A test of anxiety/uncertainty management theory: The intercultural adaptation context

Anxiety/Uncertainty Management theory, as formulated by Gudykunst and Hammer (1987a), proposes that intercultural adaptation outcomes are based on the two mediating dimensions of uncertainty reduction and anxiety reduction and sixteen secondary variables that systematically influence uncertainty and anxiety reduction. In this paper, the sixteen variables originally identified are categorized into four “fundamental factors”; (interpersonal saliencies, intergroup saliencies, communication message exchange, and host contact conditions). The present study examines this revised Anxiety/Uncertainty Management (AUM) theory of intercultural adaptation. A total of 291 international students at two universities in the United States participated in the study. The study found overall fit of the revised AUM theory vis‐a‐vis the two mediating factors of uncertainty and anxiety reduction, the importance of interpersonal saliencies for uncertainty reduction, and the importance of host contact conditions for facilitating feelings of comfort and reducing anxiety. Intergroup saliencies were significantly related to uncertainty reduction but not, contrary to expectation, to anxiety reduction. Communication message exchange (which consists of information gathering strategies and second language proficiency) was, again contrary to expectation, not significantly related to either uncertainty or anxiety reduction. Finally, cultural identity showed a small though significant negative relationship to intergroup saliencies, suggesting a stronger, ingroup identity was associated with increased uncertainty. The paper concludes by proffering explanations for the findings and suggestions for future research.     

Student‐teachers' perspectives on positive and negative social processes in school

In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article.     

Is movement variability important for sports biomechanists?

This paper overviews the importance for sports biomechanics of movement variability, which has been studied for some time by cognitive and ecological motor skills specialists but, until quite recently, had somewhat been overlooked by sports biomechanists. The paper considers biomechanics research reporting inter- and intra-individual movement variability in javelin and discus throwing, basketball shooting, and locomotion. The overview does not claim to be comprehensive and we exclude such issues as the theoretical background to movement and coordination variability and their measurement. We overview evidence, both theoretical and empirical, of inter-individual movement variability in seeking to achieve the same task goal, in contrast to the concept of “optimal” movement patterns. Furthermore, even elite athletes cannot reproduce identical movement patterns after many years of training, contradicting the ideas of motor invariance and “representative” trials. We contend that movement variability, far from being solely due to neuromuscular system or measurement “noise” – as sports biomechanists may have previously supposed – is, or could be, functional. Such functionality could allow environmental adaptations, reduce injury risk, and facilitate changes in coordination patterns. We conclude by recommending that sports biomechanists should focus more of their research on movement variability and on important related topics, such as control and coordination of movement, and implications for practice and skill learning.     

The long-term athlete development model: physiological evidence and application

Within the UK, the "Long Term Athlete Development" (LTAD) model has been proposed by a variety of national governing bodies to offer a first step to considering the approach to talent development. The model, which is primarily a physiological perspective, presents an advancement of understanding of developing athletic potential alongside biological growth. It focuses on training to optimize performance longitudinally, and considers sensitive developmental periods known as "windows of opportunity". However, it appears that there are a number of problems with this theoretical model that are not necessarily transparent to coaches. Principally, the model is only one-dimensional, there is a lack of empirical evidence upon which the model is based, and interpretations of the model are restricted because the data on which it is based rely on questionable assumptions and erroneous methodologies. Fundamentally, this is a generic model rather than an individualized plan for athletes. It is crucial that the LTAD model is seen as a "work in progress" and the challenge, particularly for paediatric exercise scientists, is to question, test, and revise the model. It is unlikely that this can be accomplished using classical experimental research methodology but this should not deter practitioners from acquiring valid and reliable evidence.     

Influence of regression model and initial intensity of an incremental test on the relationship between the lactate threshold estimated by the maximal-deviation method and running performance

Abstract

This study investigated the influence of the regression model and initial intensity during an incremental test on the relationship between the lactate threshold estimated by the maximal-deviation method and performance in elite-standard runners. Twenty-three well-trained runners completed a discontinuous incremental running test on a treadmill. Speed started at 9 km · h^?1 and increased by 1.5 km · h^?1 every 4 min until exhaustion, with a minute of recovery for blood collection. Lactate–speed data were fitted by exponential and polynomial models. The lactate threshold was determined for both models, using all the co-ordinates, excluding the first and excluding the first and second points. The exponential lactate threshold was greater than the polynomial equivalent in any co-ordinate condition (P < 0.001). For both models, the lactate threshold was lower when all co-ordinates were used than when the first and the first and second points were excluded (P < 0.001). 10-km race pace was correlated with both the exponential and polynomial lactate thresholds for all the co-ordinate conditions (r ≥ 0.75, P < 0.001 and r ≥ 0.56, P < 0.05, respectively). The results suggest that the exponential lactate threshold should be used instead of the polynomial equivalent since it is more strongly associated with performance and is independent of the initial intensity of the test.     

Rhetoric and reality: using ICT to enhance pupil learning—Harry Potter and the Warley Woods Mystery—Case study 2

How can we use ICT to enhance the quality of pupil learning? The case study below deliberately embedded ICT within the context of an existing scheme of work to develop 11–12 year olds’ understanding of the skills and processes of historical investigation. It also mapped onto the existing teaching styles of the teachers involved, and reflected their orientation—beliefs and values. The role for the ICT was to present the pupils with a problem that would intrigue, excite and motivate them. Accordingly, we asked them to act in role as assistants to Harry and Hermione in investigating the strange death of Sam Woodhouse in 1822. The pupils carried out the investigation using a hyperlinked set of clues. They had undertaken two identical kinds of investigation earlier in the year. One was a murder mystery, the other the disappearance of the Princes in the Tower in 1483. For both these mysteries the clues were on cards. Comparisons of the results of the ICT mystery with those of the earlier two investigations suggest that the hyperlink version was equally effective in terms of developing understanding, with some clear advantages in developing pupils’ overall understanding of the problem and ability to make links between disparate clues and pieces of information.     

Assessing Outcomes: Practical Methods and Evidence

University counseling center clients’ (N = 52) perceptions of precounseling functioning were highly correlated with their actual well‐being scores at intake. The magnitude of change based on perceptions of precounseling functioning to current well‐being was approximately double of what is found from the difference of actual precounseling well‐being to current well‐being scores. Retrospective methods for assessing precounseling functioning are best suited for comparison among clients or counseling processes.