relevant theory and implications for practice are discussed.     

Multitrait-multimethod investigation of a novel body image measurement technique

A multitrait-multimethod (MTMM) matrix was used to evaluate validity evidence for a digital image manipulation (DIM) body image measurement technique in young women. One hundred one young women completed the DIM procedure and the Thompson and Gray (1995) Contour Drawing Rating Scale to measure self-ideal discrepancy and size perception accuracy components of body image. Seven-day test-retest reliability was acceptable (R = .81-.95). Convergent validity for self-ideal discrepancy was higher (r = .74) than the corresponding heterotrait, monomethod coefficients (r = .46, r = .23) and heterotrait-heteromethod coefficients (r = .18, r = .12). However, the convergent validity coefficient for size perception accuracy was r = .12. The pattern of correlations in the MTMM matrix met the criteria of Campbell and Fiske (1959) for validity of these procedures to measure self-ideal discrepancy but not size perception accuracy. The DIM procedure addresses some of the criticisms associated with figure-rating scales, such as unrepresentativeness of the figures, scale coarseness, and restriction of range in responses. DIM, therefore, represents a realistic, valid alternative to figure-rating scales for measuring self-ideal discrepancy.     

Explaining common variance shared by early numeracy and literacy

How can be explained that early literacy and numeracy share variance? We specifically tested whether the correlation between four early literacy skills (rhyming, letter knowledge, emergent writing, and orthographic knowledge) and simple sums (non-symbolic and story condition) reduced after taking into account preschool attention control, short-term memory, speed of processing, visual-spatial skills, vocabulary, and shared book reading. 228 Dutch native preschoolers (mean age 54.25; SD = 2.12 months) participated. The results revealed that 1) all literacy skills were related to sums (non-symbolic and story condition), 2) rhyming was the strongest predictor of non-symbolic sums, and letter knowledge of sums in story context, 3) visual-spatial skills explained part of the shared variance in the non-symbolic condition and visualspatial skills, vocabulary and short-term memory explained part of the shared variance in sums in story context. Implications for the preschool curriculum and early interventions are discussed.     

Statistical modelling of knee valgus during a continuous jump test

Landing with the knee in a valgus position is recognized as a risk factor for anterior cruciate ligament (ACL) injury. Using linear and non-linear regression analyses, the purpose of this study was to examine the correlation between two-dimensional (2D) knee valgus and three-dimensional (3D) knee kinematics measured during a jump landing task. Twenty-eight female collegiate athletes participated. All participants were required to perform a continuous jump test. The average maximum angles of abduction and internal tibial rotation during landing were measured using the Point Cluster Technique. Average peak knee valgus angle was measured using a 2D approach. Linear and non-linear regression analyses between 2D valgus and 3D knee abduction, and between 2D valgus and 3D internal tibial rotation, were performed. The R2 value between 2D valgus and 3D knee abduction was significantly different from zero and had a moderate correlation for all models, whereas the R2 value between 2D valgus and 3D internal tibial rotation was not significantly different from zero. The 2D approach could be used to screen a specific group of individuals for risk of ACL injury; however, using frontal plane 2D analysis of valgus motion to evaluate internal tibial rotation is not advised.     

Generation Psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program

This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality traits, intelligence (i.e., numerical, verbal, spatial), observed learning activities, and self-study time was collected among almost 1800 students enrolled in this psychology bachelor program at Erasmus University Rotterdam between 2003 and 2009. Academic achievement was measured by students' yearly number of acquired credit points, a course test, and a knowledge progress test. Multiple regression analyses showed that observed learning activities, first- and second-year performance, high school grades, conscientiousness, and verbal ability were most strongly and consistently related to academic achievement in the bachelor. Other student factors also contributed to academic achievement, but their influence was less prominent and mainly restricted to the first year. These results suggest that (prior) educational achievements and observable learning activities are most important for academic success in a problem-based learning bachelor program.     

The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study

This ethnographic case study investigated the science practices of teachers at one public elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school??s overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and artifact collection, were analyzed using a theoretical framework that emphasized five interdependent school culture indicators (values, beliefs, practices, materials, and problems). Findings suggest that the school??s culture adversely influenced the treatment of science.