Crime Cultivation: Comparisons Across Media Genres and Channels

This study tests the idea that TV genres (crime drama, reality cop shows, news) and channels (TV and newspapers) vary in their potential to cultivate perceptions, fears, and behavior related to exposure and attention to crime content. Randomly selected adults (505) over the age of 18 in Indiana were interviewed. Regression analyses indicate significant variance across media genres and channels in their influence on viewer orientations to crime. Yet overall, media use is a relatively weak predictor of crime orientations.     

Peak power output provides the most reliable measure of performance in prolonged intermittent-sprint cycling

Abstract

The aims of this study were to determine the reliability of an intermittent-sprint cycling protocol and to determine the efficacy of one practice session on main trials. Eleven men, moderately trained team-sport athletes, completed three visits to the laboratory involving a graded-exercise test and practice session and two trials of a Cycling Intermittent-Sprint Protocol separated by three days. Data for practice and main trials were analysed using typical error of measurement, intra-class correlation and least-products regression to determine reliability. Typical error of measurement (expressed as a coefficient of variation) and intra-class correlation for peak power output from all 20 sprints for trial 1 and trial 2 were 2.9 ± 12.8% (95% confidence interval: 2.0–5.0%) and 0.96 (95% confidence interval: 0.85–0.99), respectively. Typical errors of measurement and intra-class correlation for mean power output for all 20 sprints for trials 1 and 2 were 4.2 ± 11.9% (95% confidence interval: 2.9–7.4%) and 0.90 (95% confidence interval: 0.66–0.97), respectively. The results suggest that peak power output provides a more reliable measure than mean power output. The Cycling Intermittent-Sprint Protocol provides reliable measures of intermittent-sprint performance.     

Factors and Interactions Influencing Technology Integration During Situated Professional Development in an Elementary School

This study examined factors that influence K–5 teachers’ technology integration efforts during a semester-long Collaborative Apprenticeship. Results suggest that shared planning time, shared curriculum, connection to an individual, expertise, physical proximity, and comfort level influenced interactions across the community of practice. Posing and responding to task-based questions, giving and seeking advice, and sharing ideas composed more than 70% of interactions between teachers. However, the nature of interactions changed as teachers assumed increased responsibility for designing technology-enhanced lessons. Teacher-leaders initially modeled exemplar applications of technology-enhanced lessons and gave advice on their classroom use. Subsequently, the community of teachers brainstormed ideas collaboratively as teacher-leaders supported peers to develop original lessons independently. Implications for collaborative apprenticeships and learning in professional environments are provided.     

Technical determinants of tackle and ruck performance in International rugby union

The most frequently occurring contact events in rugby union are the tackle and ruck. The ability repeatedly to engage and win the tackle and ruck has been associated with team success. To win the tackle and ruck, players have to perform specific techniques. These techniques have not been studied at the highest level of rugby union. Therefore, the purpose of this study was to identify technical determinants of tackle and ruck performance at the highest level of rugby union. A total of 4479 tackle and 2914 ruck events were coded for the Six Nations and Championship competitions. Relative risk ratio (RR), the ratio of the probability of an outcome occurring when a characteristic was observed (versus the non-observed characteristic), was determined using multinomial logistic regression. Executing front-on tackles reduced the likelihood of offloads and tackle breaks in both competitions (Six Nations RR 3.0 Behind tackle, 95% confidence interval [95% CI]: 1.9–4.6, effect size [ES] = large, P < 0.001); Championship RR 2.9 Jersey tackle, 95% CI: 1.3–6.4, ES = moderate, P = 0.01). Fending during contact increased the chances of offloading and breaking the tackle in both competitions (Six Nations RR 4.5 Strong, 95% CI: 2.2–9.2, ES = large, P = P < 0.001; Championship RR 5.1 Moderate, 95% CI: 3.5–7.4, ES = large, P < 0.001). For the ruck, actively placing the ball increased the probability of maintaining possession (Six Nations RR 2.2, 95% CI: 1.1–4.3, ES = moderate, P = 0.03); Championship RR 4.0, 95% CI: 1.3–11.8, ES = large, P = 0.01). The techniques identified in this study should be incorporated and emphasised during training to prepare players for competition. Furthermore, these techniques need to be added to coaching manuals for the tackle and ruck.     

Achieving results with a performance‐centered design framework

Working with clients to deliver solutions provides ample opportunity for success as well as failure. This article focuses on how to address three shortcomings that often contribute to performance solutions missing the mark. These shortcomings include (a) the framework used to view, discuss, and analyze performance is too narrow; (b) performance solutions do not address the ineffective habits of performers; and (c) the important process step of design is often improperly defined or even ignored.     

Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention

We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-grade content outcomes were significant and positive, but no follow-up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first-grade math skills overestimates long-term intervention effects.     

Examining focus,duration, and classroom impact of literacy and mathematics professional development

Over $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5–11) and middle school (students ages 11–14) teachers participated. Ninety-eight teacher-participants completed an online survey about their professional development experiences. In the analysis of literacy survey items and mathematics survey items, there were similarities in focus areas that received greater participation and areas that received less. There were also noticeable differences in frequency of participation in literacy and mathematics professional development. Comparisons between literacy and mathematics professional development indicated that more teachers reported participating in literacy experiences. This included workshops as well as ongoing support through planning meetings and mentorship. Overall, the consensus from teachers was that professional development was effective and has a beneficial impact on their classroom. Researchers share implications for the design and research of future professional development programs.     

Critical Considerations for Physical Literacy Policy in Public Health,Recreation, Sport,and Education Agencies

The International Charter for Physical Education, Physical Activity, and Sport clearly states that vested agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their life course. Physical literacy is a rapidly evolving concept being used in policy making, but it has been limited by pre-existing and sometimes biased interpretations of the construct. The aim of this article is to present a new model of physical literacy policy considerations for key decision makers in the fields of public health, recreation, sport, and education. Internationally debated definitions of physical literacy and the wider construct of literacy were reviewed in order to establish common pillars of physical literacy in an applicable policy model. This model strives to be consistent with international understandings of what “physical literacy” is, and how it can be used to achieve established and developing public health, recreation, sport, and educative goals.