Conflict style and cultural understanding among teachers in the western United States: Exploring relationships

Competent teachers are competent communicators who are able to build and sustain interpersonal relationships across culture and across conflict. The following study was designed to validate and extend prior research [Mahon, J. A. (2003). Intercultural sensitivity development of practicing teachers. Dissertation Abstracts International, 64(7), 2353A (UMI No. 3097199); Mahon, J. A. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural Education, 17(4), 391–407] that showed a majority of teachers had ethnocentric levels of intercultural sensitivity (ICS) as measured by the Intercultural Development Inventory (IDI) [Intercultural Communication Institute (ICI). (1999a). The intercultural development inventory. Portland, Oregon: Intercultural Communication Institute]. Qualitative data also suggested teachers with less sophisticated understandings of culture avoided intercultural conflict situations. The following research drew upon a sample of 88 teachers in the United States to examine possible relationships between ICS as measured by the IDI, and conflict style as measured by the Thomas–Kilmann Conflict Inventory (TKI) [Consulting Psychologies Press (CPP). (2002). Thomas–Kilmann Conflict Inventory. Palo Alto, CA: Consulting Psychologies Press]. Results indicated the majority of teachers have ethnocentric understandings of culture, and preferred the Compromising conflict style, followed very closely by Avoiding and Accommodating. Further analyses revealed that degree of cooperativeness predicted levels of the dependent variable of ICS. Certain demographic variables shown to be important in prior ICS research were found to predict levels of the dependent variables.     

From Spirit-Murdering to Spirit-Healing: Addressing Anti-Black Aggressions and the Inhumane Discipline of Black Children

School is a hyperviolent space for Black students and in particular for Black girls. Black girls continue to be adultified, criminalized, and spirit-murdered by educators who enact racially discriminatory school disciplinary policies. Using literature from racial microaggressions and antiblackness, we introduce a model that we refer to as “antiblack aggressions” to examine the disciplinary experiences of two Black girls who were at the center of a violent assault by a White male School Resource Officer at Spring Valley High School. We provide an analysis of South Carolina's Disturbing Schools Law, and we discuss how an antiblack aggressions model can challenge traditional notions of peace, law, and justice for Black girls in school.     

河南省城镇居民体育消费结构分析

采用问卷调查法，对河南省城镇居民体育消费行为进行调查。结果显示，河南省居民体育消费能力低于全国水平，实物性体育消费占主导地位，观赏性体育消费相对滞后，参与性体育消费有快速增长势头。提出发展河南省城镇居民体育消费的对策。     

A prospective examination of the impact of high levels of exercise training on sedentary behaviour

The aim of this study is to determine changes in sedentary behaviour in response to extensive aerobic exercise training. Participants included adults who self-selected to run a marathon. Sedentary behaviour, total activity counts and physical activity (PA) intensity were assessed (Actigraph GT3X) for seven consecutive days during seven assessment periods (?3, ?2, and ?1 month prior to the marathon, within 2 weeks of the marathon, and +1, +2, and +3 months after the marathon). Models were fitted with multiple imputation data using the STATA mi module. Random intercept generalized least squares (GLS) regression models were used to determine change in sedentary behaviour with seven waves of repeated measures. Results: Twenty-three individuals (mean?±?S_x: 34.4?±?2.1y, 23.0?±?1.9% fat, 15 women, 8 men) completed the study. Marathon finishing times ranged from 185 to 344 minutes (253.2?±?9.6 minutes). Total counts in the vertical axis were 1,729,414 lower one month after the race, compared with two months prior to the race (peak training). Furthermore, counts per minute decreased by 252.7 counts·minute^?1 during that same time period. Daily sedentary behaviour did not change over the seven assessment periods, after accounting for age, gender, per cent body fat, wear time, marathon finishing time, and previous marathon experience. This prospective study supports the notion that PA and sedentary behaviours are distinct, showing that sedentary behaviour was not impacted by high levels of aerobic training.     

Do the physical and environment PETTLEP elements predict sport imagery ability?

The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; M_age?=?20.24 years, SD?=?4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. ‘I make small movements or gestures during the imagery’) and environment (e.g. ‘I image in the real training/competition environment’) elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β?=?0.38; strategy, β?=?0.23; goal, β?=?0.21; affect, β?=?0.25; mastery, β?=?0.22). The model was a good fit to the data: χ² (174)?=?263.87, p?<?.001, CFI?=?.96, TLI?=?.95, SRMR?=?.09, RMSEA?=?0.05 (90% CI?=?0.03–0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability.     

Response Time Adjustment in the Stop Signal Task: Development in Children and Adolescents

Adjusting speed to maintain fast and accurate performance is critical to goal-directed behavior. This study examined development of response time adjustments in the stop signal task in 13,709 individuals aged 6–17 years (49.0% Caucasian) across four trial types: correct and incorrect go, successful (stop-inhibit), and failed (stop-respond) trials. People sped more after correct than incorrect go responses and slowed more after failed than successful stop trials. Greater slowing after stop-respond but less slowing after stop-inhibit trials was associated with better response inhibition. Response time adjustments were evident in children as young as age 6, developed throughout childhood, and plateaued by age 10. Results were consistent with the predictions of the error detection and shifting goal priority hypotheses for adjustments.     

Understanding the relative contribution of technical and tactical performance to match outcome in Australian Football

ABSTRACT

The aim of this study was to assess if tactical and technical performance indicators (PIs) could be used in combination to model match outcomes in Australian Football (AF). A database of 101 technical PIs and 14 tactical PIs from every match in the 2009–2016 Australian Football League (AFL) seasons was merged. Two outcome measures Win-loss and Score margin were used as dependent variables. The top 45 ranked technical and tactical PIs from a feature selection process were used to model match outcome using decision tree and Generalised Linear Models (GLMs). Of the top 45 selected features, this included seven tactical PIs. The Win-loss-based Decision tree model achieved a classification accuracy of 89.0% and GLM 93.2%. A Score margin-based GLM achieved a root mean squared error (RMSE) of 6.9 points. A combined approach to the classification of match outcomes provided no improvement in model accuracy compared with previous literature. However, this study has established the relative importance of technical and tactical measures of performance in relation to successful team performance in AF.