Prediction of maximum oxygen consumption from walking, jogging, or running

The purpose of this study was to develop a submaximal, 1.5-mile endurance test for college-aged students using walking, jogging, or running exercise. College students (N = 101: 52 men, 47 women), ages 18-26years, successfully completed the 1.5-mile test twice, and a maximal graded exercise test. Participants were instructed to achieve a "somewhat hard" exercise intensity (rating of perceived exertion = 13) and maintain a steady pace throughout each 1.5-mile test. Multiple linear regression generated the following prediction equation: VO2 max = 65.404 + 7.707 x gender (1 = male; 0 =female) - 0.159 x body mass (kg) - 0.843 x elapsed exercise time (min; walking, jogging orrunning). This equation shows acceptable validity (R = .86, SEE = 3.37 ml x kg(-1) min(-1)) similar to the accuracy of comparable field tests, and reliability (ICC = .93) is also comparable to similar models. The statistical shrinkage is minimal (R(press) = 0.85, SEE(press) = 3.51 ml x kg(-) x min(-1)); hence, it should provide comparable results when applied to other similar samples. A regression model (R =.90, and SEE = 2.87 ml x kg(-1) min(-1)) including exercise heart rate was also developed: VO2 max = 100.162 +/- 7.301 x gender(1 = male; 0 =female) - 0.164 x body mass (kg) - 1.273 x elapsed exercise time -0.156 x exercise heart rate, for those who have access to electronic heart rate monitors. This submaximal 1.5-mile test accurately predicts maximal oxygen uptake (VO2max) without measuring heart rate and is similar to the 1.5-mile run in that it allowsfor mass testing and requires only a flat, measured distance and a stopwatch. Further, it can accommodate a wide range of fitness levels (from walkers to runners).     

Effects of learner–instructor relationship-building strategies in online video instruction

Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results show that the attitudes of the college students were positively affected by the relationship building strategies in a statistically significant way (p = .025) and that learning gains were also positively affected at a very near-significant level (p = .052). The implications of the findings are discussed.