Response to “A Racquetball Skills Test”

Walking is a popular and easily accessible form of physical activity. However, walking instruction for older adults is based on the evidence gathered from younger populations. This study evaluated walking conditions, strength, balance, and subjective health status after a 12-week walking-training program in community-dwelling adults > 65 years old. Participants walked 1,921 m (3,158.88 steps) in 26.69 min with a heart rate of 114 beats/min. An analysis of covariance to adjust for previous exercise habits, pretest strength, and subjective health status revealed significant differences in strength and in subjective physical and mental health status between experimental and control groups. This study identified the effects of the walking-training program on community-dwelling elderly adults without changing their previous physical activities.     

Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course

We designed and developed an emotion control treatment and investigated its effects on college students’ academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of motivation than the control group but there was no difference between the two groups in achievement. Implications for the design and development of interventions or systems for students’ emotion control are discussed.     

Children as readers: what we learn from their conversations about reading

This article analyses a conversation about reading with three Year 8 students. Drawing on sociocultural theories of learning and elements of discourse analysis, it explores not only details of what the students read, but also how the process of the conversation itself shapes their perception of themselves as readers. Analysis of the data suggests that close attention to conversations such as these can affect our understanding of young readers and the reading practices in which they engage, in ways which may be valuable for classroom teachers of English.     

Cumulative trauma and symptom complexity in children: A path analysis

Multiple trauma exposures during childhood are associated with a range of psychological symptoms later in life. In this study, we examined whether the total number of different types of trauma experienced by children (cumulative trauma) is associated with the complexity of their subsequent symptomatology, where complexity is defined as the number of different symptom clusters simultaneously elevated into the clinical range. Children's symptoms in six different trauma-related areas (e.g., depression, anger, posttraumatic stress) were reported both by child clients and their caretakers in a clinical sample of 318 children. Path analysis revealed that accumulated exposure to multiple different trauma types predicts symptom complexity as reported by both children and their caretakers.     

Entering the Field of Physical Education: The Journey of Fifteen First-Year Teachers

Purpose: Given the significant challenges facing today’s physical educators, the purpose of this study was to examine the expectations of induction teachers and identify the factors in both their personal and organizational environments enhanced or constrained their assimilation into the field during their 1st year. Method: Using occupational socialization theory as a guide, data from demographic surveys and a series of formal interviews with participants at the beginning, middle, and end of the school year were inductively analyzed for theme development. Results: Results revealed positive acculturation experiences and unity regarding the purpose of physical education as preparing students to be fit for a lifetime. Barriers were noted to be family and personal crises, role conflict, isolation, marginalization, issues with classroom management and discipline, and difficulties in developing positive relationships with stakeholders. Enhancers were identified as positive interactions and rapport with students, colleagues, and administrators and favorable individual dispositions. Conclusion: Implications indicate a need for purposeful physical education teacher education training to proactively address these barriers during professional preparation as well as the creation of additional support systems for beginning teachers.