Maximum Dynamic Strength,Relative Dynamic Endurance,and Their Relationships

Abstract

Nine males and nine females were used as subjects to test the null hypothesis that there would be no significant differences between the performance of college age males and females on three motor tasks. Star tracing, tapping, and rotary pursuit were the tasks used under two conditions: (a) while looking at a mirror that would cause a reversal effect, and (b) under standard conditions without looking at a mirror. Results revealed no differences between males and females on the tasks performed without a mirror. However, the females performed significantly better on the same tasks while looking at a mirror.     

Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.