The effect of exercise interventions on resting metabolic rate: A systematic review and meta-analysis

ABSTRACT

The systematic review and meta-analysis evaluated the effect of aerobic, resistance and combined exercise on RMR (kCal·day^-1) and performed a methodological assessment of indirect calorimetry protocols within the included studies. Subgroup analyses included energy/diet restriction and body composition changes. Randomized control trials (RCTs), quasi – RCTs and cohort trials featuring a physical activity intervention of any form and duration excluding single exercise bouts were included. Participant exclusions included medical conditions impacting upon RMR, the elderly (≥65 years of age) or pregnant, lactating or post-menopausal women. The review was registered in the International Prospective Register of Systematic Reviews (CRD 42,017,058,503). 1669 articles were identified; 22 were included in the qualitative analysis and 18 were meta-analysed. Exercise interventions (aerobic and resistance exercise combined) did not increase resting metabolic rate (mean difference (MD): 74.6 kCal·day^-1[95% CI: ?13.01, 161.33], P = 0.10). While there was no effect of aerobic exercise on RMR (MD: 81.65 kCal·day^-1[95% CI: ?57.81, 221.10], P = 0.25), resistance exercise increased RMR compared to controls (MD: 96.17 kCal·day^-1[95% CI: 45.17, 147.16], P = 0.0002). This systematic review effectively synthesises the effect of exercise interventions on RMR in comparison to controls; despite heterogenous methodologies and high risk of bias within included studies.     

Sample, Random and Variation: The Vocabulary of Statistical Literacy

This paper considers the development of school students’ ability to define three terms that are fundamental to statistical literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random” and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally. For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics and literacy educators are discussed.     

Assessment of Students’ Understanding of Variation

Several tasks used in research studies are presented with assessment rubrics and examples of the development of student understanding. The tasks focus on students’ appreciation of variation in several contexts and illustrate the need to discuss variation in the classroom and to ask students specifically about it during assessment.     

Listening harder: Queer archive and biography

This article emerges from a wider study on bicultural film archiving practice. It focuses on Jonathan Dennis as a subject of (my) archiving, and as a distinctive archivist himself in relation to a specific archive at a particular moment. Dennis practice differed significantly from North American and European conventions contemporaneous with his life work. The charismatic founding director of Ngā Taonga Sound & Vision (formerly The New Zealand Film Archive) Jonathan Dennis (1953–2002) became a conduit for tensions and debates during the 1981–2002 period in relation to indigenous and non indigenous presentation of (film) archival materials. This resulted in a film archive and curatorship practice which differed significantly from that of the North American and European archives he originally sought to emulate. As a Pākehā (non Māori/indigenous New Zealander) with a strong sense of social justice he argued for an awareness of geographical location and cultural context in his work. He supported a philosophical shift in archival practice, by engaging indigenous peoples in developing creative and innovative exhibitions and programmes from the 1980s period until his death.

Note: From 1988 the official name for the New Zealand Film Archive was Ngā Kaitiaki o ngā Taonga Whitiāhua (Guardians of the Treasured Images of Light). Since August 2014 the institution is called Ngā Taonga Sound & Vision, New Zealand Archive of Film, Television and Sound Ngā Taonga Whitiāhua Me Ngā Taonga Kōrero to acknowledge the acquisition of the state-owned Television NZ Archive and Sound Archives from Radio NZ. For brevity’s sake the Archive is referred to throughout as NTSV (Ngā Taonga Sound & Vision).

Key: NTSV PP JD refers to the NTSV Personal Papers of Jonathan Dennis (uncatalogued at time of writing).     

Contemporaneous and Longitudinal Associations of Sibling Conflict with Family Relationship Assessments and Family Discussions about Sibling Problems

The first purpose of this study was to examine contemporaneous and longitudinal associations of maternal and paternal measures of family functioning with observational and self-report assessments of sibling conflict. The second purpose was to determine whether the ways in which families attempt to solve siblings' problems are associated with contemporaneous and longitudinal assessment of sibling conflict. The results indicate that paternal equality of treatment and family harmony during family discussions about sibling problems, as well as parents' perceptions of family cohesiveness, are associated with lower sibling conflict levels.     

The Research and Development in Organisations Approach and the Evaluation of a Mainstream Behaviour Support Initiative

This paper describes the evaluation of a local authority behaviour support initiative that involved the re-location of four behaviour support teachers from pupil referral units into three mainstream secondary schools to work with pupils at risk of exclusion. The evaluation was largely illuminative (Parlett, 1981) and focused on the effect of changing off-site behaviour support to in-school support. The research approach taken incorporated a Co-operative Inquiry strand (Heron, 1996) where researchers and behaviour support teachers worked together to design major aspects of the research process. This enabled research outcomes to inform educational practice, and gave a reflective, formative aspect to the study. The overall approach to the design of the study was informed by the Research and Development in Organisations (RADIO) model developed by Knight and Timmins (1995). The application of this approach in the context of the study is described along with a brief account of the findings. Finally, brief comment is made on the way in which the RADIO approach might contribute to educational psychologists' work at the local education authority and whole school levels.