Efficiency of Motor Learning as a Function of Intertrial Rest

Abstract

The efficiency of two practice schedules was examined on two large muscle motor tasks. There were four groups of subjects (N = 160); each individual in a group performed on one of the two motor tasks under one of the two conditions. Distributed practice consisted of alternating 30-second trials of practice and rest; massed practice was continuous for 8 minutes. Comparisons made during the last minute of practice prior to the rest pause revealed that the massed groups had significant decrements in performance level. In contrast, after the rest period, when both groups were on a distributed schedule, no difference was found in the amount of learning. Learning was found to be a function of the number of trials and independent of the conditions of practice.     

Departmental Prestige and Career Mobility Patterns of College Physical Educators

Abstract

The purpose of this study was to determine the relationship between the prestige of physical education graduate departments where faculty obtained their doctorates and the prestige of physical education graduate departments where faculty are now employed. Based on previous research in other academic disciplines, it was expected that graduates from the most prestigious departments tend to be employed at the most prestigious institutions; that their proportion declines as the institutional prestige of the doctoral granting institution declines; and that the institutional inbreeding of doctoral graduates in physical education will be the highest among the most prestigious institutions. Subjects (N = 795) were regular resident faculty with earned doctorates who were employed at any one of the 58 highest physical education doctoral degree producing institutions. A multiple regression analysis revealed a significant relationship (.01) between prestige of doctoral granting department and prestige of employing department. Data indicated that faculty positions at institutions ranking in the top 20 were available almost exclusively to graduates from the top 20, and that the higher the prestige of a department the greater the inbreeding of the faculty. Findings clearly supported the “sponsored” model of career mobility patterns rather than the “contest” model.     

Using Principal Components Analysis to Identify Individual Differences in Vertical Jump Performance

Purpose: The purpose of this study was to determine the reliability of cardiorespiratory and pelvic kinematic responses to simulated horseback riding (SHBR) and to characterize responses to SHBR relative to walking in apparently healthy children. Method: Fifteen healthy children (M_age = 9.5 ± 2.6 years) completed SHBR on a commercially available simulator at low intensity (0.27 Hz) and high intensity (0.65 Hz) during 3 sessions on different occasions. Heart rate (HR), blood pressure, and respiratory gases were measured at rest and during steady-state exercise at both intensities. Pelvic displacement was measured during steady-state exercise. Rate of energy expenditure, mean arterial pressure, and rate pressure product (RPP) were calculated. Participants also walked on a treadmill for 26.8 m/min to 80.5 m/min in 13.4-m/min increments at 0% grade during 1 session to compare cardiorespiratory responses with those of SHBR. Results: Physiological variables across all 3 SHBR sessions were similar at both intensities (p>.05 for all). Intraclass correlation coefficients (ICCs) and coefficients of variation indicate good to modest reliability of cardiorespiratory measures during SHBR (ICCs = .542–.996 for oxygen consumption, energy expenditure, and RPP). Cardiorespiratory variables, except for HR, were 2% to 19% greater, and pelvic displacement was up to 37% greater with high-intensity riding. Treadmill walking at all speeds elicited greater physiological responses compared with SHBR (p < .05). Conclusion: Cardiorespiratory responses and pelvic kinematics are reproducible with SHBR in young children, and these responses were lower than those elicited by slow treadmill walking.     

The Differential Effects of Human Capital for Male and Female Division I Basketball Coaches

Abstract

A horizontal adductive arm swing executed at maximal speed, and timed at intervals of 15°, 53°, 90°, and 105°, was studied under two experimental conditions. Although the movement completed was the same in both conditions, the fundamental difference between the “normal” and “pre-tensed” arm movements was that in the latter condition the subject built up his arm strength maximally just prior to initiating the movement. Twenty trials under each condition was performed by 60 college men. All reliability coefficients were found to be high, i.e., over .89. In contradiction to expectations, the relationship between premovement strength and speed of movement at the first station (r = -.208) was lower than anticipated. However, the low correlations found between strength and speed of movement are in general agreement with the results of earlier investigators which have substantiated the predominance of neuromotor specificity.     

Treatment Discrimination among Assistant Coaches of Women's Teams

Abstract

The purpose of this study was to examine organizational treatment discrimination (i.e., when members of a group receive fewer rewards, opportunities, or resources than they legitimately deserve based on job-related criteria) in the context of women's athletics. Data were collected from 170 assistant coaches of women's teams (i.e., women's basketball, softball, track, volleyball, soccer, and tennis). Results indicate that women's perceived work experiences and outcomes were comparable, and sometimes better, than those of men. We present competing explanations for this finding. First, it is possible that these women were not subjected to treatment discrimination. Alternatively, it is possible that this demonstrates the existence of the “paradox of the contented working woman.” Additional analyses indicate that work experiences explained a large portion of the variance in organizational commitment and turnover intentions, thereby demonstrating their importance in the workplace.     

Hidden in Plain Sight? Records for On-Demand Academic Public Lectures in OCLC WorldCat: A Survey

This study examines record creation in OCLC WorldCat for the public and other non-curricular lectures that many colleges and universities in the United States post on the Internet as streaming or downloadable video or audio. It presents research indicating that few libraries catalog this lecture material in WorldCat but also that some libraries catalog heavily in this area. It suggests reasons for the relative neglect of this material by libraries, discusses the merits of making these lectures accessible through library catalogs, and concludes by identifying areas for future research.     

Measurement Properties of Two Innovative Item Formats in a Computer-Based Test

Many innovative item formats have been proposed over the past decade, but little empirical research has been conducted on their measurement properties. This study examines the reliability, efficiency, and construct validity of two innovative item formats—the figural response (FR) and constructed response (CR) formats used in a K–12 computerized science test. The item response theory (IRT) information function and confirmatory factor analysis (CFA) were employed to address the research questions. It was found that the FR items were similar to the multiple-choice (MC) items in providing information and efficiency, whereas the CR items provided noticeably more information than the MC items but tended to provide less information per minute. The CFA suggested that the innovative formats and the MC format measure similar constructs. Innovations in computerized item formats are reviewed, and the merits as well as challenges of implementing the innovative formats are discussed.     

Sixth Graders’ Co-construction of Explanations of a Disturbance in an Ecosystem: Exploring relationships between grouping,reflective scaffolding,and evidence-based explanations

We report on a study investigating the relationship between cognitive ability grouping, reflective inquiry scaffolding, and students’ collaborative explanations of an ecosystem disturbance which took place when a number of flamingo birds died in a salt lake because of nearby intensive human activities. Twenty-six pairs of students from two intact sixth-grade classes participated in the study. All students investigated scientific data relating to the ecosystem problem using a web-based learning environment. One class was provided with web-based reflective inquiry scaffolding (WorkSpace), while the other class used PowerPoint. The main data analyzed for this study consisted of each pair’s written explanation and task-related artifacts. Findings show that the web-based reflective scaffolding supported students in providing valid evidence in support of their explanations. The analyses of the students’ collaborative explanations showed no statistically significant differences that could be attributed to prior achievement between students in the WorkSpace condition, while differences were found between the different cognitive ability pairs in the PowerPoint class. These findings suggest that the WorkSpace scaffolding may have provided more influential support to lower cognitive ability pairs in creating evidence-based explanations.