Development of an Educational Innovation Incubator

The Educational Innovation Incubator is an electronic classroom designed to evolve at the University of Central Missouri. This newly enacted endeavor is a place for faculty and students to combine the scholarship of teaching and learning into their courses by experimenting with the latest technologies in education. This paper describes the process that was used for this development and what current form has taken shape.     

Changing the Political Culture: The Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools

This article discusses the background to and deliberations of the Advisory Group on Education for Citizenship and the Teaching Democracy in Schools established by Secretary of State for Education and Employment David Blunkett. The final report of the Advisory Group was published in September 1998. The article discusses the Group's main recommendations. As regards implementation, the article identifies four challenges: curriculum reform, the relationship between schools and communities, the difficulties of citizen life in a globalised context, and the issue of individuals' participation in politics and society.     

Habituation: A Method for Cultivating Starting Points in the Ethical Life

The Aristotelian concept of habituation is receiving mounting and warranted interest in educational circles, but has also been subject to different lines of interpretation and critique. In this article, I bring forward Aristotle's words on habituation, and then clarify the two lines of interpretation that have developed in the contemporary philosophical literature. I argue that the mechanical interpretation contains an intellectualist bias and then argue a cognitivist view that positions habituation as the only method appropriate to cultivating the starting points of the ethical life. I contend, contrary to the popular view, that the starting points are non‐discursive and not subject to explanation, and thus require the non‐discursive method of habituation. I conclude with some thoughts for moral education that answer critiques of habituation concerning the role of reasoning and critical independence of students.     

The association of bike fitting with injury,comfort, and pain during cycling: An international retrospective survey

Although bike fitting is recommended to help reduce injury risk, little empirical evidence exists to indicate an association between bike fitting and injury incidence. The aim of the study was to determine the effect of bike fitting on self-reported injury, comfort, and pain while cycling from a worldwide survey of cyclists. A total of 849 cyclists completed an online questionnaire between February and October 2016. Questionnaire collected data on respondent demographics, cycling profile, bike fitting, comfort and pain while cycling, and injury history. The main predictor variable was bike fitting (yes, by the respondent, i.e. user bike fitting; yes, by a professional service; or no). Covariates included demographic and cycling profile characteristics. Logistic regression models estimated the odds of injury within the last 12 months, reporting a comfortable body posture while cycling, and not reporting pain while cycling. Odds ratios (OR) with 95% confidence intervals (CI) were reported. User bike fitting was associated with increased odds of reporting a comfortable posture (OR?=?2.28, 95%CI: 1.06, 4.68). User (OR?=?2.35; 95%CI: 1.48, 3.84) and professional bike fitting (OR?=?2.35; 95%CI: 1.42, 3.98) were both associated with increased odds of not reporting pain while cycling. No associations were found between bike fitting and injury within the last 12 months. In conclusion, we found an association between bike fitting and reported comfort and pain while cycling. We recommend integrating bike fitting into cycling maintenance. However, further studies with longer follow-up are necessary to determine the presence of an association between bike fitting and injury.     

Physiological responses to 1000-m ergometer time-trial performance in outrigger canoeing

Graded exercise tests are commonly used to assess peak physiological capacities of athletes. However, unlike time trials, these tests do not provide performance information. The aim of this study was to examine the peak physiological responses of female outrigger canoeists to a 1000-m ergometer time trial and compare the time-trial performance to two graded exercise tests performed at increments of 7.5 W each minute and 15 W each two minutes respectively. 17 trained female outrigger canoeists completed the time trial on an outrigger canoe ergometer with heart rate (HR), stroke rate, power output, and oxygen consumption (VO2) determined every 15 s. The mean (+/- s) time-trial time was 359 +/- 33 s, with a mean power output of 65 +/- 16 W and mean stroke rate of 56 +/- 4 strokes min(-1). Mean values for peak VO2, peak heart rate, and mean heart rate were 3.17 +/- 0.67 litres min(-1), 177 +/- 11 beats min(-1), and 164 +/- 12 beats min(-1) respectively. Compared with the graded exercise tests, the time-trial elicited similar values for peak heart rate, peak power output, peak blood lactate concentration, and peak VO2. As a time trial is sport-specific and can simultaneously quantify sprint performance and peak physiological responses in outrigger canoeing, it is suggested that a time trial be used by coaches for crew selection as it doubles as a reliable performance measure and a protocol for monitoring peak aerobic capacity of female outrigger canoeists.     

The career planning, athletic identity, and student role identity of intercollegiate student athletes

The purpose of this study was to examine the career planning of university student athletes and relationships between their career planning and athletic and student role identities. Two retrospective in-depth interviews were held with four male and four female university student athletes. Participants entered university with vague or nonexistent career objectives and invested heavily in their athletic roles. In the latter years of their college career, the participants discarded their sport career ambitions and allowed the student role to become more prominent in their identity hierarchies. The current findings support Brown and Hartley's (1998) suggestion that student athletes may invest in both the athlete and student role identities simultaneously and that investing in the latter may permit the exploration of nonsport career options.