Comparison of Self-Reported and Objectively Measured Sedentary Behavior and Physical Activity in Undergraduate Students

ABSTRACT

The aim of this study was to investigate differences between estimates of sedentary behavior and physical activity (PA) from the International Physical Activity Questionnaire (IPAQ) and accelerometry in undergraduate students. 91 students participated in the study. Sedentary behavior and PA were objectively measured by an accelerometer for 7 days and then self-reported with the IPAQ. Partial correlations were used to assess associations among PA variables and participant characteristics between the methods. Agreement was assessed via the Bland–Altman method. Correlation coefficients between self-reported and objectively measured PA ranged from 0.21 to 0.38 (p≤ 0.05 for all). A higher proportion of students were classified as meeting PA guidelines via self-report compared to objective measurements. Bland–Altman plots revealed acceptable agreement between methods, however, bias was evident for all PA intensities. Sex and lean body mass impacted these differences. Researchers should exercise caution when interpreting PA assessed via the IPAQ in undergraduate students.     

Sport development and physical activity promotion: An integrated model to enhance collaboration and understanding

As inactivity and obesity levels continue to rise, calls are being made for sport development action to be further directed towards capitalising on the value of community participation for health and social benefits. This paper seeks to highlight a current disconnect between physical activity and sport management research, and identify opportunities for collaboration. To date, the sport management literature has predominantly focused on sport as a form of entertainment with spectatorship outcomes, where professional codes are a commonly used setting of research inquiry. There has been less focus on organisational issues related to participation in sport and recreation. This is identified as a gap, given the current push towards increasing focus on sport and recreation promotion for community wellbeing. The present paper sought to examine physical activity and sport management research, to identify commonalities and potential for integration and co-operation. The outcome of this review is a conceptual framework, integrating socio-ecological models, taken from physical activity research, and sport development concepts derived from sport management theory. The proposed conceptual framework seeks to provide sport management researchers with direction in their efforts to promote participation in sport, recreation and physically active leisure domains, particularly for community wellbeing purposes. Furthermore, such direction may also enhance the capacity of researchers to capitalise on opportunities for collaboration and integration across domains of inquiry.     

CS–US interval determines the transition from overshadowing to potentiation with flavor compounds

The present series of five flavor aversion experiments with rat subjects examined compound conditioning at varying CS-US intervals. Using a taste-taste design, Experiments 1A and 1B demonstrated overshadowing at a 0-min CS-US interval and potentiation at a 120-min CS-US interval, and these effects occurred with both tastes of the compound. Experiment 2 showed that the aversion to a single element is reduced when the CS-US interval is increased to 120 min, but the aversion for a compound taste is not. Experiments 3A and 3B explored odor + taste compound conditioning; the results demonstrated odor potentiation across the trace interval and a transition from taste overshadowing to taste potentiation. Collectively, the data show that the change from overshadowing to potentiation was not due to changes in the aversions produced by compound conditioning but, instead, was due to a more rapid loss of conditionability across a trace interval prior to the US in single-element conditioning. These experiments suggest that following compound conditioning, the aversion to each element represents generalization decrement from the configured compound, but the designation of overshadowing or potentiation actually depends on the status of conditioning in the single-element control.     

Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates

This article presents an analysis of rich data, gathered from interviews with 46 candidates and 38 supervisors from three Australian universities, about experiences of doctoral supervision in cross-cultural situations. Our analysis shows that many of the issues reported by international candidates are the same as those encountered by domestic candidates. However, this study has identified eight intensifiers that make such situations more complicated or difficult for candidates in a cross-cultural context: language; cultural differences in dealing with hierarchy; separation from the familiar; separation from support; other cultural differences; stereotypes; time; and what happens when the candidate returns home. The two intensifiers mentioned by more than 50% of interviewees are separation from the familiar and language. Using intensifiers as a conceptual framework for self-examination may help universities to better understand the real issues, to target resources, to mitigate distress to international candidates and reduce pressure on supervisors.     

Further Examination of a Curriculum-Based Value-Added Model for Teacher Preparation: Exploring the Role of Teachers’ Behavior on K–12 Student Learning

Multiple threats to validity and reliability exist when value-added models (VAMs) rely wholly on standardized assessments to measure the relationship between teachers and their K–12 students’ learning gains. Research on a curriculum-based VAM, built on evidence-based practices, continues to establish an explicit link between teacher candidates’ instruction and their K–12 students’ learning gains. Statistical tests of association were used to analyze measures of student learning and university supervisors’ ratings during classroom observations with a department instrument, the Narrative Observation Scale. Results from a sample of 23 teacher candidates revealed that (a) two measures of student learning were related and attributed to candidates’ instruction, and (b) 67.6% of the variance in the percentage of K–12 students meeting their specific learning objectives was accounted for by the teacher candidates’ mastery of specific classroom management behaviors. Limitations and directions for future research are discussed regarding continued efforts to refine a rational, curriculum-based VAM.     

Teachers as mediators between educational policy and practice

Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy‐making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education.     

The psychological environment and teachers’ collective-efficacy beliefs

The psychological environment of schools is a powerful determinant of staff well-being and educational outcomes for children. The work reported here explored teachers’ Collective-Efficacy (CE) and well-being. Staff in a sample of schools completed a survey of their CE. A sub-sample of teachers was interviewed to elicit views about the relationship between CE and leadership practices. Overall staff CE was correlated with key indicators of pupils’ attainments. Four themes in the interviews indicated attributions for staff well-being and motivation: Communication, Learning, Supporting Roles, and Stress Management. Enhancing CE is critical for staff well-being. At a time when staff recruitment, retention and well-being may be jeopardised, the findings here indicate the critical importance of professional relationships for the ethos and effectiveness of schools.