The effects of changing pace on metabolism and stroke characteristics during high-speed breaststroke swimming

Performances often vary between the heats and finals of breaststroke swimming competitions possibly because the swimmers try to conserve their energy, or for other tactical reasons. Additionally, coaches might advise either a 'positive' or 'even' pace race strategy during the final. The effect of such pacing changes on metabolism (blood lactate, heart rate, ventilation), ratings of perceived exertion, stroke kinematics and turning times have not been investigated. Nine male competitive breaststroke swimmers swam three paced (Aquapacer) 200-m trials, 48 h apart and in random order, at 98%, 100% and at an attempted 102% of their maximal 200-m time-trial speed. Responses in metabolic variables were similar between the 98% and 100% trials, but higher post-exercise blood lactate concentrations and respiratory exchange ratios were observed following the 102% trial. As the pace of trials increased, stroke rate was found to increase proportionately with stroke count. However, during the latter stages of the 100% trial, a disproportionate increase in the stroke count was observed, which led to a significant pacing error. This feature was more obvious in the 102% trial, where participants demonstrated 'positive pacing' and reported higher ratings of perceived exertion than for the 98% trial. During the early stages of the trials, turning times were initially shorter the faster the pace of the trial; however, as the trials progressed, this pattern was found to reverse. We conclude that a slight reduction in pace during near maximal breaststroke swimming altered kinematic but not post-exercise metabolic responses, while an increase in pace led to positive pacing and an increase in both kinematic responses and anaerobic metabolism.     

Exercise and inflammation in coronary artery disease: A systematic review and meta-analysis of randomised trials

ABSTRACT

Current evidence suggests that chronic inflammation contributes to the development of coronary artery disease (CAD). Interestingly, exercise may constitute a method of reducing inflammation in this patient population. As such, this systematic review and meta-analysis examined the evidence generated by randomised studies that investigated the effect of exercise on inflammatory biomarkers in CAD. Literature was sought from various sources. Outcomes were pooled in a random-effects model to calculate standardised mean differences (SMD) with 95% confidence intervals (CI). Twenty-five studies were reviewed; post-intervention C-reactive protein (SMD: ?0.55 (95% CI: ?0.93, ?0.16), P = 0.005), fibrinogen (SMD: ?0.52 (95% CI: ?0.74, ?0.29, P = <0.00001)), and von Willebrand factor (SMD: ?1.57 (95% CI: ?2.23, ?0.92), P = <0.00001) values were significantly lower in exercise groups compared to controls. In addition, qualitative analyses identified evidence that supports a beneficial effect of exercise on these acute-phase reactants. However, the impact of exercise on anti–inflammatory cytokines, adhesion molecules, and chemokines is equivocal, which may be attributed to a paucity of research. Nevertheless, the findings of this review suggest that exercise induces an anti–inflammatory effect in CAD patients. Although, the quality of evidence needs to be improved by further randomised studies with high methodological qualities and large sample sizes.     

ADHD,parent perspectives and parent–teacher relationships: grounds for conflict

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.     

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns

Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements.     

The Use of Think-Aloud to Evaluate a Navigation Structure for a Multimedia Health and Wellness Application for Older Adults and Their Caregivers

Despite the increasing use of health information technologies (HITs) for older adults living in the community and their caregivers, few have been rigorously evaluated for usability by the end users. Think-aloud protocols are a relatively easy method for both clinicians and researchers to use with older adults and those therapists that work with them to provide such an evaluation. In the present report, we provide an exemplar using this method in order to evaluate the usability of a health and wellness technology tool designed for older adults and caregivers. In addition, we discuss methodological and practical considerations for others interested in this approach. The methodology described in this study is easy and practical to undertake, and it can be effectively conducted by researchers and clinicians to find usability issues related to HITs for older adults and their caregivers.     

‘I found out the hard way’: micro-political workings in professional football

This paper examines the micro-political experiences of Adam (a pseudonym), a newly appointed fitness coach at a Football Association Premier League club, in his search for acceptance by senior colleagues. Data were collected through a series of in-depth, semi-structured interviews, before being subject to a process of inductive analysis. Goffman's writings on impression management and stigma, Kelchtermans's micro-political perspective and Garfinkel's notion of status degradation are primarily utilised to make the sense of Adam's perceptions and actions. The findings point to the value of developing coaches’ micro-political understandings, and of including their formal facilitation within given professional preparation programmes. Doing so, it is argued, would better equip coaches for the problematic realities of their practice.     

Providing written feedback on students’ mathematical arguments: proof validations of prospective secondary mathematics teachers

Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student arguments and provide feedback to students based on those validations. Prior research has demonstrated several weaknesses teachers have with respect to proof validation, but little research has investigated instructional sequences aimed to improve this skill. In this article, we present the results from the implementation of such an instructional sequence. A sample of 34 prospective secondary mathematics teachers (PSMTs) validated twelve mathematical arguments written by high school students. They provided a numeric score as well as a short paragraph of written feedback, indicating the strengths and weaknesses of each argument. The results provide insight into the errors to which PSMTs attend when validating mathematical arguments. In particular, PSMTs’ written feedback indicated that they were aware of the limitations of inductive argumentation. However, PSMTs had a superficial understanding of the “proof by contradiction” mode of argumentation, and their attendance to particular errors seemed to be mediated by the mode of argument representation (e.g., symbolic, verbal). We discuss implications of these findings for mathematics teacher education.